[
{
"url": "https://wou.omeka.net/s/repository/item/15250",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"PURE Insights Volume 15.5 Cover Art"
],
"dcterms:creator": [
"Natalie Puha"
],
"dcterms:date": [
"2026-07-01"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:identifier": [
"PURE155d"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 07/01/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This cover artwork pays (see what I did there?) tribute to the vanitas still life paintings of 17th-century Dutch Baroque painters, in which flowers symbolize life’s impermanence. Neon price labels are collaged on top of one another, radiating outward to depict the explosive look of Crape Myrtle flowers on campus that bloom in the summertime. Just like the Crape Myrtle plant’s flowers, our ownership of material possessions is impermanent. Scribbled lines made with markers and pens optically mix. Ink is conceived to be a permanent medium, but the price label stickers allow for a quick cover-up."
],
"bibo:volume": [
"15.5"
],
"VIVO:informationResourceSupportedBy": [
"Jen Bracy"
],
"BIO:keywords": [
"collage",
"Baroque",
"flowers"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/15248",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"Gender Fluidity in Twelfth Night: Drawing Contemporary Connections from an Elizabethan Protagonist"
],
"dcterms:creator": [
"Claire E. Phillips"
],
"dcterms:date": [
"2026-07-01"
],
"dcterms:type": [
"text"
],
"dcterms:identifier": [
"PURE155c"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 07/01/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This article explores the Shakespeare play Twelfth Night and how it addresses themes such as the expression of gender and sexuality in a comedic but patriarchal society. In more than one play, Shakespeare utilized the theme of cross-dressing, specifically with his female main characters, but why? What do the characters and audiences get out of this sudden change of gender, which adds a new complicated dynamic to the story? Specifically, this thesis explores Viola from Twelfth Night, as well as her male disguise, “Cesario.” How Viola interacts with both male and female characters in the story challenges potentially false beliefs of how gender and sexuality were viewed in the Elizabethan era. There is a distinction between the tolerance and acceptance of gender fluidity; it comes down to the space in which it is being expressed. The modern debate I will be addressing is this: was Shakespeare truly ahead of his time when he played with gender fluidity in his works, or was he simply perpetuating pre-existing misogynistic stereotypes? The answer won’t be black and white, and it will analyze the readings of Shakespeare from both a queer and feminist standpoint. From the seventeenth century until now, there is still much to be discussed about why these plays, Twelfth Night in particular, are still important and socially."
],
"bibo:volume": [
"15.5"
],
"VIVO:informationResourceSupportedBy": [
"Tiara Good"
],
"BIO:keywords": [
"Shakespeare",
"Twelfth Night",
"gender"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/15246",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"Transgender Healthcare Access: Barriers and Impacts"
],
"dcterms:creator": [
"Alex Michaels"
],
"dcterms:date": [
"2026-07-01"
],
"dcterms:type": [
"text"
],
"dcterms:identifier": [
"PURE155b"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 07/01/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Transgender health care is a heavily debated topic in our society that undergoes significant legislative changes at an alarming pace. Using an autoethnographic research approach, I use my own lived experience as a trans person navigating the healthcare systems in my state to discuss some of the barriers and struggles of the trans community. To support and expand upon the autoethnographic portion of my work, I also draw from current literature and research. This thesis addresses topics of provider education, critical comments from care providers, care avoidance, gendered systems and health care records, pharmacy issues, insurance denials and related barriers, and relevant legislation. My work aims to provide context for social and structural barriers and to address the impact those barriers have on human lives."
],
"bibo:volume": [
"15.5"
],
"VIVO:informationResourceSupportedBy": [
"Margaret Manoogian"
],
"BIO:keywords": [
"healthcare",
"transgender issues",
"auto-ethnography"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/15244",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"PURE Insights Volume 15.5"
],
"dcterms:creator": [
"Maren Anderson"
],
"dcterms:description": [
"Full issue for PURE Insights Volume 15.5 (Summer, 2026)"
],
"dcterms:date": [
"2026-07-01"
],
"dcterms:type": [
"Text",
"Image; Stillimage"
],
"dcterms:identifier": [
"PURE155a"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 07/01/2026, this item is in copyright, which is held by the authors. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the authors.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"bibo:volume": [
"15.5"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/15148",
"dcterms:title": [
"One Very Determined Portuguese Man Versus The Entire European Union: Francisco Guerreiro, The European Union, and UAP Reporting Protocol"
],
"dcterms:creator": [
"Hannah Burk"
],
"dcterms:date": [
"6/16/2025"
],
"dcterms:type": [
"text"
],
"dcterms:identifier": [
"UFO_2026f"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/15/2026, this item is in copyright, which is held by the authors. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"BIO:keywords": [
"Francisco Guerreiro",
"UFOs",
"European Union"
],
"SKOS:note": [
"Eliot Dickinson"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/15147",
"dcterms:title": [
"Are Technical Issues in Aircrafts a Calling Card for UAPs?: Aviation Safety and the Hypothetical Ability to Preemptively Locate a UAP"
],
"dcterms:creator": [
"Lili Minato"
],
"dcterms:date": [
"6/16/2025"
],
"dcterms:type": [
"text"
],
"dcterms:identifier": [
"UFO_2026e"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/15/2026, this item is in copyright, which is held by the authors. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"BIO:keywords": [
"aviation safety",
"UFOs"
],
"SKOS:note": [
"Eliot Dickinson"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/15146",
"dcterms:title": [
"Comparison of the Hudson and Belgium Waves"
],
"dcterms:creator": [
"Henry Fonseca"
],
"dcterms:date": [
"6/16/2025"
],
"dcterms:type": [
"text"
],
"dcterms:identifier": [
"UFO_2026d"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/15/2026, this item is in copyright, which is held by the authors. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"BIO:keywords": [
"Belgium",
"UFOs",
"New York"
],
"SKOS:note": [
"Eliot Dickinson"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/15145",
"dcterms:title": [
"Looking for a Sign of Life: World War II's \"Foo Fighters\""
],
"dcterms:creator": [
"Claire McCann"
],
"dcterms:date": [
"6/16/2025"
],
"dcterms:type": [
"text"
],
"dcterms:identifier": [
"UFO_2026c"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/15/2026, this item is in copyright, which is held by the authors. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"BIO:keywords": [
"Foo Fighters",
"UFOs",
"World War Two"
],
"SKOS:note": [
"Eliot Dickinson"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/15144",
"dcterms:title": [
"Here Come The Men In Black, Are They Really The Galaxy Defenders?"
],
"dcterms:creator": [
"Abigail Wallace"
],
"dcterms:date": [
"6/16/2025"
],
"dcterms:type": [
"text"
],
"dcterms:identifier": [
"UFO_2026b"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/15/2026, this item is in copyright, which is held by the authors. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"BIO:keywords": [
"men in black",
"UFOs"
],
"SKOS:note": [
"Eliot Dickinson"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/15143",
"dcterms:title": [
"UFOs: Papers by Western Oregon University Honors Students"
],
"dcterms:creator": [
"Eliot Dickinson"
],
"dcterms:description": [
"This series of papers by Western Oregon University students explore UFOs and UFO-related topics. Also inclided is the course syllabus for an honors class on UFOs taught at Western Oregon University in 2025, and guidelines for writing a paper about UFOs."
],
"dcterms:date": [
"6/16/2026"
],
"dcterms:type": [
"text",
"image;stillimage"
],
"dcterms:identifier": [
"UFO_2026a"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/15/2026, this item is in copyright, which is held by the authors. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"BIO:keywords": [
"UFOs",
"open educational resources"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/15133",
"dcterms:title": [
"Professor Bud Brown and the Creation of the WOU Veteran’s Resource Center"
],
"dcterms:creator": [
"Jackson Albrecht",
"Katie Altheide",
"Jillian Barnhurst",
"Hayden Bence",
"Jandika Borden",
"Emma Cane",
"Juno Debry",
"Jeremy Dixon",
"Alex Fawcett",
"Billy France-Bagwell",
"Gabe Grecny",
"Hayden Grow",
"Tyler James",
"Ben Loverin",
"Isaac Mayhugh",
"Stephanie McKenzie",
"Ellie Osborn",
"Jakob Ritter",
"Grace Smith",
"Hallie Tasker",
"Zephen Wilkinson",
"Carson Yon"
],
"dcterms:description": [
"The WOU Veteran’s Resource Center was created through the initiative of Professor William Bud Brown (Criminal Justice). The students in Professor David Doellinger’s HST 301 Introduction to Historical Research (Fall 2023) and HST 408 Oral History (Winter 2025) began developing a history of the VRC. This history includes transcripts and analysis of oral history interviews and other documents that were collected that are connected to its history and the work of Professor Brown."
],
"dcterms:date": [
"2025-06-15"
],
"dcterms:type": [
"Text",
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],
"dcterms:identifier": [
"BudBrown2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/15/2026, this item is in copyright, which is held by the authors. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"BIO:keywords": [
"Bud Brown",
"Veterans Resource Center"
],
"SKOS:note": [
"David Doellinger"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/15017",
"dcterms:title": [
"STAY: Building Vibrant Community through Language"
],
"dcterms:creator": [
"Eliana Wages"
],
"dcterms:description": [
"WR 122z"
],
"dcterms:date": [
"6/12/2026"
],
"dcterms:identifier": [
"UnboundV7f"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This paper explores the language practices used in the K-pop fandom STAY and the role it plays in fostering community. By focusing on the lexis specific to bias groups, this research demonstrates the diversity of experience and engagement within STAY. Examining group dynamics, nicknames and tone, and references to content reveals a dynamic shared language at the foundation of social interactions within the community. As the interaction between language practices and building connection online is ever evolving, this paper contributes to a growing understanding and exploration of its manifestations specific to STAY."
],
"VIVO:informationResourceSupportedBy": [
"Jean Little"
],
"BIO:keywords": [
"Language practices",
"K-pop",
"online communities"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/15016",
"dcterms:title": [
"The Strength of Spanglish"
],
"dcterms:creator": [
"Kelsey Solis"
],
"dcterms:description": [
"WR 122z"
],
"dcterms:date": [
"6/12/2026"
],
"dcterms:identifier": [
"UnboundV7e"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This essay takes a look into the use of Spanglish and how it can be a powerful tool to connect the Hispanic community together. Using my own personal experiences and interviews, I take a closer look at how each generation uses Spanglish to their advantage in blending into their environment. I also take a look on how it can be used as a powerful tool in unifying the two generations together, especially when looking at the type of climate the Hispanic community is currently finding themselves in."
],
"VIVO:informationResourceSupportedBy": [
"Matt Haas"
],
"BIO:keywords": [
"Spanglish",
"community",
"language"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/15015",
"dcterms:title": [
"The Ropes of Theatre: A Study of Membership in Western Oregon’s Theatre Department"
],
"dcterms:creator": [
"Abigail Hawkins"
],
"dcterms:description": [
"WR 122z"
],
"dcterms:date": [
"6/12/2026"
],
"dcterms:identifier": [
"UnboundV7d"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This essay explores the values of theatre and its ability to create long-lasting communities. I examined WOU’s theatre department by exploring the overlooked question of how new members are integrated into the theatre community and why they choose to stay. Because theatre is such a powerful tool for connection. I chose to explore how finding your community within college can have long-lasting effects on your life; the way theatre impacted mine."
],
"VIVO:informationResourceSupportedBy": [
"Samantha Morgan"
],
"BIO:keywords": [
"Discourse community",
"membership",
"theatre"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/15014",
"dcterms:title": [
"The Fox, the Rose, and the Five-Paragraph Essay"
],
"dcterms:creator": [
"Zanna Ise"
],
"dcterms:description": [
"WR 121z"
],
"dcterms:date": [
"6/12/2026"
],
"dcterms:identifier": [
"UnboundV7c"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This essay examines how the little prince influenced my understanding of academic writing and creativity. Through personal reflection and literary analysis, the essay critiques the restrictive nature of the five paragraph essay while recognizing its organizational value. By drawing connections between the novel, themes and my own personal experiences, this essay argues that academic writing can maintain clarity and structure while also encouraging imagination, personal expression, and emotional depth."
],
"VIVO:informationResourceSupportedBy": [
"Nicole Nugent"
],
"BIO:keywords": [
"Academic writing",
"personal writing",
"The Little Prince"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/15013",
"dcterms:title": [
"The Process of the Voice"
],
"dcterms:creator": [
"Alejandro Solano"
],
"dcterms:description": [
"WR 121z"
],
"dcterms:date": [
"6/12/2026"
],
"dcterms:identifier": [
"UnboundV7b"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This reflective essay explores personal growth through determination and collaboration in college. Explaining how small responsibilities, class participation, and peer reviews revealed the importance of discipline, communication, and attention to detail. Through challenges and teamwork, the author gains confidence, strengthens relationships, and develops habits for future success."
],
"VIVO:informationResourceSupportedBy": [
"Nicole Nugent"
],
"BIO:keywords": [
"Academic writing",
"voice",
"poetry"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/15012",
"dcterms:title": [
"Beyond the Box: Why the Formal Writing Rule Needs Rewriting"
],
"dcterms:creator": [
"Alex Lofton"
],
"dcterms:description": [
"WR 121z"
],
"dcterms:date": [
"6/12/2026"
],
"dcterms:identifier": [
"UnboundV7a"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This essay examines the long-standing expectation that serious writing must always be formal. Drawing from academic research, military experience, and nonprofit leadership, the paper argues that rigid writing structures often silence authentic voice and discourage meaningful communication. Rather than abolishing formal writing, the essay advocates for a more flexible approach that values audience awareness, storytelling, and personal perspective alongside clarity and structure."
],
"VIVO:informationResourceSupportedBy": [
"Patricia Giménez-Eguíbar"
],
"BIO:keywords": [
"Academic writing",
"writing rules",
"voice"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/15010",
"dcterms:title": [
"2026 Academic Excellence Proceedings"
],
"dcterms:date": [
"2026-05-27"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"WOU_AES_2026"
],
"dcterms:language": [
"eng"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/15000",
"dcterms:title": [
"Commencement Exercises of the Oregon College of Education [August 1945]"
],
"dcterms:description": [
"Program for commencement exercises at Oregon College of Education in Monmouth, Oregon, in August of 1945. Program contains a list of speakers and musical pieces and a list of graduating students, as well as a printed hymn titled \"College Hymn.\""
],
"dcterms:publisher": [
"Oregon College of Education"
],
"dcterms:date": [
"1945"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"Commencement_1945c"
],
"dcterms:rights": [
"As of 4/27/2026, the copyright and related rights status of this Item has not been evaluated. Please contact Western Oregon University Archives at archives@wou.edu for more information. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use.",
"https://rightsstatements.org/vocab/CNE/1.0/"
],
"BIO:keywords": [
"Commencement",
"Oregon College of Education"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14999",
"dcterms:title": [
"The Sixty-Second Annual Commencement and Baccalaureate Service of the Oregon College of Education [1945]"
],
"dcterms:description": [
"Program for commencement exercises at Oregon College of Education in Monmouth, Oregon, in June of 1945. Program contains a list of speakers and musical pieces and a list of graduating students, as well as a printed description of academic caps, gowns, and hoods."
],
"dcterms:publisher": [
"Oregon College of Education"
],
"dcterms:date": [
"1945"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"Commencement_1945b"
],
"dcterms:rights": [
"As of 4/27/2026, the copyright and related rights status of this Item has not been evaluated. Please contact Western Oregon University Archives at archives@wou.edu for more information. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use.",
"https://rightsstatements.org/vocab/CNE/1.0/"
],
"BIO:keywords": [
"Commencement",
"Oregon College of Education"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14998",
"dcterms:title": [
"Baccalaureate Service Oregon College of Education [1945]"
],
"dcterms:description": [
"Program for a church service to celebrate the graduation of Oregon College of Education students in June of 1945. Program includes list of speakers, speeches, and musical pieces, and a printed hymn."
],
"dcterms:publisher": [
"Oregon College of Education"
],
"dcterms:date": [
"1945"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"Commencement_1945a"
],
"dcterms:rights": [
"As of 4/27/2026, the copyright and related rights status of this Item has not been evaluated. Please contact Western Oregon University Archives at archives@wou.edu for more information. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use.",
"https://rightsstatements.org/vocab/CNE/1.0/"
],
"BIO:keywords": [
"Commencement",
"Oregon College of Education"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14997",
"dcterms:title": [
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"Invitation to attend commencement exercises at Oregon College of Education in May fo 1944."
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"1944"
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"Program for commencement exercises at Oregon College of Education in Monmouth, Oregon, in June of 1944. Program contains a list of speakers and musical pieces and a list of graduating students, as well as a printed hymn titled \"College Hymn\" and a description of academic caps, gowns, and hoods."
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"The Sixtieth Annual Commencement and Baccalaureate Service of the Oregon College of Education [1943]"
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"Program for commencement exercises at Oregon College of Education in Monmouth, Oregon, in June of 1943. Program contains a list of speakers and musical pieces and a list of graduating students, as well as a printed hymn titled \"College Hymn\" and a description of academic caps, gowns, and hoods."
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"The Fifty-Ninth Annual Commencement and Baccalaureate Service of the Oregon College of Education [1942]"
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"Baccalaureate Service Oregon College of Education [1942]"
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"Program for a church service to celebrate the graduation of Oregon College of Education students in June of 1942. Program includes list of speakers, speeches, and musical pieces, and a printed version of the poem \"America\" by Samuel Francis Smith."
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"The Fifty-Eighth Annual Commencement and Baccalaureate Service of the Oregon College of Education [1941]"
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"Program for a church service to celebrate the graduation of Oregon College of Education students in June of 1941. Program includes list of speakers, speeches, and musical pieces, and a printed hymn."
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"Oregon College of Education Baccalaureate Service [1940]"
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"Program for a church service to celebrate the graduation of Oregon College of Education students in June of 1940. Program includes list of speakers, speeches, and musical pieces."
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"Commencement_1940a"
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"As of 4/27/2026, the copyright and related rights status of this Item has not been evaluated. Please contact Western Oregon University Archives at archives@wou.edu for more information. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use.",
"https://rightsstatements.org/vocab/CNE/1.0/"
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"The Fifty-Sixth Annual Commencement and Baccalaureate Service of the Oregon College of Education [1939]"
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"Program for commencement exercises at Oregon College of Education in Monmouth, Oregon, in June of 1939. Program contains a list of speakers and musical pieces, a list of graduating students, and a printed hymn."
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"Commencement_1939"
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"https://rightsstatements.org/vocab/CNE/1.0/"
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"Oregon Normal School"
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"Commencement_1939a"
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"https://rightsstatements.org/vocab/CNE/1.0/"
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"The Fifty-Fifth Annual Commencement of the Oregon Normal School [1938]"
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"Program for commencement exercises at Oregon Normal School in Monmouth, Oregon, in June of 1938. Program contains a list of speakers and musical pieces, and a list of graduating students."
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"https://rightsstatements.org/vocab/CNE/1.0/"
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"https://rightsstatements.org/vocab/CNE/1.0/"
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"The Fifty-Fourth Annual Commencement of the Oregon Normal School [1937]"
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"As of 4/27/2026, the copyright and related rights status of this Item has not been evaluated. Please contact Western Oregon University Archives at archives@wou.edu for more information. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use.",
"https://rightsstatements.org/vocab/CNE/1.0/"
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"The Fifty-Third Annual Commencement of the Oregon Normal School [1936]"
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"Program for commencement exercises at Oregon Normal School in Monmouth, Oregon, in June of 1936. Program contains a list of speakers and musical pieces, and a list of graduating students."
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"Oregon Normal School"
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"https://rightsstatements.org/vocab/CNE/1.0/"
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"The Fifty-Second Annual Commencement of the Oregon Normal School [1935]"
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"https://rightsstatements.org/vocab/CNE/1.0/"
],
"BIO:keywords": [
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"url": "https://wou.omeka.net/s/repository/item/14964",
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"1935 Commencement Invitation"
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"Invitation to the fifty-second annual commencement at Oregon Normal School in June of 1935."
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"https://rightsstatements.org/vocab/CNE/1.0/"
],
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{
"url": "https://wou.omeka.net/s/repository/item/14963",
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"The Fifty-First Annual Commencement of the Oregon Normal School [1934]"
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"Program for commencement exercises at Oregon Normal School in Monmouth, Oregon, in June of 1934. Program contains a list of speakers and musical pieces, and a list of graduating students and class officers."
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"Commencement_1934"
],
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"https://rightsstatements.org/vocab/CNE/1.0/"
],
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"url": "https://wou.omeka.net/s/repository/item/14962",
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"The Fiftieth Annual Commencement of the Oregon Normal School [1932]"
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"Program for commencement exercises at Oregon Normal School in Monmouth, Oregon, in June of 1932. Program contains a list of speakers and musical pieces, and a list of graduating students and class officers."
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"Commencement_1932"
],
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"https://rightsstatements.org/vocab/CNE/1.0/"
],
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{
"url": "https://wou.omeka.net/s/repository/item/14961",
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"The Forty-Ninth Annual Commencement of the Oregon Normal School [1931]"
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"Program for commencement exercises at Oregon Normal School in Monmouth, Oregon, in June of 1931. Program contains a list of speakers and musical pieces, and a list of graduating students and class officers."
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"Commencement_1931"
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"https://rightsstatements.org/vocab/CNE/1.0/"
],
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{
"url": "https://wou.omeka.net/s/repository/item/14960",
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"The Forty-Eighth Annual Commencement of the Oregon Normal School [1930]"
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"Program for commencement exercises at Oregon Normal School in Monmouth, Oregon, in June of 1930. Program contains a list of speakers and musical pieces, and a list of graduating students and class officers."
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"1930"
],
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"Text"
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"Commencement_1930"
],
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],
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{
"url": "https://wou.omeka.net/s/repository/item/14942",
"dcterms:title": [
"“Hawai‘i 78”: Through the Lens: Code-Switching in Songs"
],
"dcterms:creator": [
"Brianna Tadaki"
],
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"WR 122"
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"6/15/2024"
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"UnboundV5i"
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"eng"
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],
"dcterms:abstract": [
"“‘Hawaiʻi 78’ Through the Lens” is a deep dive into not only my heart but the hearts of Hawaiʻi’s indigenous people. My paper takes you on a journey through simple yet complex song lyrics that reveal deep meaning as to why the anger, joy, and love the people have for Hawaiʻi and the injustices they encountered during the annexation. I hope that you will be enlightened by this brief insight into my culture through “Hawaiʻi 78.”"
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"dcterms:title": [
"The Evolution of Personal Language: Effect and Expression, A Comparative Analysis of Ancient Personal Writing"
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"Keeton Sanchez"
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"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This paper compares contemporary personal writing with the ancient style seen in Marcus Aurelius’s Meditations. By analyzing survey data from college students and examining the ancient text, this paper explores the evolution of personal writing. The survey helps highlight how modern writing emphasizes emotional release and creativity while ancient writing focused on introspection, revealing both continuity and change in personal language use."
],
"bibo:volume": [
"5"
],
"VIVO:informationResourceSupportedBy": [
"Wesley Mathis"
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"BIO:keywords": [
"Pathos",
"Personal Writing",
"Stoic Philosophy"
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},
{
"url": "https://wou.omeka.net/s/repository/item/14940",
"dcterms:title": [
"The Power of Pathos: How Nature Poetry Spurs Engagement in Climate Change Activism"
],
"dcterms:creator": [
"Hayden Mickelberry"
],
"dcterms:description": [
"WR 122",
"Winner of Outstanding Essay Award"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:identifier": [
"UnboundV5g"
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"dcterms:language": [
"eng"
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"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"bibo:volume": [
"5"
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"VIVO:informationResourceSupportedBy": [
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"BIO:keywords": [
"Pathos",
"Climate Change",
"Poetry"
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},
{
"url": "https://wou.omeka.net/s/repository/item/14939",
"dcterms:title": [
"Romanticized Toxicity"
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"dcterms:creator": [
"Jennifer Perez Ramos"
],
"dcterms:description": [
"WR 122",
"Winner of Outstanding Essay Award"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:identifier": [
"UnboundV5f"
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"dcterms:language": [
"eng"
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"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This paper captures a small scope on how cultures have romanticized toxicity, a once derogatory term. Through my writing, the reader looks into the minds of those who find toxic relationships attractive, and learns how we are influenced by our surroundings to have toxic desires."
],
"bibo:volume": [
"5"
],
"VIVO:informationResourceSupportedBy": [
"Tandy Tillinghast"
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"BIO:keywords": [
"Toxicity",
"Cultural Studies"
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},
{
"url": "https://wou.omeka.net/s/repository/item/14938",
"dcterms:title": [
"Self-Made Shackles and Self-Made Keys"
],
"dcterms:creator": [
"Samantha Winkler"
],
"dcterms:description": [
"WR 121"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:identifier": [
"UnboundV5e"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"A fusion of essay and fairy tale that reflects upon the first writing class taken in college, this piece follows a dreamer’s journey through discovering how best to overcome the obstacles in the way of being free to create."
],
"bibo:volume": [
"5"
],
"VIVO:informationResourceSupportedBy": [
"Wesley Mathis"
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},
{
"url": "https://wou.omeka.net/s/repository/item/14937",
"dcterms:title": [
"The Green Light Symbolizes Hope: Fixing High School English"
],
"dcterms:creator": [
"Caleb Ihne"
],
"dcterms:description": [
"WR 121"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:identifier": [
"UnboundV5d"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This essay explores the faults in the way classic literature is taught in the high school curriculum. It provides a deep dive into the various ways in which classic literature is done a disservice when taught and how this teaching, in turn, negatively affects the students. It also provides potential solutions aimed at promoting diversification and understanding of the works and combating resentment towards the genre as a whole."
],
"bibo:volume": [
"5"
],
"VIVO:informationResourceSupportedBy": [
"Kathleen Cassity"
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"BIO:keywords": [
"Literature",
"Pedagogy"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14936",
"dcterms:title": [
"Falling into First Year"
],
"dcterms:creator": [
"Alyssa Nguyen"
],
"dcterms:description": [
"WR 121"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:identifier": [
"UnboundV5c"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This poem was part of a larger body of work, in which I gave writing advice to first-year students in the style of different genres. This was written in the genre of a more modern poem. It was inspired by the things we learned in class, and some of my own fears and struggles regarding my first year of college."
],
"bibo:volume": [
"5"
],
"VIVO:informationResourceSupportedBy": [
"Leigh Graziano"
],
"BIO:keywords": [
"Poetry",
"Writing Process"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14935",
"dcterms:title": [
"Learning the Hard Way: My Experience with Plagiarism"
],
"dcterms:creator": [
"Koffi Kouame"
],
"dcterms:description": [
"WR 121",
"Winner of Outstanding Essay Award"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:identifier": [
"UnboundV5b"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Abstract: This essay explores my personal experience with writing and the impact of plagiarism. Moving from the Ivory Coast to the U.S. created a language barrier and hindered my creativity. However, a key event led to a profound change in my approach, highlighting the value of academic integrity. This essay underscores the importance of ethical writing and the need for culturally sensitive teaching methods to aid students in navigating language barriers and creativity challenges."
],
"bibo:volume": [
"5"
],
"VIVO:informationResourceSupportedBy": [
"Samantha Morgan"
],
"BIO:keywords": [
"Plagiarism",
"Personal Essay",
"Immigration"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14934",
"dcterms:title": [
"Blossoms of Resilience: My Journey Through Books and Fields"
],
"dcterms:creator": [
"Guadalupe Ramos Ramirez"
],
"dcterms:description": [
"WR 121",
"Winner of Outstanding Essay Award"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:identifier": [
"UnboundV5a"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"In my essay, “Blossoms of Resilience: My Journey through Books and Fields,” I aimed to convey my passion for literature and my desire to further my education. I wanted to provide a genuine sense of who I am through my experiences. I was honest about my feelings of shame due to poverty and shared the struggles of growing up and having to support myself. These experiences motivated me to rise above my circumstances. Reading was my favorite pastime, as it offered me a glimpse into other worlds and lives, providing a much-needed distraction from my own challenges."
],
"bibo:volume": [
"5"
],
"VIVO:informationResourceSupportedBy": [
"Kathleen Cassity"
],
"BIO:keywords": [
"literature",
"socioeconomic class"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14933",
"dcterms:title": [
"“They’re My Friends!” How Pathos Is Used to Create and Maintain Parasocial Relationships"
],
"dcterms:creator": [
"Kira Ryder Morgan"
],
"dcterms:description": [
"WR 122"
],
"dcterms:date": [
"6/15/2023"
],
"dcterms:identifier": [
"UnboundV4h"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"A dive into the world of the South Korean music industry and the deep parasocial relationships formed from it. This essay discusses how K-pop companies persuade fans to feel connected and close to their idols, and how quickly controversy can destroy these parasocial relationships. It analyzes two examples of cancel culture’s effects on the bond between idols and fans."
],
"bibo:volume": [
"4"
],
"VIVO:informationResourceSupportedBy": [
"Wesley Mathis"
],
"BIO:keywords": [
"discourse community",
"cancel culture",
"relationships"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14932",
"dcterms:title": [
"A Can of Corn: A Study of the Language of Western Oregon University Softball"
],
"dcterms:creator": [
"Carly Turpen"
],
"dcterms:description": [
"WR 122"
],
"dcterms:date": [
"6/15/2023"
],
"dcterms:identifier": [
"UnboundV4g"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Whether it be between players or coaches, effective communication is crucial in the game of softball. This study took information from observing and surveying players on the WOU softball team to find that goal setting, positive and clear coaching language, and communication from the dugout and on the field are the forms of language that help the team reach success. More research should be done to get coaches’ points of view in this discourse community."
],
"bibo:volume": [
"4"
],
"VIVO:informationResourceSupportedBy": [
"Samantha Morgan"
],
"BIO:keywords": [
"Discourse community",
"lexis",
"softball"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14931",
"dcterms:title": [
"The Victim Impact Statement: Chanel Miller’s Influence On an Evolving Genre"
],
"dcterms:creator": [
"Julia Davies"
],
"dcterms:description": [
"WR 122"
],
"dcterms:date": [
"6/15/2023"
],
"dcterms:identifier": [
"UnboundV4f"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Genre analysis of victim impact statements and the influence Chanel Miller had on extending the conventions of the genre’s rhetorical work. Trigger warning: this paper discusses sexual assault."
],
"bibo:volume": [
"4"
],
"VIVO:informationResourceSupportedBy": [
"Wesley Mathis"
],
"BIO:keywords": [
"Genre analysis",
"primary research",
"Winner of Best Essay Award"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14930",
"dcterms:title": [
"To Swish or to Mesh"
],
"dcterms:creator": [
"Isaiah Limu"
],
"dcterms:description": [
"WR 122",
"Winner of Best Essay Award"
],
"dcterms:date": [
"6/15/2023"
],
"dcterms:identifier": [
"UnboundV4e"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"For this essay, I wrote about code switching and code meshing, two different practices that we as people use everyday, sometimes unconsciously. The essay is made up of two interviews. I decided to interview my mom and my grandma, because they are the two people that I am closest to in my life. I asked them about the impact that code switching has had on their lives, and I discuss the difference between code switching and code meshing. My main goal of this essay was to convey to the reader why both concepts are essential to everyday communication, and I hope that readers can read the essay and understand why I believe that both should be used but they should be used in certain, appropriate situations."
],
"bibo:volume": [
"4"
],
"VIVO:informationResourceSupportedBy": [
"Wesley Mathis"
],
"BIO:keywords": [
"Code switching",
"code meshing",
"writing situations"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14929",
"dcterms:title": [
"The Math of Family: A Daughter’s Quest for Knowledge"
],
"dcterms:creator": [
"Miriam Herrera Hernández"
],
"dcterms:description": [
"WR 121"
],
"dcterms:date": [
"6/15/2023"
],
"dcterms:identifier": [
"UnboundV4d"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"“The Math of Family: A Daughter’s Quest for Knowledge” is a captivating narrative about a Mexican-American girl’s journey into learning. With themes of encouragement, perseverance, and resilience, this coming-of-age story demonstrates an unwavering commitment to personal growth and academic success. By demonstrating the importance of mathematical literacy in daily life and self-improvement, this essay emphasizes that knowledge is not an innate gift but is earned through hard work and dedication."
],
"bibo:volume": [
"4"
],
"VIVO:informationResourceSupportedBy": [
"Wesley Mathis"
],
"BIO:keywords": [
"Literacy narrative",
"mathematics",
"English/Spanish"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14928",
"dcterms:title": [
"Multi-Genre Essay: Advice for First Year College Students"
],
"dcterms:creator": [
"Torie Arnold"
],
"dcterms:description": [
"WR 121"
],
"dcterms:date": [
"6/15/2023"
],
"dcterms:identifier": [
"UnboundV4c"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This paper includes various writing pieces to present the overall theme of how the first year writing course is to the reader who is a first year freshman in a fun, engaging, and creative format utilizing different genres."
],
"bibo:volume": [
"4"
],
"VIVO:informationResourceSupportedBy": [
"William Haas"
],
"BIO:keywords": [
"First-year writing",
"genres",
"audience"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14927",
"dcterms:title": [
"Learning to Love"
],
"dcterms:creator": [
"Jennifer Perez Ramos"
],
"dcterms:description": [
"WR 121",
"Winner of Outstanding Essay Award"
],
"dcterms:date": [
"6/15/2023"
],
"dcterms:identifier": [
"UnboundV4b"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This essay is about the challenges I’ve had with learning a new language and refinding my love and skills for my home language. Through my writing, you will read about the negativity that clouded my early education and how I am still actively trying to find myself as a bilingual academic learner and as an American of Mexican descent."
],
"bibo:volume": [
"4"
],
"VIVO:informationResourceSupportedBy": [
"Tandy Tillinghast"
],
"BIO:keywords": [
"Literacy narrative",
"English/Spanish",
"language practices"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14926",
"dcterms:title": [
"Even Now, the Assignment is Wrong"
],
"dcterms:creator": [
"Bree Trickel"
],
"dcterms:description": [
"WR 121",
"Winner of Outstanding Essay Award"
],
"dcterms:date": [
"6/15/2023"
],
"dcterms:identifier": [
"UnboundV4a"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"An untraditional essay in which mental health is paired with poetry. It is spoken prose and meant to combine art with assignment. In particular, what one can get from writing and learning experiences, and why teachers are so important."
],
"bibo:volume": [
"4"
],
"VIVO:informationResourceSupportedBy": [
"Tandy Tillinghast"
],
"BIO:keywords": [
"Literacy narrative",
"poetry",
"writing experiences"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14924",
"dcterms:title": [
"Online Library Escape Room"
],
"dcterms:creator": [
"Catherine Davenport"
],
"dcterms:description": [
"This Google-form based online escape room introduces students to the online services offered by a university library."
],
"dcterms:date": [
"2025-06-15"
],
"dcterms:type": [
"Text",
"Image; StillImage"
],
"dcterms:identifier": [
"LibraryGames4"
],
"dcterms:language": [
"eng"
],
"dcterms:license": [
"This item is released under a CC-BY-NC 4.0 license. You are free to share and adapt the materials it contains, however you must give appropriate credit and indicate what changes were made, and you may not use the materials for commercial purposes.",
"https://creativecommons.org/licenses/by-nc/4.0/"
],
"BIO:keywords": [
"libraries",
"escape rooms"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14922",
"dcterms:title": [
"Library Hero"
],
"dcterms:creator": [
"Stewart Baker"
],
"dcterms:description": [
"This text game is a super-hero themed Twine game designed to familiarize players with using the Library of Congress call number system to look up and locate a book. The attached ZIP file contains the HTML and TWEE files needed to play the game locally and modify it. It can be played online for free at https://infomancy.net/Library_Hero.html"
],
"dcterms:date": [
"2025-06-15"
],
"dcterms:type": [
"HTML"
],
"dcterms:identifier": [
"LibraryGames3"
],
"dcterms:language": [
"eng"
],
"dcterms:license": [
"This item is released under a CC-BY 4.0 license. You are free to share and adapt the materials it contains, even commercially, however you must give appropriate credit and indicate what changes were made.",
"https://creativecommons.org/licenses/by/4.0/"
],
"BIO:keywords": [
"libraries",
"text games"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14920",
"dcterms:title": [
"Trapped in the Fifth Century"
],
"dcterms:creator": [
"Seyed Abdullah Shahrokni"
],
"dcterms:description": [
"This text game is a Twine adaptation of a physical escape room focusing on the legend of King Arthur. Can you save President Reese and return him to the 21st century? The ZIP file contains the HTML file and TWEE files needed to play the game locally or modify it using Twine. To play the game online for free, visit https://shahrokni.itch.io/trapped-in-the-5th-century"
],
"dcterms:date": [
"2025-06-15"
],
"dcterms:type": [
"HTML"
],
"dcterms:identifier": [
"LibraryGames2"
],
"dcterms:language": [
"eng"
],
"dcterms:license": [
"This item is released under a CC-BY 4.0 license. You are free to share and adapt the materials it contains, even commercially, however you must give appropriate credit and indicate what changes were made.",
"https://creativecommons.org/licenses/by/4.0/"
],
"BIO:keywords": [
"escape room",
"literature"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14915",
"dcterms:title": [
"1960s Spy Escape Room"
],
"dcterms:creator": [
"Cassandra Palmore"
],
"dcterms:description": [
"These documents describe how to set up a 1960s spy-themed escape room to teach library student workers about library operations."
],
"dcterms:date": [
"2025-06-15"
],
"dcterms:type": [
"Text",
"Image; StillImage"
],
"dcterms:identifier": [
"LibraryGames1"
],
"dcterms:language": [
"eng"
],
"dcterms:license": [
"This item is released under a CC-BY-NC 4.0 license. You are free to share and adapt the materials it contains, however you must give appropriate credit and indicate what changes were made, and you may not use the materials for commercial purposes.",
"https://creativecommons.org/licenses/by-nc/4.0/"
],
"BIO:keywords": [
"escape room",
"library"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14907",
"dcterms:title": [
"Between Tongues: Code-switching, Spanglish, and the Dual Identity of Young U.S. Hispanics"
],
"dcterms:creator": [
"Arianna Salazar"
],
"dcterms:description": [
"WR 122Z"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:identifier": [
"UnboundV6f"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This paper explores the widespread use of code-switching and Spanglish among young Hispanic adults in the United States and how these linguistic practices impact their cultural identity. Drawing from personal experience and interviews, I examine how code-switching and Spanglish serve as important communication tools that reflect the complexities of living between two languages and cultures, rather than simply indicating a loss of fluency. This research shows that these linguistic habits help individuals maintain connections to their Hispanic heritage while adapting to their American surroundings."
],
"bibo:volume": [
"6"
],
"VIVO:informationResourceSupportedBy": [
"Matt Haas"
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"BIO:keywords": [
"Spanglish, Code-switching",
"Cultural Identity"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14906",
"dcterms:title": [
"Bangle, Dangle, Line, and Camp Lexis for Success"
],
"dcterms:creator": [
"Emily Newbeck"
],
"dcterms:description": [
"WR 122Z"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:identifier": [
"UnboundV6e"
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"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"My essay is about the different dynamics facilitated through communication within the sport of volleyball. While the nonverbal communication of volleyball had been explored, there were little to no published works about the importance of verbal communication and volleyball-specific lexis. I grew up playing volleyball, and it is my favorite sport. I discovered how lexis contributes to success of teams on and off of the volleyball court, as well as how it contributes to the overall connection and culture of volleyball teams. This was provided through direct observation and survey of the WOU Club"
],
"bibo:volume": [
"6"
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"VIVO:informationResourceSupportedBy": [
"Samantha Morgan"
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"BIO:keywords": [
"Volleyball",
"communication",
"lexis"
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},
{
"url": "https://wou.omeka.net/s/repository/item/14905",
"dcterms:title": [
"The Reality of Perfectionism"
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"dcterms:creator": [
"Jenna Wallace"
],
"dcterms:description": [
"WR 121Z"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:identifier": [
"UnboundV6d"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This essay explores the realities of perfectionism, and how I have grown to learn to battle this challenge. After receiving an OCD diagnosis, I wanted to explore how this disorder impacted my schoolwork and education. This essay highlights important ideas I learned, as well as impactful figures throughout my years in school. My writing illustrates the good, bad, and ugly of obsessive-compulsive disorder, and how it has silently impacted me over the years."
],
"bibo:volume": [
"6"
],
"VIVO:informationResourceSupportedBy": [
"Tandy Tillinghast"
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"BIO:keywords": [
"Perfectionism",
"Writing Process",
"Composition"
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{
"url": "https://wou.omeka.net/s/repository/item/14904",
"dcterms:title": [
"Profanity in Academic Writing"
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"dcterms:creator": [
"Kiera Roedel"
],
"dcterms:description": [
"WR 121Z"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:identifier": [
"UnboundV6c"
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"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This essay refutes the premise that profanity should be avoided at all costs in academic writing. It explores the nature of “unacceptable” language and presents relevant uses and contexts for profane language across various forms of academic inquiry."
],
"bibo:volume": [
"6"
],
"VIVO:informationResourceSupportedBy": [
"Wesley Mathis"
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"BIO:keywords": [
"Profanity",
"Academic Writing",
"Composition"
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},
{
"url": "https://wou.omeka.net/s/repository/item/14903",
"dcterms:title": [
"Writing Constructs: Ethics in Plagiarism"
],
"dcterms:creator": [
"Oliver Hays"
],
"dcterms:description": [
"WR 121Z"
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"dcterms:date": [
"6/15/2025"
],
"dcterms:identifier": [
"UnboundV6b"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"“Ethics in Plagiarism” tries to take a closer look at our preconceived notions of plagiarism as a facet of academic honesty, and sees if they really hold up in a post-internet world. The essay tries to see how the definitions we use to describe plagiarism support some systems and discourage others and challenges that the stated goals of plagiarism’s current definitions aren’t supported in practice as much as in theory."
],
"bibo:volume": [
"6"
],
"VIVO:informationResourceSupportedBy": [
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"BIO:keywords": [
"Plagiarism",
"Generative AI",
"Ethics"
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},
{
"url": "https://wou.omeka.net/s/repository/item/14902",
"dcterms:title": [
"Bribery: The Key to Literary Success"
],
"dcterms:creator": [
"Danielle Bossé"
],
"dcterms:description": [
"WR 121Z"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:identifier": [
"UnboundV6a"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"“Bribery: The Key to Literary Success” is a comical, conversational journey from one human to another about the tips, tricks, and trials of motivating to complete a writing assignment before the last minute. This piece, and the subsequent wisdom it tries to impart, comes from a lifetime battle with procrastination and a recent diagnosis of ADHD."
],
"bibo:volume": [
"6"
],
"VIVO:informationResourceSupportedBy": [
"Matt Haas"
],
"BIO:keywords": [
"Procrastination",
"Psychology",
"Writing Process"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14894",
"dcterms:title": [
"Dancing with Inclusivity: The Importance of Integrating Genderless Terminology into Swing Dance Spaces"
],
"dcterms:creator": [
"Guinievere R. Olander"
],
"dcterms:description": [
"WR 122"
],
"dcterms:date": [
"6/15/2022"
],
"dcterms:identifier": [
"UnboundV3h"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This original inquiry project examines the nature of gender-inclusivity in swing dance spaces and reflects on whether or not gender neutral language, rather than gendered language, has an impact on the feelings of acceptance for dancers regardless of gender identity or conformity. This project uses primary research gathered from the WOU Swing Dance Club."
],
"bibo:volume": [
"3"
],
"VIVO:informationResourceSupportedBy": [
"Leigh Graziano"
],
"BIO:keywords": [
"Discourse community",
"inclusivity",
"swing dance"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14893",
"dcterms:title": [
"Smart-Ass Women: The Rhetoric and Culture of an Online ADHD Support Group"
],
"dcterms:creator": [
"Ashlynn Norton"
],
"dcterms:description": [
"WR 122"
],
"dcterms:date": [
"6/15/2022"
],
"dcterms:identifier": [
"UnboundV3g"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This study focuses on a women-only ADHD online discourse community using observations to analyze their rhetoric and culture with the goal of bringing more attention to studying women-only online disability support groups and their importance to society."
],
"bibo:volume": [
"3"
],
"VIVO:informationResourceSupportedBy": [
"Leigh Graziano"
],
"BIO:keywords": [
"Online discourse community",
"textual analysis",
"ADHD"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14892",
"dcterms:title": [
"Values and the Glorification of True Crime Fandoms"
],
"dcterms:creator": [
"Malissa Brooks"
],
"dcterms:description": [
"WR 122"
],
"dcterms:date": [
"6/15/2022"
],
"dcterms:identifier": [
"UnboundV3f"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"True-crime walks the line between education and glorification, but how can a podcast assert specific values on its listenership? This essay analyzes the longest-running comedy true-crime podcast, Last Podcast on The Left. By examining the themes and strategies the hosts of LPOTL use, this essay shows how the hosts strategically imprint their values upon their listeners and the Reddit community page."
],
"bibo:volume": [
"3"
],
"VIVO:informationResourceSupportedBy": [
"Leigh Graziano"
],
"BIO:keywords": [
"Online discourse community",
"corpus textual analysis",
"true crime"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14891",
"dcterms:title": [
"Language in Vaccine Hesitancy and Anti-Vaccination Ideology"
],
"dcterms:creator": [
"Emmaline O’Donnell"
],
"dcterms:description": [
"WR 122",
"Winner of Best Essay Award"
],
"dcterms:date": [
"6/15/2022"
],
"dcterms:identifier": [
"UnboundV3e"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"An original inquiry project, exploring the role of language in vaccine hesitancy and anti-vaccination beliefs through primary and secondary research."
],
"bibo:volume": [
"3"
],
"VIVO:informationResourceSupportedBy": [
"Tandy Tillinghast"
],
"BIO:keywords": [
"STEM",
"discourse community",
"public health"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14890",
"dcterms:title": [
"Going The Distance: Cohesion’s Relationship to Discourse Communities"
],
"dcterms:creator": [
"Katie Chapman"
],
"dcterms:description": [
"WR 122",
"Winner of Best Essay Award"
],
"dcterms:date": [
"6/15/2022"
],
"dcterms:identifier": [
"UnboundV3d"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Original inquiry project examining the role of cohesiveness in the WOU cross country team. The author concludes by arguing that cohesion is a characteristic that should be added to Swale’s (1990) list of discourse community criteria."
],
"bibo:volume": [
"3"
],
"VIVO:informationResourceSupportedBy": [
"Leigh Graziano"
],
"BIO:keywords": [
"Discourse community",
"cohesion",
"cross-country"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14889",
"dcterms:title": [
"Grasping My Fragile Heart"
],
"dcterms:creator": [
"Addie Floyd"
],
"dcterms:description": [
"WR 121"
],
"dcterms:date": [
"6/15/2022"
],
"dcterms:identifier": [
"UnboundV3c"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"A literacy narrative in which the author describes the transformative power of reading and writing in her life. In particular, she describes the emotional feelings she had while reading The Book Thief."
],
"bibo:volume": [
"3"
],
"VIVO:informationResourceSupportedBy": [
"Tandy Tillinghast"
],
"BIO:keywords": [
"Literacy narrative, reading",
"pathos"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14888",
"dcterms:title": [
"Writing is Right the First Time"
],
"dcterms:creator": [
"Laticia Garcia"
],
"dcterms:description": [
"WR 121",
"Winner of Outstanding Essay Award"
],
"dcterms:date": [
"6/15/2022"
],
"dcterms:identifier": [
"UnboundV3b"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Reflects on the myth that writing is right the first time, when in reality it is important to make errors to improve one’s writing ability."
],
"bibo:volume": [
"3"
],
"VIVO:informationResourceSupportedBy": [
"Samantha Morgan"
],
"BIO:keywords": [
"Writing construct",
"error",
"drafting"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14867",
"dcterms:title": [
"Under the Microscope of Forensic Science"
],
"dcterms:creator": [
"Makenna Bergerson"
],
"dcterms:description": [
"WR 121",
"Winner of Outstanding Essay Award"
],
"dcterms:date": [
"6/15/2022"
],
"dcterms:identifier": [
"UnboundV3a"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"An interview-based analysis of the writing, research, and genre conventions involved in forensics. The author considers how forensic scientists are used in the criminal justice community, some of the general protocols, as well as the specific fields one can pursue in forensics."
],
"bibo:volume": [
"3"
],
"VIVO:informationResourceSupportedBy": [
"Samantha Morgan"
],
"BIO:keywords": [
"STEM",
"discourse community",
"genre analysis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14866",
"dcterms:title": [
"How Telenovelas Function in the Latino Community"
],
"dcterms:creator": [
"Yaritza Marquez Camacho"
],
"dcterms:description": [
"WR 122"
],
"dcterms:date": [
"6/15/2021"
],
"dcterms:identifier": [
"UnboundV2k"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"How telenovelas Function In the Latino Community is a brief essay justifying how telenovelas have affected the hispanic community. The text analyzes various ways on how the hispanic community feels connected to telenovelas and how telenovelas use language or writing."
],
"bibo:volume": [
"2"
],
"VIVO:informationResourceSupportedBy": [
"William Haas"
],
"BIO:keywords": [
"Discourse Community",
"Latinx",
"Identity"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14865",
"dcterms:title": [
"Unearthing Identity: Characteristics Restricting Female Leadership in the Evangelical Church"
],
"dcterms:creator": [
"Faith DeVyldere"
],
"dcterms:description": [
"WR 122"
],
"dcterms:date": [
"6/15/2021"
],
"dcterms:identifier": [
"UnboundV2j"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Identifies the prescribed characteristics of females in the U.S charismatic evangelical church, as well as common rationales for these gendered expectations. Connects these ideals to the disparities between women and leadership in these communities."
],
"bibo:volume": [
"2"
],
"VIVO:informationResourceSupportedBy": [
"Wesley Snyder"
],
"BIO:keywords": [
"Discourse Community",
"Identity",
"Gender"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14864",
"dcterms:title": [
"Discourse Community of Servers: The Environment’s Effect on Behavior and Lexicon"
],
"dcterms:creator": [
"Becca Brooks"
],
"dcterms:description": [
"WR 122"
],
"dcterms:date": [
"6/15/2021"
],
"dcterms:identifier": [
"UnboundV2i"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"A detailed look into the front of house customer service discourse community, including its curated lexicon and conduct."
],
"bibo:volume": [
"2"
],
"VIVO:informationResourceSupportedBy": [
"William Haas"
],
"BIO:keywords": [
"Discourse Community",
"Lexicon",
"Workplace Writing"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14863",
"dcterms:title": [
"How to Bend the Rules on Writing"
],
"dcterms:creator": [
"Andrew Ashley"
],
"dcterms:description": [
"WR 121"
],
"dcterms:date": [
"6/15/2021"
],
"dcterms:identifier": [
"UnboundV2h"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"An essay exploring the autor’s early teachings of writing constructs, and the contradicting teachings of writing constructs utilized in higher level education. The author urges the audience to rethink strict rules of writing and learn when it is appropriate to break the rules of writing constructs in certain situations."
],
"bibo:volume": [
"2"
],
"VIVO:informationResourceSupportedBy": [
"Wesley Snyder"
],
"BIO:keywords": [
"First Person",
"Writing Constructs"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14862",
"dcterms:title": [
"A Shift From Rules to Tools"
],
"dcterms:creator": [
"Samila Sevugan"
],
"dcterms:description": [
"WR 121"
],
"dcterms:date": [
"6/15/2021"
],
"dcterms:identifier": [
"UnboundV2g"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Reflects the importance of the role writing constructs hold against a writer’s ability to expand and further the discovery of their writing identity and purpose."
],
"bibo:volume": [
"2"
],
"VIVO:informationResourceSupportedBy": [
"Tandy Tillinghast"
],
"BIO:keywords": [
"Writing Construct",
"Academic Writing",
"Writer’s Block"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14861",
"dcterms:title": [
"Genres Within a Day of Nursing"
],
"dcterms:creator": [
"Miaja Spensley"
],
"dcterms:description": [
"WR 121"
],
"dcterms:date": [
"6/15/2021"
],
"dcterms:identifier": [
"UnboundV2f"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Want to become a nurse? Throughout the workplace of professional nurses, they use many different genres of writing documentation to obtain the best patient care. This essay examines each documentation a nurse must write and understand on a daily basis and explains how one becomes a nurse in such a changing and flexible environment."
],
"bibo:volume": [
"2"
],
"VIVO:informationResourceSupportedBy": [
"Samantha Morgan"
],
"BIO:keywords": [
"Genre Analysis",
"Workplace Writing"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14860",
"dcterms:title": [
"Federal Disconnect: The Navajo Nation’s Sovereignty and Justice Must Be Respected"
],
"dcterms:creator": [
"Skye Grubb"
],
"dcterms:description": [
"WR 122",
"Winner of Best Willamette Promise Essay"
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"dcterms:date": [
"6/15/2021"
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"UnboundV2e"
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"dcterms:language": [
"eng"
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"https://rightsstatements.org/page/InC/1.0/?language=en"
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"dcterms:abstract": [
"This essay argues that the damaging practices of both historical and modern colonialism, particularly in terms of our criminal justice system, continue to harm the Navajo Nation’s relationship to its people and its culture and ignores the important role Navajo practices of restorative justice are to their community."
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"2"
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"Native American Sovereignty",
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{
"url": "https://wou.omeka.net/s/repository/item/14859",
"dcterms:title": [
"A Genre Analysis of Facebook Mormon Stories Podcast FB Community"
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"dcterms:creator": [
"Rachel Nye"
],
"dcterms:description": [
"WR 122",
"Winner of Best Essay Award"
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"dcterms:date": [
"6/15/2021"
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"UnboundV2d"
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"eng"
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"Western Oregon University Library has determined, as of 04/15/2026, 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.",
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"dcterms:abstract": [
"This paper delves into the literary tool kits or grief processing tools for those transitioning out of Mormonism. Community members communicate through personal posts, commentary on live FB podcasts where members/scholars are interviewed in the group. Genres mobilized within the Mormon Stories Podcast Community are used as a literary tool kit that collectively works to aid them through a faith transition into healing."
],
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"2"
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"VIVO:informationResourceSupportedBy": [
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"Genre Analysis",
"Literacy",
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{
"url": "https://wou.omeka.net/s/repository/item/14858",
"dcterms:title": [
"Multiliteracy and Online Discourse Community: How SENG Meets the Needs of the Dispersed Gifted Community Over a Lifespan"
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"dcterms:creator": [
"Sara Cash"
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"dcterms:description": [
"WR 122",
"Winner of Outstanding Essay Award"
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"6/15/2021"
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"UnboundV2c"
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"eng"
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"Western Oregon University Library has determined, as of 04/15/2026, 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.",
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"dcterms:abstract": [
"Discusses the use, and benefit, of online genre by dispersed, isolated members of the gifted community via the agile discourse community, Serving Emotional Needs of the Gifted."
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"bibo:volume": [
"2"
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"VIVO:informationResourceSupportedBy": [
"Wesley Snyder"
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"BIO:keywords": [
"Genre Analysis, Literacy",
"Online Discourse Communities"
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},
{
"url": "https://wou.omeka.net/s/repository/item/14857",
"dcterms:title": [
"African American Vernacular should be Included in Learning About Writing and Reading"
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"dcterms:creator": [
"Caprice M. Massey"
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"dcterms:description": [
"WR 121",
"Winner of Outstanding Essay Award"
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"6/15/2021"
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"UnboundV2b"
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"dcterms:language": [
"eng"
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"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
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"dcterms:abstract": [
"This essay presents primary and secondary research to illustrate why African American Vernacular English (AAVE) should be treated like other foreign languages in the teaching and learning of Standard Written English (SWE). The author argues that AAVE is not bad English but its own vernacular that has importance within the African American culture."
],
"bibo:volume": [
"2"
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"AAVE",
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"url": "https://wou.omeka.net/s/repository/item/14856",
"dcterms:title": [
"Can Different Community Groups Inform the Way We Communicate?"
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"dcterms:creator": [
"Justin Davis"
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"dcterms:description": [
"WR 121",
"Winner of Outstanding Essay Award"
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"dcterms:date": [
"6/15/2021"
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"UnboundV2a"
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"dcterms:language": [
"eng"
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"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This essay examines how personal social constructs and discourse communities influence literacy development and language practices for a Black individual living in a predominately white society"
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"bibo:volume": [
"2"
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"VIVO:informationResourceSupportedBy": [
"Casie Moreland"
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"Literacy",
"Discourse Communities",
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{
"url": "https://wou.omeka.net/s/repository/item/14855",
"dcterms:title": [
"Projecting Into the World of Dungeons and Dragons"
],
"dcterms:creator": [
"Alex Decknadel"
],
"dcterms:description": [
"WR 122",
"Winner of Outstanding Essay Award"
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"6/15/2020"
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"UnboundV1h"
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"dcterms:language": [
"eng"
],
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"Western Oregon University Library has determined, as of 04/15/2026, 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.",
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"dcterms:abstract": [
"Projecting into the World of Dungeons and Dragons is an argument about the tabletop role-playing game Dungeons and Dragons (D&D) as a discourse community and how players of D&D project themselves as characters within an imaginative setting shared by the players. Through the D&D sessions I participated in and articles I’ve read, I discovered that players have to interact with one another to project themselves as their characters."
],
"bibo:volume": [
"1"
],
"VIVO:informationResourceSupportedBy": [
"Samantha Morgan"
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"BIO:keywords": [
"Dungeons and Dragons",
"lexis",
"identity"
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},
{
"url": "https://wou.omeka.net/s/repository/item/14854",
"dcterms:title": [
"How “Big A Little A” Alludes to Britain’s Instability During the 1980’s"
],
"dcterms:creator": [
"Bo Moskal"
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"dcterms:description": [
"WR 121",
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"6/15/2020"
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"eng"
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"https://rightsstatements.org/page/InC/1.0/?language=en"
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"dcterms:abstract": [
"A brief look into how social and political unrest created a boom in punk rock’s popularity in Britain. This essay is a rhetorical analysis of “Big A Little A” by British punk rock band Crass and how it is relevant to the climate of the 1980’s."
],
"bibo:volume": [
"1"
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"punk rock",
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"url": "https://wou.omeka.net/s/repository/item/14853",
"dcterms:title": [
"Barista Lexicon and Its Effects on Customer Interactions"
],
"dcterms:creator": [
"Jenifer Webb"
],
"dcterms:description": [
"WR 122",
"Winner of Outstanding Essay Award"
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"6/15/2020"
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"UnboundV1f"
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"dcterms:language": [
"eng"
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"https://rightsstatements.org/page/InC/1.0/?language=en"
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"dcterms:abstract": [
"Through the use of both primary and secondary research, this essay addresses the major ways in which barista lexicon influences customer interactions. The results conclude that barista lexicon influences customer interactions by creating a barrier between the two, enhancing customer experience, and by providing a learning experience."
],
"bibo:volume": [
"1"
],
"VIVO:informationResourceSupportedBy": [
"Leigh Graziano"
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"BIO:keywords": [
"workplace literacy",
"customer interactions",
"lexis"
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},
{
"url": "https://wou.omeka.net/s/repository/item/14852",
"dcterms:title": [
"Immigration Reform: The Influence of Nativism in Political Rhetoric and its Impact on Immigration Policy-Making"
],
"dcterms:creator": [
"Alayna Gilliland"
],
"dcterms:description": [
"WR 122",
"Winner of Best Willamette Promise Essay"
],
"dcterms:date": [
"8/15/2020"
],
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"UnboundV1e"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Examines the political rhetoric surrounding the President’s “Build the Wall” campaign, the effectiveness of the wall in solving southern immigration concerns, and the negative impact the campaign’s rhetoric has on attitudes towards Latinx communities in the United States"
],
"bibo:volume": [
"1"
],
"VIVO:informationResourceSupportedBy": [
"Kari Bloomquist"
],
"BIO:keywords": [
"political rhetoric",
"nativism",
"immigration"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14851",
"dcterms:title": [
"Smartphone Effects on Literacy and Language"
],
"dcterms:creator": [
"Brandi Grunberg"
],
"dcterms:description": [
"WR 121"
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"dcterms:date": [
"6/15/2020"
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"dcterms:identifier": [
"UnboundV1d"
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"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This text analyzes how the development of phones over the course of their existence have influenced language and literacy. The convenience, efficiency, and mobility of phones are addressed in the ways in which they have connected people, created a global community, and increased proficiency with the tools people through which people are exercising literacy."
],
"bibo:volume": [
"1"
],
"VIVO:informationResourceSupportedBy": [
"Casie Moreland"
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"BIO:keywords": [
"smartphones",
"literacy",
"technology"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14850",
"dcterms:title": [
"The Let'er Buck Spirit"
],
"dcterms:creator": [
"Jenni Kannier"
],
"dcterms:description": [
"WR 122"
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"dcterms:date": [
"6/15/2020"
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"UnboundV1c"
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"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Examines the significance of code switching when speaking to consumers versus coworkers in a retail setting. This essay analyzes the impact of body language, tone of voice, and establishing authority and illustrates the influence different lexises may have on consumers."
],
"bibo:volume": [
"1"
],
"VIVO:informationResourceSupportedBy": [
"Leigh Graziano"
],
"BIO:keywords": [
"code switching",
"retail",
"nonverbal communication"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14849",
"dcterms:title": [
"Genres Keep a Law Firm Moving Forward"
],
"dcterms:creator": [
"Fengqi Li"
],
"dcterms:description": [
"WR 122"
],
"dcterms:date": [
"6/15/2020"
],
"dcterms:identifier": [
"UnboundV1b"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"An analysis of the main genres used by a law firm in China. This essay examines the work those genres perform and their relationships with each other."
],
"bibo:volume": [
"1"
],
"VIVO:informationResourceSupportedBy": [
"Leigh Graziano"
],
"BIO:keywords": [
"genre analysis",
"lawfirm",
"workplace efficiency"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14848",
"dcterms:title": [
"Je Ne Sais… Meh"
],
"dcterms:creator": [
"Gracie Meives"
],
"dcterms:description": [
"WR 121"
],
"dcterms:date": [
"6/15/2020"
],
"dcterms:identifier": [
"UnboundV1a"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/15/2026, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This narrative shares the writer’s personal adventure with literacy. It covers her struggles and successes with reading and writing, and reflects on the significance of her literacy journey and the change she experienced from her own perseverance."
],
"bibo:volume": [
"1"
],
"VIVO:informationResourceSupportedBy": [
"William Haas"
],
"BIO:keywords": [
"literacy narrative",
"literacy sponsors"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14840",
"dcterms:title": [
"Challenges and Implications of Social Stigmas Around Aging and Homelessness"
],
"dcterms:creator": [
"Kathryn Aline Setter"
],
"dcterms:date": [
"4/10/2026"
],
"dcterms:type": [
"Text"
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"dcterms:identifier": [
"PURE_2026f"
],
"dcterms:rights": [
"In Copyright.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"VIVO:informationResourceSupportedBy": [
"Melissa Cannon"
],
"BIO:keywords": [
"Homelessness",
"Older Adults",
"Intersectionality"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14839",
"dcterms:title": [
"Seeing Is No Longer Believing: Teaching Visual Literacy in the Age of AI"
],
"dcterms:creator": [
"Kali Pikl"
],
"dcterms:date": [
"4/10/2026"
],
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"Text; Image; StillImage"
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"PURE_2026e"
],
"dcterms:rights": [
"In Copyright.",
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],
"dcterms:abstract": [
"Media literacy and close analysis of multiple formats of information are both critical skills in our technology-rich environment. This is particularly the case given the rate at which Artificial Intelligence models are advancing. The current study sampled 87 university students and sought to evaluate participants’ ability to detect AI-altered/generated images. This was measured via survey and was followed by a training module designed to teach participants about some of the key artifacts in AI-generated/altered images. Participants completed a second survey following the training portion to evaluate for change. It was hypothesized that there would be a significant difference between the participant’s pre-treatment and post-treatment scores following the training module. A paired-samples t-test showed that post-treatment survey scores (M = 11.66, SD = 2.25) were significantly higher than pre-treatment scores (M = 9.05, SD = 2.61), t(86) = -10.19, p < .001, 95% CI [-3.12, -2.10]. After controlling for relevant individual differences, the results showed a large effect size (d = 1.09). This shows the ability to train audiences in how to recognize images that have been generated or altered by AI. The current study showed a slight decrease in participants’ accuracy in detecting real images due to increased skepticism. The applicability to the generalized population of the specific tips provided in this study should be studied further as image-generating AI models will likely phase out many of the artifacts used in this study."
],
"VIVO:informationResourceSupportedBy": [
"Ethan McMahan"
],
"BIO:keywords": [
"Artificial intelligence",
"media literacy",
"misinformation"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14838",
"dcterms:title": [
"PURE Volume 15 Cover"
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"dcterms:creator": [
"Micah Dillard"
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"4/10/2026"
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"dcterms:abstract": [
"The cover art was a collaboration between Micah Dillard (illustration) and Jen Bracy (art direction). The\nartwork was stylistically inspired by Milton Glaser, a pioneer in the history of graphic design and illustration in\nthe 1960s and beyond. The work was created in response to, and as a companion piece for, the poem\n“Woman Work” written by Maya Angelou in 1978. The repeated female figure image is meant to be upside\ndown, embodying the chaos and sadness of the life of endless chores cited in the poem. The falling woman\ncan also be interpreted as representing the potential release of letting go of what you can’t co ntrol. The\nbackground is a scratchy, sketchy, and a bit like rain, which serves as a symbol of nature, which calls to\nMaya Angelou’s character as she goes through the motions of her daily life being a mother, woman, and\nperson of color. The subtle form of an anatomical heart reminds the viewer of her humanity"
],
"VIVO:informationResourceSupportedBy": [
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},
{
"url": "https://wou.omeka.net/s/repository/item/14837",
"dcterms:title": [
"Assistant Editor's Note"
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"dcterms:creator": [
"Sasha Pullitla"
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"4/10/2026"
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"url": "https://wou.omeka.net/s/repository/item/14836",
"dcterms:title": [
"Managing Editor's Letter"
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"dcterms:creator": [
"Maren Anderson"
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"4/10/2026"
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"url": "https://wou.omeka.net/s/repository/item/14835",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"Pure Insights, Volume 15"
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"dcterms:creator": [
"Maren Anderson, editor"
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"2026-04-10"
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"bibo:volume": [
"15"
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},
{
"url": "https://wou.omeka.net/s/repository/item/14832",
"dcterms:title": [
"Academic Excellence Showcase 2025 Proceedings"
],
"dcterms:date": [
"2025-05-27"
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"aes2025"
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{
"url": "https://wou.omeka.net/s/repository/item/14827",
"dcterms:title": [
"The Forty-Seventh Annual Commencement of the Oregon Normal School [1929]"
],
"dcterms:description": [
"Program for commencement exercises at Oregon Normal School in Monmouth, Oregon, in June of 1929. Program contains a list of speakers and musical pieces, and a list of graduating students and class officers."
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"Oregon Normal School"
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"1929"
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"Text"
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"dcterms:identifier": [
"Commencement_1929"
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"dcterms:rights": [
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],
"BIO:keywords": [
"Commencement",
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},
{
"url": "https://wou.omeka.net/s/repository/item/14826",
"dcterms:title": [
"Commencement Invitation - Oregon Normal School, June 1922"
],
"dcterms:description": [
"Invitation to commencement exercises at Oregon State Normal School in Monmouth, Oregon, in June of 1923. Includes a list of exercises and events."
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"Oregon Normal School"
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"dcterms:identifier": [
"Commencement_1923"
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"BIO:keywords": [
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},
{
"url": "https://wou.omeka.net/s/repository/item/14825",
"dcterms:title": [
"Commencement Invitation - Oregon Normal School, June 1922"
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"dcterms:title": [
"Commencement Invitation from Students for Oregon State Normal School 1903"
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"Commencement Invitation from Faculty for Oregon State Normal School 1903"
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"Invitation to commencement exercises at Oregon State Normal School in Monmouth, Oregon, in June of 1903. Program contains a list of commencement exercises, activities, and speakers."
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"dcterms:title": [
"Senior Reception Nov. 28, 1902"
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"Program for senior reception at Oregon State Normal School in November of 1902. The program includes a list of speeches and musical pieces played, as well as the names of some students."
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"url": "https://wou.omeka.net/s/repository/item/14785",
"dcterms:title": [
"Programme [OSNS 1902]"
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"Program for commencement exercises at Oregon State Normal School in Monmouth, Oregon, in June of 1902. Program contains a list of commencement exercises and speakers, class officers, class representatives, and graduating students."
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"url": "https://wou.omeka.net/s/repository/item/14783",
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"Learning What I’ll Teach: Connections Between Language Acquisition and Community"
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"2025-08-15"
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"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This experiential learning project came from my linguistics education to formulate a personalized Spanish learning plan tailored to my individual needs. As a student in WOU’s Teaching English as a Foreign Language program (TEFL), understanding Second Language Acquisition (SLA) theory is incredibly important to adequately teach any language, so to further my understanding I wanted to experience SLA as a language learner. By undergoing the language learning process with Spanish, I understood L2 acquisition at a personal level and furthered my journey toward SLA expertise."
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"Preservando Tradiciones: The Influence of Charreria in Oregon"
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"Camila Getzemani Villastrigo Campuzano"
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"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Mexico is a country famous for its culture, from the language, food and music that has become a part of mainstream US media. One part of this culture that often gets overlooked is its national sport, Charreria. This sport involves El Charro, a sportsman well-dressed wearing his iconic sombrero, who shows his dominance over horses and bulls. This is an examination of the history of charreria, particularly a focus on the sports presence in the state of Oregon. I want to look at why charreria isn't as well known as other Mexican events like jaripeos and bailes. I want to know what is being done or can be done to share the sport with a wider audience. The charro is an iconic figure in Mexican culture; it is widely recognized, yet how many people know who he is and what he stands for?\nI plan on accomplishing my goals in two main ways, through interviews and classic methods of research in both Spanish and English. These interviews will be with real charros and escaramuzas in the state of Oregon. I have access to many families and people who play an important role in the sports presence in Oregon, possibly in the United States. I also plan on doing a lot of research in both Spanish and English (using my bilingualism to its potential) to find the answers to all of my questions or at least the bigger ones."
],
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"url": "https://wou.omeka.net/s/repository/item/14780",
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"dcterms:title": [
"Bridging Digital Spaces: Connecting Accessibility and Learning Theories Across Web and Learning Environments"
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"dcterms:creator": [
"Katherine Marshall"
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"dcterms:date": [
"6/14/2025"
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"dcterms:abstract": [
"This professional project equips K–12 educators with evidence-based strategies to support the academic and personal success of students with ADHD. Delivered through a one-hour professional development session, it includes a Google Slides presentation, a printed note-taking document, and a curated resource guide featuring information on ADHD, neurodivergence, executive functioning, and movement breaks. By addressing key executive functions—planning, time management, goal setting, organization, and cognitive flexibility—the project fosters student growth and inclusive, student-centered learning. It also reflects my development as an instructional leader committed to equity, collaboration, and innovation in supporting educators and creating environments where all learners can thrive."
],
"dcterms:available": [
"2025-06-15"
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"bibo:degree": [
"Master of Science in Education: Educational Technology"
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"BIO:keywords": [
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"SKOS:note": [
"Kenneth Carano",
"Marcus Wenzel",
"Randall (Dana) Ulveland"
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},
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"url": "https://wou.omeka.net/s/repository/item/14773",
"dcterms:title": [
"Q. Why Me? A. Who Else? Mentoring with Myk Rose"
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"dcterms:creator": [
"Shayla Richardson"
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"dcterms:date": [
"11/15/2025"
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"maiscasestudies111325f"
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"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 11/15/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Burnout and a lack of sustainable formal leadership are challenges for the field of signed language interpreting. While formal leaders often face attrition and a lack of support, informal or everyday leaders can fill mentorship and leadership gaps in their communities. This case study highlights Myk (Michael) Rose. Rose’s mentorship style leads by example, by creating spaces that promote growth through safety, resilience, and trust. As the interpreting field and its practitioners are changing, Rose’s approach to supporting emerging interpreters and colleagues shows success. Rose’s example demonstrates that leadership begins with care and taking responsibility, and that everyday informal leaders can transform people, a community, and the profession."
],
"BIO:keywords": [
"interpreting; mentoring; leadership"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14772",
"dcterms:title": [
"Graciela Zozaya: A profile in professionalization"
],
"dcterms:creator": [
"Rey Romero"
],
"dcterms:date": [
"11/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"maiscasestudies111325e"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 11/15/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Graciela Zozaya, an interpreter educator in Houston, Texas, personifies the evolution from a bilingual ad hoc translator and interpreter to a strong advocate for interpreter training and certification. Having more than four decades of experience in the industry, she has used her positions as manager for language services in the county’s flagship healthcare provider and as strategic solutions executive for a Large Language Services Provider to promote interpreter training and certification. Furthermore, she has collaborated with local universities in continuing education certificate programs for interpreters and translators. Her beliefs and compromise in the professionalization of interpreters is also exemplified by her key leadership roles in several organizations, including the National Council on Interpreting in Health Care and the National Board of Certification for Medical Interpreters, among others. Ms. Zozaya contributes her enthusiasm and commitment to professionalization to her friend and mentor Esther Diaz, a pioneer in establishing interpreter certification education programs in Texas."
],
"BIO:keywords": [
"interpreting; training; certification; leadership; professionalization; mentoring"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14771",
"dcterms:title": [
"Autumn Esclovon: “It’s My Soapbox, It’s My Passion”"
],
"dcterms:creator": [
"Meikayla Mixon"
],
"dcterms:date": [
"11/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"maiscasestudies111325d"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 11/15/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This case study was conducted within a larger project designed to spotlight leaders in the interpreting community. I chose to recognize Autumn Esclovon, who is a respected and accomplished American Sign Language/English/Protactile interpreter, educator, and mentor. Her love for the DeafBlind community shines through all aspects of her work, and the lessons she has learned from individuals within this community influence the characteristics of leadership she cherishes the most. She is a kind and encouraging mentor who leads with respect and courage and encourages growth not only for herself but for those around her."
],
"BIO:keywords": [
"interpreting; mentoring; leadership"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14770",
"dcterms:title": [
"Pam Wilson: Driven to Learn, Committed to Serve"
],
"dcterms:creator": [
"Mikaela Jordon"
],
"dcterms:date": [
"11/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"maiscasestudies111325c"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 11/15/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"In the American Sign Language (ASL)-English interpreting profession, many interpreters report feeling a sense of competition and worthlessness because of comments or actions of their colleagues, known as horizontal violence. Horizontal violence includes any action that diminishes the worth of another interpreter and is perpetrated by members of the profession causing undue harm to the affected interpreter (Ott, 2012). Interpreters like Pam Wilson have striven to make a difference in their communities. Pam is a leader who is eager to learn, people-centered, and humble. Her dedication is exemplified by her work ethic and how she interacts with colleagues and consumers. She continually shows care and compassion for those she works with by making them feel seen and heard. Pam is driven by her desire to pass on what has been done for her. By following Pam’s model of leadership, the occurrence of horizontal violence can be greatly reduced."
],
"BIO:keywords": [
"interpreting; leadership; humility; horizontal violence"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14769",
"dcterms:title": [
"How a Russian Professor Professionalized United States Healthcare Interpreting"
],
"dcterms:creator": [
"Marisa Rueda Will"
],
"dcterms:date": [
"11/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"maiscasestudies111325b"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 11/15/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Natalya Mytareva is an undervalued yet pivotal contributor to the translation and interpreting community. Beginning her career as a university professor teaching interpretation and translation courses at Volgograd State University in Russia, she came to the United States as an immigrant and had to change careers entirely more than once upon arrival. Her experience as Communications Director at the International Institute of Akron, a refugee resettlement agency, deepened her understanding of the critical need for qualified interpreters in healthcare settings. As one of 13 founding commissioners of the Certification Commission for Healthcare Interpreters (CCHI), Natalya's work led to the first healthcare interpreting certification exam that was nationally accredited for spoken language interpreters. Furthermore, through CCHI, she was later able to develop an English-only exam—the first of its kind created by any federal, state, or private organization—that could reliably test the interpreting skills of all healthcare interpreters. Her work revolutionized the healthcare interpreting profession by giving interpreters of all languages credentials that would put them on the same level as their colleagues in healthcare. Much can be learned from Natalya's grit, determination, and leadership style, which led to a truly transformative feat in medical interpreting history in the United States."
],
"BIO:keywords": [
"Healthcare interpreting; leadership; professional standards; CCHI; NCCA accreditation; case studies"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14768",
"dcterms:title": [
"Christine Nakahara: A Back-of-the-Bus Kind of Leader"
],
"dcterms:creator": [
"Lauren Jourdonnais"
],
"dcterms:date": [
"11/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"maiscasestudies111325a"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 11/15/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Christine Nakahara is an American Sign Language (ASL)/English interpreter, mentor, and educator located in the Bay Area of San Francisco, California. She has been in the interpreting field since 2008. Working behind the scenes rather than in the spotlight is her style, hence the self-identified term “back-of-the bus” kind of leader. Her passion and respect towards cultural differences and her efforts to support ethnically diverse communities of interpreters are at the center of her work, providing mentorship holistically and naturally to her mentees."
],
"BIO:keywords": [
"interpreting; empathy; justice"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14761",
"dcterms:title": [
"Improving the Individual Problem-Solving Process for All Staff and Students"
],
"dcterms:creator": [
"Patrick Lau"
],
"dcterms:date": [
"9/15/2025"
],
"dcterms:type": [
"Text",
"Professional Project"
],
"dcterms:identifier": [
"pp_20251023b"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 09/29/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This professional project centers on the enhancement of the Individual Problem Solving (IPS) process through the implementation of a structured, schoolwide support system designed to benefit both students and staff. Throughout the 2024–2025 academic year, a diverse team of educators collaborated to update, streamline, and refine the IPS framework. The primary objective was to provide teachers with an accessible and efficient document that enables them to clearly articulate a student’s concerns, strengths, and areas of need. By simplifying the referral process and ensuring consistency in documentation, the updated IPS serves as both a practical tool for classroom teachers and a guiding framework for determining the most appropriate supports, including potential special education services. Ultimately, the aim is to leave a sustainable, user-friendly process that enhances teacher effectiveness, promotes early and accurate interventions, and fosters equitable access to support for all students."
],
"bibo:degree": [
"Master of Science in Education"
],
"SKOS:note": [
"Steven Nelson",
"Erica Manzo"
],
"curation:note": [
"Alicia Wendzel"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14760",
"dcterms:title": [
"Theory to Practice—It’s a Long Jump!"
],
"dcterms:creator": [
"Gracie Ann Meives"
],
"dcterms:date": [
"9/15/2025"
],
"dcterms:type": [
"Text; Image; StillImage",
"Action Research Project"
],
"dcterms:identifier": [
"arp_20251023c"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 09/29/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"My aim with this project is to explore the development of a new interpreter in a K–12 educational setting. In my professional reflective journal, I collected data focused on new interpreters’ skill development, such as feedback, mentors, work samples, boundaries, supervision sessions, and lexical/grammatical items. Using the text analysis tool Voyant (2025), I scanned the data for lexical patterns as well as general themes in each quarter of the journal. My findings point to four overarching periods of transition that each have their own distinctive data and patterns. These four quarters are found in the results in Chapter 4. These distinct quarters show the natural progression of filling “the gap” between theory and real-world interpreting experiences. I hope to use my findings to offer a look into the process of transitioning from an interpreter education program to life as a working professional to better identify emerging professionals’ skill acquisition needs."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith",
"Erin Trine"
],
"curation:note": [
"Elisa Maroney"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14759",
"dcterms:title": [
"Evaluating Student Achievement Through Rigorous Project-Based Learning in Secondary Science Education"
],
"dcterms:creator": [
"Mickayla Rose Timberlake"
],
"dcterms:date": [
"9/15/2025"
],
"dcterms:type": [
"Text; Image; StillImage",
"Action Research Project"
],
"dcterms:identifier": [
"arp_20251023b"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 09/29/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This action research project explores and evaluates the effectiveness of Rigorous Project-Based Learning in a high school chemistry classroom using the framework of McDowell, Hattie, and Boss (2017). The tenets that were explored and evaluated were creating purposeful learning experiences, deepening content understanding, building strong relationships, and applying evidence based practices such as scaffolding, modeling, and peer collaboration."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Rebecca Chitkowski"
],
"curation:note": [
"Rachel Harrington"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14758",
"dcterms:title": [
"Developing Digital Literacy Among High School Civics Students"
],
"dcterms:creator": [
"James O’Neil"
],
"dcterms:date": [
"9/15/2025"
],
"dcterms:type": [
"Text",
"Action Research Project"
],
"dcterms:identifier": [
"arp_20251023a"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 09/29/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This action research project explores how teaching digital literacy impacts high school students' ability to conduct quality research and develop responsible civic and digital citizenship. Motivated by my personal educational journey marked by limited digital access and the support of extracurricular mentors I seek to bridge the digital divide in my junior/senior civics classroom. Although most students have school-issued Chromebooks, disparities remain in their home access to technology and internet resources. My project integrates digital tools and online resources into instruction, enabling students to engage with content at their own pace while developing essential research and media literacy skills.\nThe primary research questions guiding this study are: (1) How does teaching internet literacy influence students’ ability to evaluate and use quality sources? and (2) How does it contribute to their growth as informed civic and digital citizens? Through student reflections, written assignments, and consistent formative assessment, I aim to track progress and adapt instruction to ensure equity and relevance. This work aligns with InTASC standards and supports lifelong learning, collaboration, and social awareness. Findings will be shared with peers, faculty, and students, with the goal of improving instructional practices and preparing students for success in an increasingly digital world."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Kenneth Carano"
],
"curation:note": [
"Rachel Harrington"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14757",
"dcterms:title": [
"Another Wave of Trauma: A Professional Development on Trauma-Informed Practices to Support Students Impacted by Immigration"
],
"dcterms:creator": [
"Prudencio Camacho Cabrera"
],
"dcterms:date": [
"9/15/2025"
],
"dcterms:type": [
"Text; Image; StillImage",
"Professional Project"
],
"dcterms:identifier": [
"pp_20251023a"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 09/29/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This professional project contextualizes trauma-informed practices (TIP) for educators serving students impacted by immigration. With immigration reform and policy being carried out immediately by the current Republican administration, teachers need to become more equipped in catering to the social-emotional needs of their students. Students that now become targets of raids, deportations, family separations, and other systemic inequities. This project tailors forms of critical pedagogy to create a professional development (PD) focused on developing the practice of critical reflection. A practice that can be either self-reflective or reflective on systems that perpetuate inequity. TIP is problematized in this project, especially when structured to follow passive, White-dominant ideologies. As a challenge to educators, the PD urges educators to unlearn practices rooted in these ideologies. As replacement, the PD encourages educators to learn practices that enhance their awareness of immigrant identities, reframe TIP as social justice, and create spaces for student testimonies to be made and heard. This project adds to the discourse of critical pedagogy by tailoring and contextualizing practices to the identities, experiences, and narratives of students impacted by immigration."
],
"bibo:degree": [
"Master of Science in Education: Curriculum and Instruction"
],
"SKOS:note": [
"Micah Walker",
"Gregory Zobel"
],
"curation:note": [
"Jaclyn Caires-Hurley"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14755",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"Improving the Individual Problem-Solving Process for All Staff and Students"
],
"dcterms:creator": [
"Patrick Lau"
],
"dcterms:date": [
"2025-09-15"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"20251001_pp_a"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/01/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This professional project centers on the enhancement of the Individual Problem Solving (IPS) process through the implementation of a structured, schoolwide support system designed to benefit both students and staff. Throughout the 2024–2025 academic year, a diverse team of educators collaborated to update, streamline, and refine the IPS framework. The primary objective was to provide teachers with an accessible and efficient document that enables them to clearly articulate a student’s concerns, strengths, and areas of need. By simplifying the referral process and ensuring consistency in documentation, the updated IPS serves as both a practical tool for classroom teachers and a guiding framework for determining the most appropriate supports, including potential special education services. Ultimately, the aim is to leave a sustainable, user-friendly process that enhances teacher effectiveness, promotes early and accurate interventions, and fosters equitable access to support for all students."
],
"bibo:degree": [
"Masters of Science in Education"
],
"SKOS:note": [
"Steven Nelson",
"Alicia Wenzel",
"Erica Manzo"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14754",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"Evaluating Student Achievement Through Rigorous Project-Based Learning in Secondary\nScience Education"
],
"dcterms:creator": [
"Mickayla Rose Timberlake"
],
"dcterms:date": [
"2025-09-15"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"20251001_arp_a"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/01/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"bibo:degree": [
"Masters of Arts in Education"
],
"curation:type": [
"action_research_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14752",
"o:resource_class": "dctype:Image",
"dcterms:title": [
"Oregon State Normal School supporter, 1907"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Oregon State Normal School (OSNS)\nMascot\nChildren"
],
"dcterms:description": [
"A portrait of Hazel Gard Robinson, daughter of Physics faculty Lewis Robinson, wearing a dress with felt pennants of various sizes pinned to the bodice, skirt, and sleeves. On the backside is handwritten: \"Hazel Gard Robinson. Oregon State Normal School Mascot. March, 1907.\" Also handwritten on the backside, appearing to be added after original inscription \"daughter of Lewis Robinson.\" Photograph is mounted on cardboard in the style of a cabinet card. The card is embossed with a torch and ribbon in the top left corner and \"McCaleb (?) Independence, Ore\" in the bottom right corner. Card is damaged with a portion of the bottom left corner missing."
],
"dcterms:date": [
"1907-03"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:rights": [
"No copyright - United States: As of 09/26/2025, Hamersly Library believes this item is free of copyright under the laws of the United States.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"BIO:keywords": [
"Oregon State Normal School, children, mascot, pennant, cabinet card"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14743",
"dcterms:title": [
"A Creative Mural on the History of Mexican Immigration to the United States"
],
"dcterms:creator": [
"Jordan Kemper"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text",
"Image; StillImage"
],
"dcterms:identifier": [
"honorstheses_091725h"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/29/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"One of the most prominent issues in American history is how the country deals with immigration. As a cultural melting pot, America has a long history of immigration with people from all over the world congregating in this one country. Very few of the people living here today came from Native American descent, as most of American ancestry comes from outside of the country, making it feel as though it is a much more freely flowing, but controlled, nation of citizenship compared to the rest of the world. It’s become apparent in recent decades that there’s been much more corruption and mistreatment surrounding border patrol that has led to an increasing rate of violence and injustice towards immigrants, largely from Mexico. While there should be laws around keeping immigration controlled and organized, I want to persuade the public to not support a response to illegal immigration of violence or dehumanizing treatment. I want to see in what ways I can show the human side of the issue in order to gain sympathy from the public. I don’t want this to be controversial, but rather raise a discussion that may make people think differently and more humanely on the topic.\nThis is why I have decided to do an artistic mural for my project, as it can express these issues in a more powerful and unique way without seeming as though I am directly preaching to people. It could also be a form of representation for immigrants and have some of their stories being\n4\nheard. What ways could I inform and even persuade the public about immigration issues through a creative manner and my own stance on the topic that will also get people thinking about it and discussing it? This is a topic I’ve become passionate and informed about and wanted to express it in this creative project."
],
"VIVO:departmentOrSchool": [
"Honors"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14742",
"dcterms:title": [
"Lost in Translation: Learning Disabilities and the LatinX Education Gap"
],
"dcterms:creator": [
"Jaidah Anguelita Garcia"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"honorstheses_091725g"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/29/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"The primary objective of this research is to investigate the educational challenges and support systems for LatinX students with learning disabilities and to propose legislative policies to address these issues. Despite federal protections such as Individuals with Disabilities Education Act (IDEA) and Section 504, LatinX students with learning disabilities (LDs) remain undiagnosed, misidentified, and underserved due to cultural stigma, linguistic bias, and inadequate educator training. By applying theories of Critical Race Theory, Vygotsky’s Sociocultural Theory, and Bronfenbrenner’s Ecological Systems Theory, this research will analyze how intersecting factors such as race, language, socioeconomic status, and disability affect the educational experiences of LatinX students with LDs. This thesis will also review existing literature and identify disparities in diagnosis/identification, placement, and discipline. Drawing from personal experience and academic research, this thesis will propose culturally responsive educator training and increased funding for inclusive resources as legislative strategies to help promote equity in educational settings."
],
"VIVO:departmentOrSchool": [
"Honors"
],
"SKOS:note": [
"Kristen Pratt"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14741",
"dcterms:title": [
"How to Minimize Burnout as a Student Leader"
],
"dcterms:creator": [
"Viviana M. Romero"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"honorstheses_091725f"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/29/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"In this action research project, the question of how to minimize\nburnout as a student leader will be explored. Burnout is almost a right of\npassage for many student leaders in this day and age. With some wearing\ntheir burnout status as a badge of honor showing how dedicated they are to\ntheir work. However, burnout is not something to be proud of. When\nburnout is left unchecked it can create many unhealthy coping mechanisms\nfor students that lead to many different unhealthy behaviors that end up\nbeing very hard to unlearn as adults in the workforce. This thesis plans on\ndefining burnout and how it affects student leaders, then moves on to\ncreate a list of approximately 10 ‘tips and tricks’ to help minimize and cope\nwith burnout. I will also explore how the institutions themselves contribute\nto burnout in their student leaders and what they can do in order to\nminimize burnout. All from the perspective of a current college\nundergraduate student who has experienced burnout."
],
"VIVO:departmentOrSchool": [
"Honors"
],
"SKOS:note": [
"Ashley Hortman-Cooper"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14740",
"dcterms:title": [
"Eleanor Houk and Their Impact on Oregon History: Biography of an Indigenous Woman"
],
"dcterms:creator": [
"Katie J Snyder"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"honorstheses_091725e"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/29/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Eleanor Houk made history in Oregon by becoming the first Indigenous woman to attend the University of Oregon. I will be using this thesis to explore how her culture and status as a minority could have affected her life through a combination of primary and secondary sources. I will be focusing on the different stages of her life and some of the different settings that would have affected her, specifically her time at two residential schools and her move halfway across the country as an orphan. I want to explore how this time impacted her later in life and her choice to become a teacher at the residential schools she was at for much of her childhood.\nThrough this research I hope to expand the online platform – Oregon Women’s Consortium – to which his project was originally posted. The purpose of the Oregon Women’s Consortium is to shed light on the history of Oregon women who have been either ignored or under-researched. My project will provide a more thorough exploration of Eleanor Houk’s life story as well as the experiences she had because of her heritage. This will aid in creating a more complete history of important women in Oregon’s history."
],
"VIVO:departmentOrSchool": [
"Honors"
],
"SKOS:note": [
"Kimberley Jensen"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14739",
"dcterms:title": [
"The Influence of Nintendo Video Games on Creativity"
],
"dcterms:creator": [
"Shane Pelinski"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text",
"Image; StillImage"
],
"dcterms:identifier": [
"honorstheses_091725d"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/29/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"In this project, I will be looking into the connection between videogames and creativity, more specifically video games from Nintendo and how their games can have an impact on players’ creativity. Multiple Nintendo franchises such as the Legend of Zelda and Animal Crossing bring their own unique ideas to the table that can encourage players to expand their own creative scoop. An important part of my thesis will be making my own creative art projects that will take inspiration from Nintendo games I have played. This will allow me to prove the idea that Nintendo can be influential on creativity. This project will include examination of three different Nintendo Switch games as well as articles that are linked to the idea that video games and creativity are connected. My goal is to show how Nintendo videogames are a great source of inspiration and do my own creative projects inspired by Nintendo games to further prove that. I believe this project will aid in my life goal to be a creative individual and perhaps inspire others to take inspiration from one of their favorite pastimes."
],
"VIVO:departmentOrSchool": [
"Honors"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14738",
"dcterms:title": [
"Running on Empty: The Culture of Eating Disorders among Female Runners"
],
"dcterms:creator": [
"Lindie M. Larson"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"honorstheses_091725c"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/29/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Disordered eating and eating disorders are serious mental conditions that can have significant physiological, psychological, and performance-related consequences, especially among female runners. This population is especially vulnerable to disordered eating and eating disorders due to cultural pressures and expectations within the sport which emphasize thinness and losing weight in order to improve performance. These pressures result in many female runners turning towards disordered eating behaviors to meet their coaches’ expectations and improve their times. However, these behaviors can have many negative consequences that affect not just their performance but their overall health as well. In order to combat and prevent this issue, it is important to raise awareness about disordered eating and its consequences among female runners and those who frequently interact with them, such as coaches, athletic trainers, and family. While prevention is preferable, early intervention and treatment are also essential for limiting the damaging effects of disordered eating and promoting a full recovery for female runners."
],
"VIVO:departmentOrSchool": [
"Honors"
],
"SKOS:note": [
"Emily Vala-Haynes"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14737",
"dcterms:title": [
"Graphic Growth: Creating a Comic for Young Adults"
],
"dcterms:creator": [
"Aidan VanDyke"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text",
"Image; StillImage"
],
"dcterms:identifier": [
"honorstheses_091725b"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/29/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"I have created a fantasy, young adult, graphic novel for my thesis. The story explores the themes of self-discovery, expression, and improvement through the emotional journeys of the protagonists. Before working on the novel, I researched the genres and formats detailed at the beginning through various academic and informational books and essays. Now finished, a third of the book’s script has been written, along with half of those pages laid out. I have included a reflective essay on developing the novel, as well as the various artistic sources from which I drew inspiration. The goal was to create a story that teenagers can use to process thoughts and emotions they may be dealing with, as well as provide myself with a portfolio item that directly relates to my expected career."
],
"VIVO:departmentOrSchool": [
"Honors"
],
"SKOS:note": [
"Shaun Huston"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14736",
"dcterms:title": [
"The Mathematical Mystery of Odd Perfect Numbers: An Exploration of the Odd Perfect Number Problem, Multiply Perfect Numbers, and Related Topics in Number Theory"
],
"dcterms:creator": [
"Jasmine Hiebert"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"honorstheses_091725a"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/29/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"A perfect number is a number that is equal to the sum of its proper divisors.\nFor example, 6 is a perfect number because its proper divisors are 1, 2, and\n3 and 6 = 1 + 2 + 3. A non-example of a perfect number is 8, whose proper\nfactors sum to 1 + 2 + 4 = 7 , 8. The next smallest perfect number after 6 is\n28 = 1+2+4+7+14 and after 28 we have 496. There are 52 known perfect\nnumbers. The largest one was discovered in October 2024 and has more than\n82 million digits ([10]).\nAll 52 known perfect numbers are even. Given this observation, it is natural\nto ask, do odd perfect numbers exist? Indeed, many people have asked this\nquestion before. Number theorists have been wondering whether or not odd\nperfect numbers exist for more than 2,000 years and yet we remain unable to\nrigorously answer the problem. Our understanding of odd perfect numbers\nprovides a stark contrast to how well-studied and formulated even perfect\nnumbers are. Every few years increased computational power partnered with\nour understanding of even perfects allows us to find a new even perfect number.\nThe more we search for odd perfect numbers, the more elusive they\nseem.\nWe will be talking about the odd perfect number problem and a smorgasbord\nof related problems, such as multiply perfect numbers, super perfect\nnumbers, and primitive abundant numbers in our literature review. Before\nwe do so, we will formally define all the terms and functions we need in the\nTheoretical Frameworks section, which can be used as a reference for these\nterms as we proceed through the rest of the paper. Our discussion will culminate\nin my original work with non-divisors of odd perfect numbers and\ndetermining the possible forms of multiply perfect numbers."
],
"VIVO:departmentOrSchool": [
"Honors"
],
"SKOS:note": [
"Cheryl Beaver"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14731",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"Pure Insights Volume 14 (2025) Full Issue"
],
"dcterms:date": [
"2025-07-15"
],
"dcterms:identifier": [
"PURE_07152025"
],
"dcterms:rights": [
"In copyright.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"bibo:editor": [
"Maren Anderson"
],
"bibo:volume": [
"14"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14725",
"dcterms:title": [
"I Remember Great Aunt Patti"
],
"dcterms:creator": [
"Emily Killebrew"
],
"dcterms:date": [
"7/15/2025"
],
"dcterms:identifier": [
"PURE_07152025e"
],
"dcterms:rights": [
"In Copyright.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"bibo:volume": [
"14"
],
"VIVO:informationResourceSupportedBy": [
"Henry Hughes"
],
"BIO:keywords": [
"poetry"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14724",
"dcterms:title": [
"A Review of Human Perceptions of Emotions From Animal Vocalizations"
],
"dcterms:creator": [
"Kayleigh Pierson",
"Alexander Reece"
],
"dcterms:date": [
"7/15/2025"
],
"dcterms:identifier": [
"PURE_07152025d"
],
"dcterms:rights": [
"In Copyright.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"The study of the evolution of emotional communication dates back to Charles Darwin and has a rich history rooted in ethological research. The evolution of emotional communication is a growing field of research that explores how animals express and perceive different emotions. Studies continue to shed light on the complexity and universality of emotional communication in the animal kingdom. This review article examines the literature on human perceptions of emotions from animal vocalizations, addressing the acoustic variables that predict the way vocalizations are interpreted, whether people are generally more accurate with gauging arousal or valence from vocalizations, any patterns with respect to species, and subject variables that influence perceptions. By reviewing and synthesizing the existing literature, this article seeks to provide a comprehensive overview of the current understanding of human perceptions of emotions in other species and highlight avenues for future research in this field."
],
"bibo:volume": [
"14"
],
"VIVO:informationResourceSupportedBy": [
"Jay Schwartz"
],
"BIO:keywords": [
"communication",
"cats",
"animal vocalization"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14723",
"dcterms:title": [
"Forensic Anthropology: Sex Estimation and Intersex Remains"
],
"dcterms:creator": [
"Kairo Mojsiewicz-Shahin"
],
"dcterms:date": [
"7/15/2025"
],
"dcterms:identifier": [
"PURE_07152025c"
],
"dcterms:rights": [
"In Copyright.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Intersexuality has been defined as an “umbrella term used to describe a wide range of innate bodily variations in sex characteristics” (Monro et al., 2021). In life, these characteristics are often limited to soft tissue sex organs; in forensic anthropology, the focus is on an individual's bone structure. This is because the bones of males and females have distinct differences attributed to the biological mechanisms for which they are tailored, such as childbirth or walking, and on account of the effects different hormones have on bone growth and development. It is understood that an estimate of \"female\" would eliminate all \"male\" individuals from a pool of potential matches, thereby streamlining the identification process of a descendant. These methods can be as simple as visual analysis or as complex as metric analysis and population statistics (Christensen et al., 2014; Moore, 2013). However, intersex people may not have distinct traits from either sex, or they may have a mix of male and female traits. They can therefore present an interesting challenge to sex estimation. Recent anthropological studies have examined the topic of intersex remains, revealing blind spots in many of the standard methods and our own understanding of sex."
],
"bibo:volume": [
"14"
],
"VIVO:informationResourceSupportedBy": [
"Jerielle Cartales"
],
"BIO:keywords": [
"anthropology",
"forensics",
"intersex"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14722",
"dcterms:title": [
"Informal Caregiving Experiences: Challenges and Opportunities for an Age-Friendly University"
],
"dcterms:creator": [
"CJ Johnson",
"Emily Winters"
],
"dcterms:date": [
"7/15/2025"
],
"dcterms:identifier": [
"PURE_07152025b"
],
"dcterms:rights": [
"In Copyright.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"The growing Age-Friendly University (AFU) global network has been helping its members assess their institutions and identify action items for increasing age-friendliness. This research investigates one of the issues identified through previous assessment of an AFU as a weakness and area of opportunity, which is the lack of resources and information for campus community members who identify as informal or unpaid family caregivers. Data from N = 72 campus members (26% faculty, 15% staff, 52% students; 84% female, 16% male) were collected in early 2023 through a campus-wide online survey and analyzed by a team of researchers using quantitative analysis for responses to Likert-type items and thematic analysis for open-ended responses. Issues around physical demands, time demands, financial stress, and social and emotional health while caregiving were assessed. Results indicated that respondents are experiencing different types of stress and need additional support and resources as caregivers, particularly related to respite care, mental health services, financial support, and assistance with physical tasks such as housework and transportation. The findings from this research will be used to develop and share resources around caregiving broadly across the university campus, and to ensure that resources are culturally inclusive, particularly as nearly 25% of the enrollment of undergraduate full-time equivalent students is composed of students from a Hispanic/Latinx background. Findings will also be used to establish community partnerships to harness resources from outside the university, and ultimately to help support the campus community moving forward and to achieve a piece of the university’s AFU vision."
],
"bibo:volume": [
"14"
],
"VIVO:informationResourceSupportedBy": [
"Melissa Cannon"
],
"BIO:keywords": [
"informal caregiving",
"age-friendly university",
"caregiving resources"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14721",
"dcterms:title": [
"Golden Gaze"
],
"dcterms:creator": [
"Chloe Elmore"
],
"dcterms:date": [
"7/15/2025"
],
"dcterms:identifier": [
"PURE_07152025a"
],
"dcterms:rights": [
"In Copyright.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"The design for this cover is a watercolor piece that, through the use of a lavender color scheme and symbolism, is meant to evoke a sense of peace and tranquility, especially in today’s current climate. The use of lavender, covering the majority of the work, has a calming effect on viewers, along with the many elements of nature from the deer to the trees and water below it. In the center of the painting is a glowing circle, with which one can correlate to the recent lunar eclipse, demonstrating a time of growth. It is a reminder that while changes are happening, we can still find peace and growth in the people and environment with which we choose to surround ourselves."
],
"bibo:volume": [
"14"
],
"VIVO:informationResourceSupportedBy": [
"Jen Bracy"
],
"BIO:keywords": [
"deer",
"visual art",
"peace"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14717",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"Elara and the Whimsywisp Tree: An SEL Based Children’s Book and Accompanying Parent Guide"
],
"dcterms:creator": [
"Heather Brower"
],
"dcterms:date": [
"2025-06-15"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"HeatherBrower_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This project introduces Elara and The Whimsywisp Tree, a creatively crafted story designed to foster social and emotional learning (SEL) among children. There is also an accompanying parent guide aimed at enhancing family engagement. The story uses imaginative narrative elements to teach core SEL competencies including self-awareness, self-management, social awareness, relationship skills, and responsible decision making. By creating a shared literacy experience, the story provides families with valuable opportunities for open dialogue, teachable moments, and emotional development. The parent guide complements the story by offering strategies for modeling SEL skills, encouraging receptive communication, and supporting children's emotional growth in a family setting. The integration of storytelling and family centered approaches in this initiative aims to strengthen emotional literacy and familial bonds. The overall goal of the storybook and parent guide is to promote lifelong social emotional skills in children, ultimately contributing to their overall well-being and resilience."
],
"bibo:degree": [
"Master of Science in Education"
],
"BIO:keywords": [
"emotional literacy",
"social emotional learning",
"healing from trauma"
],
"SKOS:note": [
"Kenneth Carano",
"Gregory Zobel",
"Ya-Fang Cheng"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14711",
"dcterms:title": [
"Navigating Worlds: Uncovering the Unique Positionality and Experiences of Hard-of- Hearing ASL Interpreters"
],
"dcterms:creator": [
"Carli Maegan Jones"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"CarliJones_Thesis_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Existing research overlooks the experiences of hard-of-hearing individuals working as American Sign Language (ASL) interpreters. To fill this gap, I have documented some of\ntheir challenges, unique perspectives as language users, and contributions to the ASL interpretation field. Employing qualitative methods, I have amplified their voices and\nshed light on their experiences, advocating for inclusivity and equity within ASL interpretation. This study aligns with broader discussions on disability rights and\nprofessional diversity; it aims to challenge stereotypes, dismantle barriers, and foster transformative change. Additionally, it recognizes the unique cultural and linguistic skills\nHard-of-hearing Interpreters (HHIs) bring to their practice."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"BIO:keywords": [
"American Sign Language (ASL)",
"Hard-of-Hearing Interpreter (HHI)",
"Deaf Interpreter (DI)",
"Hearing Interpreter (HI)",
"Positionality",
"Deaf Identity",
"Deaf Culture"
],
"SKOS:note": [
"Amanda Smith",
"Elisa Maroney",
"Stacey Rainey"
],
"curation:type": [
"Thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14710",
"dcterms:title": [
"When Every Second Counts: Assessing the Preparedness of 911 Operators to Process Video Relay Service Calls"
],
"dcterms:creator": [
"Lydia Grace Rogers"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"LydiaRogers_Thesis_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Video Relay Service (VRS) is a telecommunication service that provides American Sign Language interpreters for deaf and hard of hearing individuals. With expansions and technological developments, more people in the deaf community are using VRS services for their needs, including 911 emergencies. Both 911 operators and interpreters must work together to provide efficient and effective communication despite frequent complications. This study addresses the gap in literature on 911 operators’ knowledge and preparedness for processing VRS calls. The purpose of this research is to assess the knowledge base of 911 operators regarding VRS call processing and explore the potential need for specialized training to help mitigate obstacles and provide the best possible service to the deaf community."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"BIO:keywords": [
"Interpreting",
"emergency response",
"training"
],
"SKOS:note": [
"Elisa Maroney",
"Stacey Rainey",
"Kathy Groves"
],
"curation:type": [
"Thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14709",
"dcterms:title": [
"Project-Driven Portfolio"
],
"dcterms:creator": [
"Logan Carlos"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"LoganCarlos_Portfolio_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This project-driven portfolio features two artifacts. The artifacts are both online mini-courses. One is a mini-course on softball hitting fundamentals. The other is on social media content creation. Here is the portfolio link with all the links associated with my project: https://lcarlos17.wixsite.com/lcarlospdp"
],
"bibo:degree": [
"Master of Science in Education: Educational Technology"
],
"curation:type": [
"Portfolio"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14708",
"dcterms:title": [
"Bridging Digital Spaces: Connecting Accessibility and Learning Theories Across Web and Learning Environments"
],
"dcterms:creator": [
"Katherine Marshall"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"KatherineMarshall_Portfolio_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This project encompasses the comprehensive development of educational technology solutions for American Association for Laboratory Animal Science (AALAS) certification training, including both an online course and website platform. The initiatives support Assistant Laboratory Animal Technician (ALAT) and Laboratory Animal Technician (LAT) certification preparation for research technicians and professionals with diverse educational backgrounds.\n\nThe ALAT course, requiring 288 development hours, was designed as an asynchronous Canvas-based program featuring narrated PowerPoint presentations, YouTube-hosted multimedia, and interactive self-assessment tools. The OAALAS website, representing 480 development hours, served as a centralized educational hub with accessible navigation and comprehensive resources. Both platforms demonstrate alignment with Association for Educational Communications and Technology (AECT) standards while incorporating evidence-based instructional design principles including Gagné's Nine Events of Instruction, Mayer's Cognitive Theory of Multimedia Learning, Universal Design for Learning (UDL), and Adult Learning Theory.\n\nKey accessibility features include captioned videos, alt-text descriptions, mobile-friendly design, and simplified navigation structures optimized for learners with varying technical proficiency. The project addressed diverse learning preferences (75% visual, 20% kinesthetic, 10% auditory learners) through multimodal instruction. The evolution from standalone website to Learning Management System integration demonstrates iterative instructional design and commitment to continuous improvement in professional certification preparation."
],
"bibo:degree": [
"Master of Science in Education: Educational Technology"
],
"BIO:keywords": [
"EdTech",
"Andragogy",
"Multimodal"
],
"SKOS:note": [
"Randall Ulveland"
],
"curation:type": [
"Portfolio"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14707",
"dcterms:title": [
"Working to Bridge the Gap: The Need for Additional Supports for Students with Dyslexia in Public Schools"
],
"dcterms:creator": [
"Abigail Fisher"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"AbigailFisher_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This professional project examines the lack of resources and supports in place for students with dyslexia in the public school system. Based on peer-reviewed literature, this project proposes evidence-based strategies to address and reduce this disparity. These strategies include differentiated instruction and the implementation of multisensory approaches. Differentiated strategies (content, process, product, and environment) must be implemented simultaneously to result in effective learning growth and outcomes (Tomlinson, 2000). In addition, multisensory approaches such as reading-while-listening (Almahrag, 2021; Clinton-Lisell, 2023), technology interventions (Macaruso et al., 2020; Lerga et al., 2021), project based learning (Filippataou, 2010), movement based learning (Javed et al., 2023), and explicit instruction (Morrison, 2023; Hughes et al., 2017), all create learning opportunities that support students with dyslexia. By creating an asset-based 4th grade ELA unit, which incorporated both differentiation and multisensory strategies, I was able to add to this area of research and highlight how teachers can adapt curriculum to best meet the needs of their students, especially students with dyslexia. It is evident that when teachers create curricula that pull from their student’s strengths, all learners thrive."
],
"bibo:degree": [
"Master of Science in Education: Reading"
],
"BIO:keywords": [
"dyslexia",
"differentiation",
"multisensory approaches"
],
"SKOS:note": [
"Ken Carano",
"Annie Delbridge",
"Jaclyn Caires-Hurley"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14699",
"dcterms:title": [
"From Representation to Transformation: The Role of Cultural Relevance in Effective Pedagogy"
],
"dcterms:creator": [
"Wyatt Anthony Smith"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"WyattSmith_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This study explores the implementation of culturally relevant teaching (CRT) to enhance student engagement and instructional clarity in a high school history classroom. Grounded in Gloria Ladson-Billings’ CRT framework, the research examines how integrating students’ cultural backgrounds and lived experiences into lessons fosters deeper learning connections. Using qualitative methods, including reflective journals, formative assessments, and mentor feedback, the study highlights the impact of student-centered strategies such as gamified study guides, personalized historical narratives, and interactive digital formats. Findings suggest that CRT increases student agency, supports critical thinking, and enhances relevance in social studies education; however, challenges such as absenteeism and systemic barriers complicate its implementation. The study concludes that sustained reflection, adaptability, and intentional curriculum design are crucial for effectively implementing CRT to bridge educational gaps and empower diverse learners."
],
"dcterms:license": [
"CC-BY (attribution)"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Culturally Relevant Teaching",
"Gameification"
],
"SKOS:note": [
"Amy Bowden",
"Benjamin Finnegan"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14698",
"dcterms:title": [
"Students and Citizens: The Effects of Civic Education on Students and their Communities"
],
"dcterms:creator": [
"Walter Du Ruz Bender"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"WalterBender_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"The objective of this research project was to explore the effects that a focus on civic education had on students in a 9th grade high school classroom. Can civic education concepts benefit students who are not in a dedicated civics class? How can education prepare students to be active, engaged citizens? For the purpose of this project, I modified my lesson plans and assignment designs to include civic content and give students opportunities to connect historical issues to present-day problems in their communities. I interviewed students about their experiences during the project and tracked data about student grades and engagement. The data and interviews showed that students had positive outcomes as a result of civic education focused lessons. Many students spoke extensively about their interest in the subject, and most students had large improvements in grades and work completion. However, many students also expressed concern about the content becoming “too political,” which points to increasing political polarization among young people. My interpretation is that civic education-focused lessons have a definite positive effect for students and in fact are critically important to ensure that students can become engaged citizens."
],
"dcterms:license": [
"CC-BY (attribution)"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Education",
"Civics",
"Citizenship"
],
"SKOS:note": [
"Amy Bowden",
"Ken Carano"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14697",
"dcterms:title": [
"Incorporating Multicultural Education into a Drama Classroom at a Predominantly White High School"
],
"dcterms:creator": [
"Troy Pennington"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"TroyPennington_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This action research project explores how multicultural education, framed through social justice, can be meaningfully integrated into a drama program at a predominantly white high school. Grounded in James A. Banks’ (2016) framework, specifically content integration, prejudice reduction, and empowering school culture, the study addresses the lack of representation and inclusive pedagogy in traditional theater education. Conducted in a rural Oregon high school, the project spanned two units, totaling fifteen days. Data included student work, reflections, performances, and observations, analyzed using open coding and inductive thematic methods. Four key themes emerged: a unified classroom culture, increased academic participation, student voice and empowerment, and the disruption of dominant narratives. Findings show that when students are supported in exploring identity and injustice through theater, they engage more deeply and empathetically. The project highlights the transformative potential of culturally responsive, student-centered arts education and offers guidance for creative inclusive, socially conscious learning environment."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"multicultural education",
"high school drama",
"drama"
],
"SKOS:note": [
"Amy Bowden",
"Melanie Landon-Hays"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14696",
"dcterms:title": [
"Evaluating Oregon’s Reentry Practices Against Best Practices"
],
"dcterms:creator": [
"Tristan R. Brabson"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"TristanBrabson_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Adult in Custody reentry back into the community has a wide-reaching impact across the United States. Much research has been done to understand how to enrich this process in order to increase community safety and reduce recidivism, but little is known about the state of reentry in Oregon. This study investigates the recognized relevant factors concerning a successful reentry back into the community and applies them to Oregon’s reentry programming and policies. This study uses secondary data gathered across multiple databases delimited by research that focuses on adult prison reentry only. This research was organized and analyzed to reveal common relevant factors to successful reentry and then compared against the collected information regarding Oregon’s reentry practices via government websites, literature, and other forms of disseminated information. The findings indicate that relevant factors supporting successful reentry start at intake and continue through incarceration and time back in the community. Oregon reentry practices apply several of these factors in their reentry programs and policies but still need to expand in order to become a leader in successful community reentry. The findings highlight areas of success and failure to create a roadmap for future reentry development and research."
],
"bibo:degree": [
"Master of Arts in Criminal Justice"
],
"BIO:keywords": [
"Oregon reentry",
"reentry best practices",
"recidivism"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14695",
"dcterms:title": [
"Emotionally Charged Performances in Music Education Classrooms: Fostering a Positive Learning Environment through Culturally Responsive Teaching"
],
"dcterms:creator": [
"Trevor R. Wilson"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"TrevorWilson_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"The purpose of this action research study is to determine how utilizing culturally responsive teaching strategies (CRP) to invoke an emotional connection to music enhances musical performances and educational music outcomes. How can students draw from their personal experiences through CRP to enhance their emotional connection to the music they play and their performances? The primary goal of this project is to connect emotional understanding through SEL and CRP to musical concepts and performances to convey a depth and breadth of student understanding. My teaching goals are to inspire students to be creative and take agency within their music-making to provide emotionally charged performances at a high level. Being culturally relevant to students has a large impact on student success and learning outcomes. Engaging with enhanced lessons that are culturally relevant can help engage students to understand the concepts at a deeper level. For music students, this can lead to better engagement and emotionally charged performances."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Culturally Relevant Pedagogy",
"Music Education",
"Social-Emotional Learning"
],
"SKOS:note": [
"Marcus Wenzel",
"Sarah Perkins"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14694",
"dcterms:title": [
"Culturally Responsive Teaching Can Support Student Engagement and Inclusiveness in Physical Education"
],
"dcterms:creator": [
"Trevor Karsseboom"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"TrevorKarsseboom_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"The research project examines how culturally responsive teaching (CRT) together with student voice and differentiated instruction affect student engagement and inclusiveness in elementary physical education (PE). The research conducted at Lincoln Elementary in Woodburn, Oregon examines how deliberate inclusion of students' cultural backgrounds and personal interests and abilities within PE curriculum development creates an inviting and motivating educational space. The research data consisted of student survey responses together with observational notes and teacher lesson reflection records. The study reveals that students become more engaged when they see themselves represented in activities and when they participate in shaping their educational experiences. The practice of differentiating instruction and equipment according to student needs resulted in better confidence and skill growth among students. The research supports the concept that PE teaching methods which are both inclusive and responsive create better learning opportunities for all students while boosting their engagement levels."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Culturally responsive teaching",
"student voice in PE",
"differentiated instruction"
],
"SKOS:note": [
"Rachel Harrington",
"Nancy Tedder"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14693",
"dcterms:title": [
"Closing Practices of Gratitude in the Classroom"
],
"dcterms:creator": [
"Susan Nash"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"SusanNash_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This action research project explored how a daily closing ritual of gratitude, “Gratitude Soup,” created a sense of belonging for students in a Theatre 2 classroom. Rooted in Nel Noddings’ ethics of care, the teaching philosophy behind this practice values building genuine, caring communities that see and honor every student. The aim of this project was to measure how this simple, low-barrier practice could support students’ emotional regulation, improve engagement, and foster a stronger sense of community in class. Data was gathered over the course of a semester and then analyzed, triangulated, and interpreted using traditional qualitative analysis procedures. Qualitative data was gathered through classroom observations, informal student reflections, and a more in-depth survey to measure how this practice shaped the emotional climate of the room. This project aims to situate itself in a larger effort to understand how small, intentional SEL practices can be both practical and powerful in creating more connected, inclusive classrooms. Findings from this action research demonstrate a link between Gratitude Soup–a small, intentional SEL practice–and an overall improved sense of belonging and student community in the classroom."
],
"dcterms:license": [
"CC-BY (attribution)"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Drama Education",
"Gratitude",
"SEL"
],
"SKOS:note": [
"Melanie Landon-Hays"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14672",
"dcterms:title": [
"The United States Postal Service: Understanding White-Collar Crime, Criminal Activity, and Fraud Prevention Effectiveness"
],
"dcterms:creator": [
"Susan C. Ames"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"SueAmes_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"The United States Postal Service plays a significant and vital role in this country’s communication infrastructure, economy, and the daily lives of every person and business that uses it, where no single operation in the world can compare. This study investigates the effectiveness and/or failures of the fraud and criminal activity prevention systems, strategies, and measures utilized by USPS; the circumstances in which white-collar crimes are likely to occur; the other law enforcement agencies that collaborate with USPS; contributing factors of fraud and criminal activity against USPS; and the societal impact that fraud prevention can have on the overall economy. The justification for this research is to expose the extremely detrimental consequences when systems fail for those who depend on this agency daily for correspondence, commerce, and essential functions. The key finding of this research revealed that efforts are continually made to improve fraud prevention, including the enhancement of physical security measures, improved technological security measures, improved legal and regulatory frameworks, improved investigative and enforcement mechanisms, improved prevention and mitigation strategies, continued law enforcement partnerships, improved employee training and awareness, and improved and public awareness campaigns."
],
"bibo:degree": [
"Master of Arts in Criminal Justice"
],
"BIO:keywords": [
"White-Collar Crime",
"United States Postal Service",
"Federal"
],
"SKOS:note": [
"Omar Melchor-Ayala",
"Mari Sakiyama",
"Terry Gingerich"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14671",
"dcterms:title": [
"Oregon’s Correctional Education: Analyzing Oregon’s Prison Education Programs Through the Websites of Collaborating Colleges and Universities"
],
"dcterms:creator": [
"Skylar Wolfe Connolly"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"SkylarConnolly_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"In the United States there is roughly 1.2 million individuals incarcerated. These individuals need treatment and/or programs to be rehabilitated. Correctional education (CE) is part of those programs. This research was the preliminary analysis of the CE programs within the state of Oregon. The purpose of this research was to create a baseline for future studies. To accomplish this, the research used the websites of colleges and universities that collaborate with the Oregon Department of Corrections. There were six colleges and universities in Oregon that had launched a collaborated CE program. The websites were chosen as samples for their unique lens. This research used secondary data from the websites to attempt to answer the research question. The websites were analyzed for courses, degrees, age of program, support, goals, data, and employability. The findings were sporadic."
],
"bibo:degree": [
"Master of Arts in Criminal Justice"
],
"BIO:keywords": [
"Correctional",
"Education",
"Prison"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14670",
"dcterms:title": [
"Intervention Strategies at the Middle School Level: Methods and Practices for Student Engagement"
],
"dcterms:creator": [
"Shannon Pickering"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"ShannonPickering_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"The purpose of this action research project was to examine whether targeted, tiered intervention strategies, utilizing the Response to Intervention (RTI) framework, could improve reading fluency and comprehension, and to identify engagement strategies that support middle school students performing below grade level. This study aimed to answer: 1) Do targeted and tiered interventions improve fluency and comprehension? 2) What instructional strategies give the most student engagement? This work highlights the importance of closing literacy gaps at the middle school level, ensuring accessibility, and promoting a sense of student success. This study collected data through classroom observations, student work samples, informal interviews, and progress monitoring tools such as DIBELS or PowerUp. Thematic coding and analysis were employed to identify patterns across the intervention tiers and whole-class instructional sessions. Key findings revealed that scaffolded instruction for students below grade level were insufficient to bridge the learning gap. When scaffolds are paired with explicit teaching strategies in tiered intervention environments, this leads to the greatest task completion and student growth in comprehension. Ensuring that students understood the content prior to introducing classroom work, along with scaffolds, was found to impact learning outcomes significantly. Emotional factors were also found to highly impact students’ learning outcomes and social-emotional well-being. This study concluded that the RTI-based interventions, which focused on comprehension and fluency skills, when integrated with scaffolds and emotional support, are highly effective methods for closing literacy gaps at the middle school level. These findings highlight the importance of responsive, student-centered intervention models and suggest the need for broader implementation."
],
"dcterms:license": [
"CC-BY (attribution)"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Intervention",
"RTI",
"ATI"
],
"SKOS:note": [
"Coley Lehman"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14669",
"dcterms:title": [
"Professional Development on Sheltered Strategies for K-5 Educators"
],
"dcterms:creator": [
"Scarlett Working"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"ScarlettWorking_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This professional project is focused on developing a professional development for K-5 educators on implementing sheltered strategies. It is important for educators to academically reach each student in their classroom; this must also include emergent bilingual learners (EB learners). EB learners need comprehensible input in order to access content instruction delivered within their L2 (developing second language). Educators must incorporate both sheltered instruction (SI) and sheltered strategies within their current content-based instruction. This means teachers must alter their current educational approaches to include both language learning and EB learners. However, it is incredibly difficult for educators to meet the needs of EB learners when they are equipped with the right educational tools, approaches, and strategies. The current literature regarding SI and sheltered strategies expresses a critical need for more education and professional developments regarding these topics. This professional development includes defining SI, stating research that supports SI, how content and language can be integrated alongside SI, connecting SI, zone of proximal development (ZPD) and scaffolding, as well as listing and explicitly modeling specific strategies. It is important to note that the delivery of this PD is focused on explicitly modeling each strategy listed. Embedding sheltered strategies within the presentation provides educators with a clear path on how to implement these strategies within their own educational environment. This includes a discussion on each strategy, and explicit modeling to encourage implementation. Results from this PD includes the importance of language learning beside content instruction, comprehensible input in order to promote actual understanding, and the continuation of SI presentations for educators in order to support implementation of sheltered strategies within the classroom."
],
"bibo:degree": [
"Master of Science in Education: ESOL"
],
"BIO:keywords": [
"ZPD",
"Comprehensible input",
"Sheltered Instruction"
],
"SKOS:note": [
"Ken Carano",
"Jessica Doughtery",
"Dana Ulveland"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14668",
"dcterms:title": [
"You Are Not a Failure, They Failed You: A Disability-Focused Approach to Education"
],
"dcterms:creator": [
"Sarah Stover"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"SarahStover_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This action research project explores the implementation of disability-focused anti-oppressive pedagogy in a middle school Language Arts classroom. Conducted in a highly structured, military-style school, the study was conducted with two research questions in mind: How did one autistic teacher implement disability-centered anti-oppressive pedagogy in a middle school Language Arts course at a military-style school, and how did students enrolled in this Language Arts course respond to their autistic teacher’s disability-centered pedagogical foci? This research included lessons centered around disability representation, bias, and accessibility. Data collection included personal observations in a journal, gradebook analysis, student work samples, and surveys. Findings revealed three major outcomes: increased engagement, higher academic achievement, and deeper social emotional learning. This research suggests that disability-centered pedagogy is beneficial to all students, creating an asset-based learning environment that accommodates everyone. While limitations such as the military structure are acknowledged, this study advocates for the broader implementation of disability justice in classroom practice."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"disability education",
"asset-based education"
],
"SKOS:note": [
"Amy Bowden",
"Coley Lehman"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14667",
"dcterms:title": [
"Professional Project: Promoting Home Literacy Environments Through the Implementation of a Literacy Night and a Website"
],
"dcterms:creator": [
"Sam Shuirman"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"SamuelShuirman_PP_2025"
],
"dcterms:language": [
"eng",
"spa"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"The research question behind this professional project looks at why students may be behind in their literacy learning, and takes a look at what can be done outside of the school environment. The goal of this professional project is to explore the meaningful impact of a comprehensive home learning environment for children, as well as looking at two different ways to share strategies, methods, and ideas for how to construct a home learning environment, through a literacy night and a website. It is widely understood that children who grow up in homes that have home literacy environments, have much more positive growth in their literacy skills overall, in conjunction with formal instruction at school, than children who do not have that same access to home literacy environments. The goal of the literacy night is to inform families, students, and community members of several key strategies for cultivating a home literacy environment. The website adds on to this by providing different resources for families and community members to access that provide literacy resources and websites that can be used at home. Creating a community of learners progressing in their literacy development is the end goal of this project."
],
"bibo:degree": [
"Master of Science in Education: Reading"
],
"BIO:keywords": [
"home literacy environment",
"literacy"
],
"SKOS:note": [
"Kenneth Carano",
"Melanie Landon-Hays",
"Sharlee Blackwell"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14666",
"dcterms:title": [
"Curriculum Development - Trilingual Interpreting Training Program"
],
"dcterms:creator": [
"Rossio Soledad Zavala Perez"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"RossioZavalaPerez_PP_2025"
],
"dcterms:language": [
"eng",
"spa"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"The project's significance lies in bridging the gap between theory and practice in\ntrilingual interpreting education. The field of trilingual interpreting faces significant\nchallenges due to the scarcity of resources and research, particularly in adapting existing\nprocessing models to manage three languages simultaneously. The aim is to define\ntrilingual interpreting, develop a suitable curriculum, and, by synthesizing existing\nresources and incorporating stakeholder input, establish a framework for trilingual\ninterpreting training. The three languages that will be discussed include American Sign\nLanguage, English, and Spanish; however, the goal is that the completed trilingual\ninterpreting training curriculum will be generalized to substitute for any three languages.\nThe data collected and utilized in this project were collected via QualitricsXM (2025),\nand the individuals were recruited through snowball and purposive sampling.\nFurthermore, the questions in the survey were both qualitative and quantitative in nature.\nThe end results showed a clear consensus of what trilingual interpreting means and the\nneed for trilingual interpreters in the Deaf Community, who have specialized training in\nthe interpreting process that includes three languages of mixed modalities. The\ncurriculum outline that was developed as part of this project includes the program and\nstudent learning outcomes that could be modified or applied for training trilingual\nindividuals who use any three languages."
],
"dcterms:license": [
"CC-BY-NC-ND (attribution, non-commercial, no derivatives)"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"BIO:keywords": [
"trilingual",
"interpreting",
"Deaf"
],
"SKOS:note": [
"Amanda Smith",
"Allisun Kale"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14665",
"dcterms:title": [
"Creating an Educators Disposition Assessment for Preprogram Preservice Educators"
],
"dcterms:creator": [
"Rachel Frazier"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"RachelFrazier_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This project presents a new Educator Disposition Assessment (EDA) for preprogram preservice teachers at Western Oregon University. The tool is designed to both assess and support student growth in professionalism and social-emotional learning (SEL). It focuses on four anchor competencies: building trusting relationships and collaboration; fostering self-reflection and a growth mindset; cultivating perseverance and self-regulation; and creating community while responding constructively across differences. These competencies are informed by research from CASEL, the Center for Reaching & Teaching the Whole Child, CAEP, and others. Grounded in Vygotsky’s Zone of Proximal Development, the rubric includes clear behavioral indicators aligned with students’ developmental readiness. It replaces the one-size-fits-all assessment previously used with early-stage students. The project also includes faculty training and a clear implementation plan. The EDA promotes scaffolded, equitable support and helps prepare preservice teachers to meet the social, emotional, and professional demands of the teaching profession."
],
"bibo:degree": [
"Master of Science in Education: Curriculum and Instruction"
],
"BIO:keywords": [
"Teacher professionalism",
"Social emotional competencies in teachers",
"Teacher dispositions"
],
"SKOS:note": [
"Kenneth Carano",
"Mandy Olsen",
"Micah Walker"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14664",
"dcterms:title": [
"Literacy Through a Cultural Lens: Improving Hispanic Student Engagement and Achievement"
],
"dcterms:creator": [
"Neil Zimmerly"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"NeilZimmerly_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Hispanic and Latino student academic achievement has been historically lower than other demographic groups for a few reasons, like familial economic situations, school funding, and curricula that do not support student learning. This project examines how using critical texts and research-based teaching strategies helps Hispanic and Latino students improve their literacy skills and enhance their connection to school materials. To accomplish this, a lesson was created from scratch that implemented texts that were more representative of student backgrounds and teaching strategies focused on student collaboration. Lessons that were created for this project were compared to instructional strategies that are supported by research studies, in addition to general student feedback. The results of this project confirm much of the research that has been done into this topic because the observed feedback from students affirmed that lessons designed with critical texts were more engaging than the alternative."
],
"dcterms:license": [
"CC-BY (attribution)"
],
"bibo:degree": [
"Master of Science in Education: Literacy Education"
],
"BIO:keywords": [
"Critical",
"Literacy",
"Hispanic"
],
"SKOS:note": [
"Kenneth Carano",
"Annie Delbridge",
"Marcus Wenzel"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14663",
"dcterms:title": [
"Social Emotional Learning in a 6th-Grade Science Classroom"
],
"dcterms:creator": [
"Nathan Goodson"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"NathanGoodson_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This action research project investigated the impact of implementing Social and Emotional Learning (SEL) strategies on student behavior and academic performance in a sixth-grade science classroom. Specifically, it examined how SEL instruction influenced students’ classroom participation, peer interactions, and academic performance. Findings indicated that SEL instruction contributed to increased student comfort in speaking before peers, enhanced positive social interactions, and a significant increase in class participation by the end of the unit. Additionally, there was a notably high level of academic performance throughout the unit. Implications include how teachers can integrate SEL to positively shape student learning and social dynamics in middle school science classrooms."
],
"dcterms:license": [
"CC-BY-NC (attribution, non-commercial)"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Social and emotional learning",
"science teaching",
"middle school"
],
"SKOS:note": [
"Amy Bowden",
"Lin Wu"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14662",
"dcterms:title": [
"Characterizing Effective Interpreting in STEM"
],
"dcterms:creator": [
"Natalie Kraft"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"NatalieKraft_Thesis_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Interpreting in Science, Technology, Engineering, and Mathematics (STEM) fields\npresents challenges, including technical and specialized jargon, dense concepts, and lexical\nresources that are not standardized. Generalist-trained interpreters may not be well-equipped to take on work in STEM fields, which may result in deaf professionals and graduate students in STEM being impacted negatively by a shortage of qualified interpreters. In this qualitative study, I conduct surveys of deaf professionals and graduate students in STEM regarding their experiences with and preferences regarding interpreting services and the strategies they use to ensure effective communication in the classroom and workplace. I also survey interpreters working in STEM fields to ascertain their experiences and the strategies they use in interpreting STEM material. This study investigates connections between the answers of the two participant groups. My goal in this study is to contribute to the publicly available knowledge of the American Sign Language (ASL) STEM community and improve STEM interpreting practices by providing information to individual interpreters working in STEM, as well as interpreter trainers.\nKeywords: STEM, interpreting, interpreting in STEM, deaf professionals, graduate\nstudents"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"BIO:keywords": [
"deaf professionals",
"graduate students"
],
"SKOS:note": [
"Elisa Maroney",
"Colin Lualdi",
"Rian Gayle"
],
"curation:type": [
"Thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14661",
"dcterms:title": [
"Developing Students’ Critical Thinking Skills Using the Legal Method"
],
"dcterms:creator": [
"Miriam Gormley"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"MiriamGormley_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This research project studied the impact of learning and practicing the analytic algorithm used by lawyers on students’ critical thinking skills. Lawyers evaluate legal problems using the IRAC analytic algorithm. IRAC stands for issue, rule, application, and conclusion. Students analyzed fact patterns and wrote a mock trial script to learn and practice using the IRAC algorithm. During this research project, the frequency with which students identified relevant evidence and used evidence-based reasoning correlated positively with their engagement in mock trial learning activities and assessments. As measured by pre- and post-multiple choice assessments of critical thinking skills, there was also a positive correlation between students receiving problem-based instruction on critical thinking and their understanding of principles of logic, causation, probability, and the sufficiency of evidence. As measured by pre- and post-self-assessments, modest shifts in students' attitudes toward considering alternative arguments and considering evidence that contradicted the students' claim was also noted."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"analytic thinking",
"analytic algorithm",
"problem-based"
],
"SKOS:note": [
"Rachel Harrington",
"Marcus Wenzel",
"Miriam Gormley"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14660",
"dcterms:title": [
"Literacy Instruction with a Focus in Phonics: A Professional Development for Primary Teachers"
],
"dcterms:creator": [
"McKinzie Leatherman"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"McKinzieLeatherman_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This professional project is looking deeper into the possible need for explicit, systematic phonics instruction specifically in young children. The paper overlooks the research that ties together the Science of Reading, phonics instruction, and instructional best practices. The goal is to benefit teachers to know the best way to support their young students by learning how to decipher all the research behind the varying strategies on literacy and phonics instruction. This is a valuable topic due to the declining literacy proficiency and reading comprehension skills we see today. All can be experienced because of various views on the best strategies to teach literacy and what skills students are learning at what time. This can be confusing for educators who are just trying to find the best ways to support and provide their students with the best skills to help them succeed. In the research surrounding this topic, I found research behind phonics instruction, interventions, professional development, and best practices. Based on this research, I created a professional development for primary teachers in June 2025. My goal is to provide primary teachers with all the information I learned and give them resources to implement it in their own classroom. All of which is speaking to educators who want help seeing through all the research to find the best way to support their students and setting them up for success."
],
"bibo:degree": [
"Master of Science in Education"
],
"BIO:keywords": [
"Science of Reading",
"intervention",
"foundational skills"
],
"SKOS:note": [
"Ken Carano",
"Ya-Fang Cheng",
"Gregory Zobel"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14659",
"dcterms:title": [
"The Love for Learning: Promoting Curiosity and Student Academic Ownership Through Interest-Driven Project-Based Learning"
],
"dcterms:creator": [
"Maxwell Copeland"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"MaxwellCopeland_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This action research project investigates the impact of interest-driven project-based\nlearning (PBL) on fostering student academic ownership and enhancing perceptions of learning. The study is grounded in constructivist theory, which emphasizes the active role of students in constructing their knowledge. The project focuses on a diverse group of 12th-grade students at Frederick High School, exploring how giving students autonomy to select topics that align with their interests influences their engagement and academic performance. Through a combination of surveys, interviews, observational data, and final project assessments, the research aims to determine how such learning approaches can cultivate a deeper sense of student agency and academic pride. Results indicate that students who participated in interest-driven PBL demonstrated significant improvements in their self-perception as learners, increased engagement during the learning process, and greater ownership over their academic work. This study highlights the potential of project-based learning to enhance educational experiences by aligning student interests with curriculum goals, thereby fostering intrinsic motivation and long-term academic growth."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Project-Based Learning",
"Student Self-Perception",
"Student Ownership"
],
"SKOS:note": [
"Amy Bowden",
"Coley Lehman",
"Maxwell Copeland"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14658",
"dcterms:title": [
"Active Learning & Inquiry-Based Learning: The Means of Providing Holistic Education to Students"
],
"dcterms:creator": [
"Martin Thomas Hainz"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"MartinHainz_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"The goal of this action research project is to examine the impacts of active and inquiry-based learning has on student achievement. The pedogeological lens used in this project was Engaged Pedagogy from bell hooks in order to meet students holistic needs. Furthermore the academic setting for data collection for this project was in a High School Social Studies Civics classroom with 12th graders. In short, active and inquiry-based learning impacted student achievement by improving students Civics content knowledge, improving their literacy skills, and increasing student engagement. Therefore, even having one unit that is focused on inquiry and active learning, it can greatly improve student's cognitive development and interest to the course material."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Active-Learning",
"Inquiry-Based",
"Social Studies"
],
"SKOS:note": [
"Rachel Harrington",
"Ken Carano"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14657",
"dcterms:title": [
"Windows to The World: Celebrating Diversity, Building Belonging"
],
"dcterms:creator": [
"María Bañuelos Juárez"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"MariaBanuelosJuarez_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This capstone project addresses the lack of cultural representation in schools and aims to increase it in a meaningful and sustainable way. The project specifically seeks to increase students’ sense of belonging, create inclusive and welcoming environments, and build meaningful family and community partnerships aligned directly with the school and district’s mission and vision.\nThe project occurred at an elementary school in Salem, Oregon, and featured monthly cultural bulletin board displays highlighting and celebrating the achievements and contributions of people from underrepresented communities. The cultural displays were intentionally designed to elevate the voices of historically marginalized people and to challenge common stereotypes. \nThis project developed over the course of the school year, focusing on a different heritage every month, including Hispanic Heritage, Native American Heritage, and Black History, among others, and concluding in a school-wide multicultural family celebration. The family celebration invited students, families, and community members to share their cultural backgrounds through table displays and performances. \nThe project’s outcomes support the idea that intentional cultural representation in schools positively impacts school climate by creating environments that celebrate and value diversity and help minority students feel seen, respected, and connected."
],
"bibo:degree": [
"Master of Science in Education"
],
"SKOS:note": [
"Alicia Wenzel"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14656",
"dcterms:title": [
"The Effects of the Covid-19 Pandemic on Child Development, Behavior, Well-Being, and Risk for Delinquency"
],
"dcterms:creator": [
"Madison M Brown"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"MadisonBrown_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"The COVID-19 pandemic was unexpected and fast-moving, leaving schools, communities, and families ill-prepared to maintain ideal environments for developing children. School closures, stay-at-home orders, and quarantine left youth feeling isolated and feeling the strains of family conflict, academic struggles, physical inactivity, limited access to nutritional meals, disruptions in daily schedules, mental illness, and more. This study aimed to observe and discuss the effects of the COVID-19 pandemic on child development, behavior, well-being, and the potential risk for delinquency. To collect data and studies surrounding this issue, there was a collection of secondary research through internet searching databases, including but not limited to, the National Library of Medicine, ScienceDirect, Springer Nature Link, and the Centers for Disease Control and Prevention. Each source was reviewed and then deconstructed to utilize the most relevant evidence. Findings show that children experienced an increase in mental illnesses, such as depression and anxiety, an increase in experienced physical and emotional abuse, declines in academic performance, especially in math and science, limited access to proper nutrition and physical activity, leading to obesity, and accelerated brain maturation and cortical thinning due to chronic stress. The results call for awareness to address how youth are struggling and what changes must be made to get them back on the right path. Without these needed changes in their education, home life, mental health, and behavior, these children risk long-term adverse effects on their daily lives and potentially criminal habits. \nKeywords: COVID-19, pandemic, childhood development, behavior, well-being, school-aged children, delinquency, youth"
],
"bibo:degree": [
"Master of Arts in Criminal Justice"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14655",
"dcterms:title": [
"Fostering Engagement in the Classroom Through Creative and Motivational Activities"
],
"dcterms:creator": [
"Madeline Rose Lehrer"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"MaddieLehrer_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"An action research project that used data collected in a classroom setting to determine which activities and primary source lessons were the most engaging to students."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14654",
"dcterms:title": [
"Anxiety, Confidence, and a Little Bit of Mindfulness"
],
"dcterms:creator": [
"Lydia N. Lisetski"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"LydiaLisetski_ARP_2025"
],
"dcterms:language": [
"eng",
"sgn-US"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"In this action research project, I investigate the root cause of my anxiety during freelance\ninterpreting assignments. To explore this, I made audio recordings after each assignment, noting the setting details, demands that impacted my work, and reflecting on my emotional state and overall performance. These recordings were then transcribed and analyzed for common themes, revealing that when teaming with seasoned interpreters, working in unfamiliar environments, or in high-visibility settings, my anxiety heightened and affected my performance. Existing literature suggests that this anxiety may stem from factors like perceived low self-efficacy, imposter syndrome, or a lack of psychological safety. To address this, I examined the effectiveness of mindfulness practices, including breathing exercises, positive affirmations, journaling, and meditation, in reducing my anxiety and boosting self-confidence. I created a self-assessment to evaluate these practices after each freelance assignment, answering both open-and closed-ended questions about the setting, the mindfulness technique used, my anxiety level during the interpretation, and my confidence in my performance. The findings uncovered three key insights: journaling was most effective in reducing anxiety and improving confidence; my anxiety and confidence levels had a negative correlation; and environmental factors played a significant role in my emotional response during and after assignments. These results suggest that interpreter education should emphasize emotional readiness alongside technical skills, with greater support for confidence-building and coping strategies. Future research could benefit from longer data collection periods, more consistent testing environments, and broader participant samples to better assess the long-term impact of mindfulness and interpreting-related anxiety."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"BIO:keywords": [
"Anxiety",
"confidence",
"mindfulness"
],
"SKOS:note": [
"Elisa Maroney",
"Erin Trine"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14653",
"dcterms:title": [
"Multicultural Curriculum for Youth in Correctional Settings"
],
"dcterms:creator": [
"Lucia Breeden"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"LuciaBreeden_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This multicultural curriculum was created as a way to support the mission of the Office of Inclusion and Intercultural Relations within the Oregon Youth Authority. Their mission is to provide culturally competent services to Oregon youth, with this curriculum youth will be more knowledgeable and have a better understanding of their culture along with others'."
],
"bibo:degree": [
"Master of Science in Justice Studies"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14633",
"dcterms:title": [
"Teaching to Self-Edit"
],
"dcterms:creator": [
"Liz Johnston"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"ElizabethLowe_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This project sets out to solve the issue of reluctance to revise in students through pre-writing and in-class revising strategies. Through reading aloud and graphic organizers, students work is enhanced with direct instruction and opportunity."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Motivation",
"revising"
],
"SKOS:note": [
"Edward Nichols"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14632",
"dcterms:title": [
"Transition Shock and Confidence Development in New ASL-English Interpreters: A Yearlong Action Research Project"
],
"dcterms:creator": [
"Lindsay Brady"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"LindsayBrady_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Transition shock is a phenomenon that affects individuals as they acclimate to a new environment. In the case of American Sign Language-English interpreting students, some recent graduates experience symptoms of transition shock during the early stages of their careers. This might cause a decrease in the interpreters’ confidence as they navigate the aspects of the professional field for which their interpreter education program (IEP) did not fully prepare them. This action research project follows the early career journey of a new interpreter as she navigates fluctuations in confidence during the first year of her career. The data collected is intended to show whether experiencing transition shock impacted her confidence."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"BIO:keywords": [
"transition shock",
"confidence",
"ASL-English interpreter"
],
"SKOS:note": [
"Amanda Smith"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14631",
"dcterms:title": [
"Pathways to Professional Interpreting: An Autoethnography of a Deaf-Parented Person of Color"
],
"dcterms:creator": [
"Lauren J. Jourdonnais"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"LaurenJourdonnais_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Intersectional identities impact the way we as humans experience the world around us. Those who identify as people of color and are heritage signers of American Sign Language (ASL) face unique challenges when going through Interpreter Education Programs (IEPs). The purpose of this action research project is to elucidate how the author, a deaf-parented person of color, found success and completion in their becoming a professional ASL/English interpreter while involved in an IEP in ways that are related to cultural and linguistic aspects of their intersectional identity. The author hopes to contribute their experiences to a continuing conversation about inclusivity and belonging and provide perspectives from their education in an IEP."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"BIO:keywords": [
"ASL",
"CODA",
"Intersectionality"
],
"SKOS:note": [
"Elisa Maroney",
"Amanda Smith"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14630",
"dcterms:title": [
"A Book a Day: A Daily Read Aloud Curriculum"
],
"dcterms:creator": [
"Kyla Marshall"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"KylaMarshall_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"A Book a Day: A Daily Read Aloud Curriculum is a curriculum guide designed to provide educators with a structured, year-long plan for starting and implementing a daily read-aloud routine in their classrooms. This curriculum includes a video of the book being read aloud, links for where to purchase the book, vocabulary words and definitions, comprehension questions, and activities to extend student’s learning. My goal is that through these daily shared literacy experiences, students would build a love of reading, develop in their independent reading skills, and a strong classroom community would continue to grow."
],
"bibo:degree": [
"Master of Science in Education: Curriculum and Instruction"
],
"SKOS:note": [
"Jaclyn Caires-Hurley",
"Marie LeJuene"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14629",
"dcterms:title": [
"Living Histories: A Community-Engaged, Culturally Sustaining Curriculum Model for Middle School Social Studies"
],
"dcterms:creator": [
"Kelleen Greene"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"KelleenGreene_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Living Histories: A Community-Engaged, Culturally Sustaining Curriculum Model for Middle School Social Studies is a six-week curriculum designed to empower middle school students to explore underrepresented local histories through inquiry, service-learning, and digital storytelling. Drawing from culturally sustaining pedagogy (Paris & Alim, 2017), funds of knowledge (Moll et al., 1992), and place-based learning frameworks (Gruenewald & Smith, 2008), the curriculum centers student identity and community voice as integral to civic and historical understanding. Students engage in oral history interviews, community mapping, and public-facing presentations culminating in a digital “Living Histories Archive.” The project is aligned with Oregon Social Science Standards and includes differentiated supports for multilingual learners. The curriculum integrates academic rigor with participatory public scholarship, offering a replicable, equity-oriented model that advances inclusive civic education. This project also contributes to the professional growth of the author as a reflective curriculum designer and educational leader committed to justice-oriented pedagogy.\nKeywords: culturally sustaining pedagogy, service-learning, social studies education, oral history, civic engagement, middle school curriculum, place-based education, multilingual learners."
],
"bibo:degree": [
"Master of Science in Education: ESOL"
],
"BIO:keywords": [
"local history",
"historical pluralism",
"community engagement"
],
"SKOS:note": [
"Kenneth Carano",
"Dana Ulveland",
"Greg Zobel"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14628",
"dcterms:title": [
"A Framework for Becoming a Trauma-Informed Educator Grades K-5"
],
"dcterms:creator": [
"Kathy Aimonetti"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"KathyAimonetti_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"As an elementary school teacher in the Salem-Keizer school district, I have noticed an increasing need for educators to be properly trained on the topic of trauma and trauma-informed teaching practices to support students that have experienced trauma. The impacts of trauma directly affects a child’s cognitive development and their ability to regulate their emotions. This inability to regulate their emotions often manifests itself in the classroom as unsafe and disruptive behavior that impacts their ability to learn, as well as the learning of the other students in the classroom. In response to this growing need for trauma-informed teaching practices to be implemented in the classroom, I researched the most current and relevant literature on trauma-informed teaching practices. I used the extensive research I conducted to create a professional development training that could be used at my school, as well as other schools in my district. The professional development I created condensed the research into a clear and concise presentation, that was both informative and contained practical strategies that could be implemented in the classroom to support students that have experienced trauma."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14627",
"dcterms:title": [
"Questions, Discussions and the Path to Deeper Thinking"
],
"dcterms:creator": [
"Joshua DiStefano"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"JoshuaDiStefano_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"My Action Research Project researches ways to get high school band students to participate in class discussions. I employ a variety of questions, types of answers, and scaffolds to find what is most effective."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"music student conversations",
"Sharing ideas in High School Band",
"proper scaffolding encourages speaking"
],
"SKOS:note": [
"Marcus Wenzel",
"David Sommers"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14626",
"dcterms:title": [
"The Effect of COVID-19 on Juvenile Delinquency"
],
"dcterms:creator": [
"Jordan Denbo"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"JordanDenbo_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"The COVID-19 pandemic disrupted nearly every aspect of daily life, creating widespread social, economic, and public health challenges. While all age groups were affected, adolescents faced particularly severe disruptions. Less attention, however, has been given to how the pandemic impacted system-involved youth and the juvenile justice system. Prior to COVID-19, juvenile delinquency rates had been steadily declining, but emerging evidence suggests that pandemic-related stressors may have altered these trends. This study investigates how the COVID-19 pandemic influenced juvenile delinquency rates in the United States and analyzes the role of socioeconomic, psychological, social, and environmental factors, particularly in states with stricter lockdown measures. Research was conducted through a comprehensive review and analysis of national and state-level reports, peer-reviewed studies, and government datasets spanning pre-pandemic to immediate post-pandemic periods. Findings indicate that juvenile delinquency rates initially declined during peak lockdowns due to reduced social interaction and increased home supervision. However, as restrictions eased, offenses related to economic hardship and mental health crises showed localized increases, especially in disadvantaged communities. This research highlights the evolving nature of juvenile delinquency during a global crisis."
],
"bibo:degree": [
"Master of Arts in Criminal Justice"
],
"SKOS:note": [
"Terry Gingerich"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14625",
"dcterms:title": [
"Designing for All: How Universal Design for Learning and Bilingual Supports Promote Engagement in High School Physical Education"
],
"dcterms:creator": [
"Johnny Martinez-Isaac"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"JohnnyMartinezIsaac_ARP_2025"
],
"dcterms:language": [
"eng",
"spa"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This action research project explored how using Spanish instruction alongside English in a high school physical education setting impacts participation and engagement for Spanish-speaking English Language Learners (ELLs). Rooted in the Universal Design for Learning (UDL) framework, the study aimed to create a more inclusive learning environment that supports language access and builds community through Culturally Responsive Teaching (CRT). Data was collected over two weeks using a student survey, informal interviews, teacher observations, and lesson reflections. A key focus was comparing student engagement before and after introducing bilingual instructions. The study used qualitative and quantitative methods to identify patterns and student responses related to comfort, participation, and understanding. Results showed a noticeable increase in participation, particularly among Spanish-speaking students, who became more involved in activities and more comfortable communicating with the teacher. Students reported hearing Spanish during lessons made them feel more connected and confident, even if they weren’t fluent speakers. Bilingual instruction helps set a consistent structure that benefited the entire class. The findings highlighted the value of language, inclusive teaching, and physical education, and the potential of UDL to create spaces where all students feel like they belong. While results may vary in classrooms where the teacher does not speak Spanish, this research supports the continued push towards inclusive, student-centered teaching practices in diverse schools."
],
"dcterms:license": [
"CC-BY (attribution)"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"universal design for learning",
"bilingual",
"physical education"
],
"SKOS:note": [
"Amy Bowden",
"Gay Timken"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14624",
"dcterms:title": [
"Inequities in Funding and its Impact on College & Career Readiness for Rural Students in Iowa"
],
"dcterms:creator": [
"Jill Whisler"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"JillWhisler_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"The Iowa Department of Education defines that upon graduation, their students are college and career ready if they have successfully achieved proficiency in essential content knowledge, acquired practical transition skills, developed key learning skills and cognitive strategies, and built a strong foundation of self-understanding and engagement strategies. Given this, school districts have the responsibility to implement college and career readiness programming to assure their graduates’ success in post-secondary endeavors. This study serves as an investigation in the realities of college and career readiness in the state of Iowa and examines if there is an inequity of programming in this area for high school students in rural communities compared to their urban counterparts. To examine programming, the framework presented by Conley’s Model of College and Career Readiness was utilized to create three variables to measure levels of college and career readiness: school counselor-student ratio, the implementation of work-based learning, and access to rigorous curriculum. Twenty school districts in Iowa were randomly selected to study: ten of rural geographic location and ten of urban. Findings indicate urban schools outperforming rural schools in work-based learning implementation and providing additional support services to students for college and career efforts. However, discussion of this topic encourages research to better understand how rural identity and culture impact students’ decisions in rural settings. Findings call for state legislatures to establish equitable funding policies to support college and career efforts and for school districts to advocate for local tax levies to do the same."
],
"bibo:degree": [
"Master of Science in Justice Studies"
],
"BIO:keywords": [
"Rural Iowa",
"College & Career Readiness"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14623",
"dcterms:title": [
"Empowering Educators: Tools to Support Executive Functioning for Students with ADHD"
],
"dcterms:creator": [
"Jenifer Henry"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"JeniferHenry_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"(This is in the final paper as well) This professional project equips K–12 educators with evidence-based strategies to support the academic and personal success of students with ADHD. Delivered through a one-hour professional development session, it includes a Google Slides presentation, a printed note-taking document, and a curated resource guide featuring information on ADHD, neurodivergence, executive functioning, and movement breaks. By addressing key executive functions—planning, time management, goal setting, organization, and cognitive flexibility—the project fosters student growth and inclusive, student-centered learning. It also reflects my development as an instructional leader committed to equity, collaboration, and innovation in supporting educators and creating environments where all learners can thrive."
],
"bibo:degree": [
"Master of Science in Education: Reading"
],
"BIO:keywords": [
"Neurodiversity",
"literacy",
"ADHD support"
],
"SKOS:note": [
"Marcus Wenzel",
"Randall (Dana) Ulveland"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14622",
"dcterms:title": [
"Effects of Social Cognitive Theory on Student Motivation in a Secondary Level Art Classroom"
],
"dcterms:creator": [
"Jeneba Diane King"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"JenebaDianeKing_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This study examines the effects of a social cognitive approach to teaching on motivation in a high school art classroom, with the intent of increasing student motivation in class activities to increase genuine interaction with art on the whole. Student reactions in three periods of Drawing 2 were examined using their work responses, personal observations, co-teacher observations, and lesson plan analysis. All data was analyzed through coding using Social Cognitive Theory as the guiding theory. Results show that student motivation increased significantly with increased student choice, relaxed deadlines, and both positive and negative reinforcement strategies. Results are limited due to duration of the study and quantity of participants, but they imply that a Social Cognitive approach is helpful for engaging more students in a classroom in a genuine way. Future studies could examine this approach in different subjects or with a larger range of art class subjects."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Amy Bowden",
"Maren Anderson"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14621",
"dcterms:title": [
"The Effectiveness of Restorative Justice: A Juvenile Approach"
],
"dcterms:creator": [
"Jeffrey R. Hanson"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"JeffHanson_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This research project investigated the effectiveness of implementing Restorative Justice (RJ) practices within juvenile justice systems, focusing on reducing recidivism and enhancing rehabilitation. Given the high juvenile recidivism rates and the limitations of traditional punitive measures, the study explored whether RJ could provide a more effective approach. Utilizing a comprehensive literature review of 157 secondary sources, including studies, reviews, and grey literature, the research analyzed existing data on RJ implementation, particularly in international juvenile justice systems. Key findings indicate that RJ programs demonstrate a modest but significant effect in reducing recidivism among juvenile offenders, with greater effectiveness observed when core RJ principles are closely followed and victims are actively involved. The study also highlights positive non-delinquency outcomes, such as increased satisfaction and perceptions of fairness among offenders, victims, and community members. However, successful implementation faces significant challenges, including inadequate facilitator training, systemic resistance from traditional justice institutions, resource limitations, and concerns regarding victims' needs and safety. In conclusion, the research supports RJ as a promising alternative for improving rehabilitation and reducing re-offending but emphasizes that realizing its full potential requires addressing these implementation barriers through targeted interventions and a commitment to core principles, stakeholder involvement, and ongoing evaluation."
],
"bibo:degree": [
"Master of Arts in Criminal Justice"
],
"BIO:keywords": [
"Juvenile",
"Restorative",
"Justice"
],
"SKOS:note": [
"Omar Melchor-Ayala"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14620",
"dcterms:title": [
"Acting Out Strength: The Intersection of ACEs, Theater, and Student Resilience"
],
"dcterms:creator": [
"Jayne Welch"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"JayneWelch_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Research Question: How does theater help students with high ACE scores improve motivation, work ethic, and confidence?\nThis study will provide valuable insights into the role of theater education in fostering students with high adversity resilience and personal growth. The findings will help refine teaching strategies and create a more understanding and supportive learning environment for all."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Theatre",
"Trauma informed teaching",
"ACE Scores"
],
"SKOS:note": [
"Rachel Harrington",
"Jorie Jones"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14619",
"dcterms:title": [
"Evaluating the Effectiveness of Mental Health Interventions in Juvenile Facilities in the United States"
],
"dcterms:creator": [
"Jadielynn Evans"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"JadielynnEvans_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This research explores the effectiveness of mental health interventions in reducing juvenile delinquency and recidivism in the United States. Many juvenile offenders struggle with psychological, emotional, or behavioral disorders, making mental health treatment a crucial element in justice reform. Through a review of peer-reviewed studies and evaluations, the research highlights evidence-based programs, including Cognitive Behavioral Therapy (CBT), Functional Family Therapy (FFT), Multisystemic Therapy (MST), and Substance Abuse Therapy (SAT). Among these, CBT emerges as the most effective in addressing cognitive distortions and reducing reoffending. Key factors in successful programs include individualized treatment, family and community involvement, and mandatory mental health screenings. The findings offer valuable guidance for improving juvenile justice policies and outcomes for youth with mental health needs."
],
"bibo:degree": [
"Master of Science in Justice Studies"
],
"BIO:keywords": [
"juvenile justice",
"mental health interventions",
"juvenile recidivism"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14618",
"dcterms:title": [
"Designing an AgSTEM Club for Afterschool Learning"
],
"dcterms:creator": [
"Jacob Brasuell"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"JacobBrasuell_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This professional project explores the design, implementation, and impact of an AgSTEM (Agriculture, Science, Technology, Engineering, and Math) Club at Waldo Middle School in Salem, Oregon, a Title I school serving a diverse, high-need student population. Recognizing the lack of structured after-school opportunities for students not involved in athletics or other extracurriculars, this project aimed to provide a hands-on, engaging learning environment rooted in real-world agricultural challenges and STEM applications. Grounded in the principles of project-based learning, computational thinking, and culturally responsive teaching, the 10-week program introduced students to topics such as soil science, irrigation systems, environmental monitoring, and agricultural technology. The project aligns with MSED learning outcomes, including interdisciplinary curriculum design, equity-focused instruction, and the integration of academic standards such as NGSS and ISTE. Literature supporting this initiative highlighted the importance of early STEM exposure, workforce readiness, and student-centered learning. Outcomes included increased student engagement, collaboration, and interest in STEM-related careers. This professional project contributes to the growing body of work advocating for innovative, inclusive, and future-focused educational models particularly those that connect local industry, sustainability, and underrepresented student populations through after-school programming."
],
"dcterms:license": [
"CC-BY (attribution)"
],
"bibo:degree": [
"Master of Science in Education: STEM Education"
],
"SKOS:note": [
"Kenneth Carano",
"Randall Ulveland",
"Jaclyn Caires-Hurley"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14617",
"dcterms:title": [
"Pushing Toward Fearlessness: A Freewriting Project with Sophomore English"
],
"dcterms:creator": [
"Hilda Kleiman"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"AliciaKleiman_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Over approximately three weeks, a class of sophomore English Language Arts students engaged in a daily freewriting practice. They began and concluded the three weeks of freewriting with a semantic pulse survey that measured the attitudes of the students toward their writing. Three themes emerged from the project: a consistent choice of words about writing, a consistent quality and quantity of writing that was produced during the freewriting, and some untapped potential between the freewriting and the students' final more formal written work."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Peter Elbow",
"writing process",
"creative process"
],
"SKOS:note": [
"Marcus Wenzel",
"Melanie Landon-Hays"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14616",
"dcterms:title": [
"How Current Events Impact Social Justice Understanding"
],
"dcterms:creator": [
"Helen Leon"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"HelenLeon_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This project addresses how written and spoken discourse among students about current events impacts their perceptions and understanding of social justice concepts. Through my research, I found that by having students discuss current events and reflect on their learning process through writing, students are able to make connections to their own lives and better understand class concepts in a modern context, be more aware of inequalities among people, and expand their understanding of what social justice is and what role it plays in their lives."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Multicultural education",
"discourse"
],
"SKOS:note": [
"Rachel Harrington",
"Brianne Dutton"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14615",
"dcterms:title": [
"Folk Song and Dance Night: A Community Musical Event"
],
"dcterms:creator": [
"Haley Boyer"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"HaleyBoyer_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Objective: Traditionally, instances of community music have been removed from more institutionalized traditional music education. The purpose of this study was to determine whether participation in a culturally responsive community music event raised participants’ feelings of interconnectedness, as well as opinions of traditional music education. \n\nMethods: This study analyzed 6 classes that took part in a culturally responsive community musical event. After gathering ethnic and cultural data on my students, they participated in a unit where students learned folk songs and dances from various cultures found within the student body. Students were taught these songs and dances during general music class, and the unit was closed with an event where families and students learned, danced, and sang all together. Before and after this unit and event, student surveys were conducted where students shared their feelings of connectedness within their community, and opinions on their general music class. \n\nResults: While class data varied significantly, overall students felt more connected with their community after participation in this unit and event, and students found their music class more fun, interesting, useful, and relevant."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"culturally-responsive community music"
],
"SKOS:note": [
"Anisa Rodriguez-Foroughi"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14594",
"dcterms:title": [
"Incorporating Culturally Relevant Pedagogy into the Classroom"
],
"dcterms:creator": [
"Hailey Thompson"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"HaileyThompson_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"The purpose of this study was to explore how incorporating culturally relevant pedagogy (CRP) into a high school English classroom would help students' interest and engagement in learning, especially for Students of Color. The research sought to address the following two questions: “How will incorporating culturally relevant practices into the classroom affect the learning of Students of Color?” and “How does relating the learning material to students’ lives improve their interest in the material?” The research was conducted over a two-week unit where the class was reading the novel Treasure Island. Since Treasure Island is not a very diverse text, I incorporated activities that had the students reflect on their own experiences and culture and research about pirates who were People of Color. The data I collected included written observations of the students’ body language, discussions with peers and the whole class, their written work, and a survey which asked students about how CRP affects their learning. Through these activities I noticed an increase in the students’ engagement, academic performance, and comfort in sharing. Overall, the study suggests that incorporating culturally relevant pedagogy in the classroom, will create a more engaging learning environment and help the students connect to the material. A few limitations to this study were the small class size, short time frame, and the lack of diversity in the novel. Despite these limitations, the study still showed how beneficial CRP is in the classroom setting."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"diversity",
"culture",
"interest"
],
"SKOS:note": [
"Amy Bowden",
"Melanie Landon-Hays"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14593",
"dcterms:title": [
"Advancing Equitable Literacy Assessment for Multilingual Learners in the Dual Language Program in Salem-Keizer Public Schools"
],
"dcterms:creator": [
"Guillermina Romo"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"GuillerminaRomo_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This capstone professional project examines the implementation of equitable literacy assessments for third-grade multilingual learners in Dual Language (DL) programs in Salem-Keizer Public Schools. Guided by the research question—how can bilingual assessments improve literacy evaluation and instruction for Spanish-English bilingual students?—the project involved DL teachers, paraprofessionals, administrators, and families. The intervention replaced the limited easyCBM tool with the Renaissance Star assessments in Spanish and English to better align assessments with students’ instructional languages. Professional development has been delivered to train educators on data interpretation, instructional planning, and family communication. The mixed-methods data analysis, which included Renaissance Record Book results, student growth comparisons, teacher surveys, and family feedback, revealed several key findings. These findings showed improved instructional decision-making and increased family engagement through bilingual Student Assessment Reports (SARs). However, challenges persisted in teacher data literacy and family access to digital tools. The findings suggest that culturally and linguistically responsive assessments can advance instructional equity, paired with targeted professional learning and family engagement strategies. The project concludes that assessment systems must affirm multilingual learners’ full linguistic capabilities to yield accurate, actionable data. Future work includes expanding district-wide assessments, refining SAR tools, creating small-group instructional guides, and improving digital access."
],
"bibo:degree": [
"Master of Science in Education: Interdisciplinary Professional Studies"
],
"BIO:keywords": [
"biliteracy assessments",
"dual language"
],
"SKOS:note": [
"Alicia Wenzel",
"Steve Nelson",
"Curtis Bartley"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14592",
"dcterms:title": [
"Culturally Responsive Teaching"
],
"dcterms:creator": [
"Guadalupe Lagunas Garcia"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"LupeLagunasGarcia_PP_2025"
],
"dcterms:language": [
"eng",
"spa"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"My thesis is an Action Research Project based on Culturally Responsive Teaching and its affects on classroom management."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"CRT",
"Culturally Responsive Teaching",
"Classroom Management"
],
"SKOS:note": [
"Rachel Harrington",
"Marcia Canh-Corona"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14591",
"dcterms:title": [
"Feedback With Purpose: How Responsive Teaching Builds Trusting Relationships and Academic Confidence"
],
"dcterms:creator": [
"Grace M. Neville"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"GraceNeville_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This action research project investigates how culturally responsive instruction, framed by Banks’ (2019) Multicultural Education Theory, influences student engagement and student-teacher relationships in a 7th-grade language arts classroom. The study explores how inclusive, reflective practices support equitable instruction and increase student participation. Using Sagor’s (2000) qualitative action research model, data was collected through teacher journals, student assessments, observations, and mentor feedback. Thematic analysis revealed three core findings: (1) cultural collaboration enhances engagement, (2) instructional responsiveness and positive feedback support inclusion and content connection, and (3) supportive practices build psychological safety and academic valor. Incorporating student identities and lived experiences through scaffolded instruction and structured discussions increased motivation, confidence, and academic risk-taking. Purposeful feedback paired with social-emotional learning created a space where students felt seen and valued. While limited by time and scope, the study highlights the benefits of culturally responsive teaching in creating inclusive, student-centered classrooms that promote equity and engagement."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Feedback",
"Scaffolding",
"Relationship"
],
"SKOS:note": [
"Mark Girod",
"Grace Neville"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14590",
"dcterms:title": [
"Creating Community and Critical Consciousness Using Culturally Responsive Practices in a High School English Classroom"
],
"dcterms:creator": [
"Forrest Leisner"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"ForrestLeisner_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Drawing from Culturally Relevant Pedagogy as developed by Gloria Ladson-Billings (1995), Dewey’s philosophy of Democratic Education (1916), Paulo Freire’s Critical Pedagogy (2018), the Oregon Department of Education’s Transformative SEL Standards (2023), and a commitment to trauma-informed education as outlined by Paul Gorski, this ARP explores ways to promote critical consciousness by creating and maintaining environments that are earth-conscious, human-conscious, inclusive, purposeful, trauma-informed, and equitable for all students.\n\nThe research questions guiding this project are:\n\nWhat strategies can I use to ensure my teaching is culturally relevant, purposeful, and reflective of students' diverse identities, experiences, and needs, including those of LGBTQIA+ students?\n\nIn what ways can I integrate principles of democratic education and critical pedagogy to foster inclusivity, social justice, critical consciousness, and a strong sense of community among all students?"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Critical Consciousness",
"Culturally Relevant Pedagogy"
],
"SKOS:note": [
"Christine Easterly",
"Marcus Wenzel"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14589",
"dcterms:title": [
"Enhancing Phonemic Awareness in Elementary Special Education"
],
"dcterms:creator": [
"Faith Drill"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"FaithDrill_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This professional project details a two-week phonemic awareness curriculum designed to\nenhance foundational reading skills in elementary special education settings. Developed by an elementary special education resource teacher, the curriculum addresses the prevalent struggles with phonemic awareness observed in students with reading goals on Individualized Education Plans. Grounded in research emphasizing explicit, systematic instruction and engaging activities, the curriculum progresses from basic skills like rhyme recognition to complex concepts such as sound manipulation. The goal is to equip educators with essential tools to help their students become confident, independent, and successful readers."
],
"bibo:degree": [
"Master of Science in Education"
],
"BIO:keywords": [
"Phonemic Awareness",
"Special Education"
],
"SKOS:note": [
"Kenneth Carano",
"Julia Bradley",
"Jessica Augsburger"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14588",
"dcterms:title": [
"Differentiated Teaching Methods in the Band Room"
],
"dcterms:creator": [
"Eric Wallace"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"EricWallace_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Most modern band directors teach beginning band using beginning band method books, which have been shown to be insufficient for teaching the musical fundamentals. They can create knowledge gaps between students, particularly in regards to notation and rhythm reading, and can harm programs with only a single high school band. This project sought to understand the impact of differentiated teaching methods aimed at improving knowledge of reading notation and rhythms, and how they would affect the students’ sight reading and self-perceived readiness to sight read. The 43 students in Woodburn High School’s Concert Band were given progressively more challenging assignments-focused on note naming, rhythm counting, and various other fundamentals-over the course of six rehearsal periods. The assignments were tailored to students based on a diagnostic assessment. Results found that daily assignments improved the speed and accuracy of note naming. They also improved the accuracy of rhythm counting, but highlighted the band’s weakness for counting sixteenth note rhythms. Findings on sight reading and perceived readiness for sight reading were inconclusive. This author concludes that daily note naming and rhythm counting assignments have a positive impact on a band’s ability to read and understand notation."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Differentiation",
"Band",
"Fundamentals"
],
"SKOS:note": [
"Marcus Wenzel",
"Carlos Velez"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14587",
"dcterms:title": [
"Empowering Civic Agency: A Social Justice Approach in a U.S. Social Studies Classroom"
],
"dcterms:creator": [
"Emily M. Miller"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"EmilyMiller_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This research project is focused on fostering civic agency in social studies education, with an emphasis on engaging students with diverse perspectives and encouraging activism and advocacy. Moreover, the study aims to explore how culturally responsive teaching can enhance students’ understanding of and participation in civic engagement. This project is positioned around the idea that education should foster holistic development rather than just preparing students for the future. In this study, I examined how, through delivering high-quality education in an inclusive, student-centered classroom, students can take agency in their education and develop empathy for diverse perspectives. Further, the project aimed to understand how by encouraging dialogue that fosters greater awareness and understanding of how our lives are connected to others’ lives and the environment, students can engage with beliefs and opinions that differ from their own and broaden their understanding of our complex and interconnected world. By preparing students for being good neighbors and helping shape responsible and respectful persons, the project sought to empower students to engage critically with the world around them."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"culturally responsive teaching",
"multicultural education",
"diverse perspectives"
],
"SKOS:note": [
"Rachel Harrington",
"Ken Carno"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14586",
"dcterms:title": [
"Examining the Impact of the Teaching Games Model on Moderate to Vigorous Physical Activity in Physical Education"
],
"dcterms:creator": [
"Emilie Means"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"EmilieMeans_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This action research project investigates the impact of the Tactical Games Model (TGM), a structured application of the Teaching Games for Understanding (TGfU) approach, on student participation in middle school physical education. Grounded in Self-Determination Theory (SDT), the study explores how the model supports students’ psychological needs for autonomy, competence, and relatedness to enhance motivation and engagement. Conducted in a sixth-grade physical education class, data were collected through MVPA (Moderate to Vigorous Physical Activity) tracking, student exit tickets, reflective teaching journals, and mentor observations. The findings reveal three central themes: increased overall participation, greater enjoyment and motivation, and improved tactical understanding. Results showed significant improvements in MVPA levels and student engagement, with a notable shift in classroom culture toward inclusivity and student-led learning. Students demonstrated enhanced decision-making skills, peer collaboration, and leadership in gameplay. These outcomes align with existing TGfU research and affirm the model’s value in promoting equitable, student-centered learning environments. The study underscores the importance of integrating pedagogical theory with practical strategies to create meaningful and lasting change in physical education."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Physical Education",
"Participation",
"Teaching Games for Understanding"
],
"SKOS:note": [
"Amy Bowden",
"Gay Timken"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14585",
"dcterms:title": [
"Keeping the (heart)Beat: Music Therapy in the General Music Classroom"
],
"dcterms:creator": [
"Elizabeth Lovell"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"ElizabethLovell_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This action research project investigates the effectiveness of integrating music therapy techniques into the elementary general music classroom as a response to the prevalence of trauma among students. The study explores how music therapy aligned activities impact student emotions, classroom environments, and student regulation. The study is grounded in the pedagogical theories of E. Thayer Gaston and trauma-informed education. Teaching journals, student self-assessments, behavioral observations, and informal feedback were assessed using qualitative research methods. Three main themes emerged: improvising together to improve relationships, creating and sharing to improve confidence and personal agency, deep listening for environmental and self-regulation. The research suggests that embedding music therapy principles into general music curriculum can create a more inclusive, expressive, and healing educational environment. This study advocates for the intentional integration of music therapy with music education.\nKeywords: music therapy, elementary music education, trauma-informed teaching, student relationships, student agency, environmental regulation"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"music therapy",
"elementary music education",
"trauma-informed teaching"
],
"SKOS:note": [
"Amy Bowden",
"Melanie Landon-Hayes"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14584",
"dcterms:title": [
"Trauma-Sensitive Learning and Teaching"
],
"dcterms:creator": [
"Elizabeth Egesdahl"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"ElizabethAnnEgesdahl_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Abstract\nThis professional project examines the implementation of trauma-sensitive and trauma-informed strategies while maintaining high academic and behavioral standards in elementary education. Research demonstrates that early childhood exposure to trauma—including abuse, neglect, domestic violence, and abandonment—during the first five years of life fundamentally alters brain structure and development. While acknowledging the neurological impact of childhood trauma, this project emphasizes potential interventions and positive outcomes through educational approaches. The study culminates in a comprehensive professional development training program designed for K-5 educators, providing evidence-based strategies for creating safe and predictable learning environments, building positive student relationships, and implementing effective classroom management techniques. The training includes practical tools for teaching traumatized students, de-escalation strategies for challenging situations, and methods for fostering student resilience within the academic setting."
],
"bibo:degree": [
"Master of Science in Education: Curriculum and Instruction"
],
"BIO:keywords": [
"ACEs",
"Teacher Efficacy",
"Co-regulation"
],
"SKOS:note": [
"Sarah Whitfield",
"Sherry Watkins"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14583",
"dcterms:title": [
"The creation of a school wide event that addresses the Three Pillars of the Dual Language."
],
"dcterms:creator": [
"Elim Manuel Licea Correa"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"ElimLicea_PP_2025"
],
"dcterms:language": [
"eng",
"spa"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"The Dual Language Program is designed to serve not only English Language Learners (ELLs) but also students aspiring to achieve bilingualism and biliteracy, thereby enriching their cultural backgrounds. To accomplish this goal, it is imperative to learn, understand, and effectively apply the three foundational pillars of the Dual Language Program. This initiative proposes the organization of an event that ensures alignment of these pillars in its planning and design, thereby providing students with meaningful activities that facilitate their engagement with the core tenets of the program.\nThis project critically examines and highlights the significance of each pillar and explores their practical application within the classroom setting. The strategic selection of bilingual texts is essential in promoting bilingualism, literacy, and respect for students’ first languages, while also fostering translanguaging practices. Moreover, it is vital to be intentional in selecting educational materials that enhance access to high levels of academic achievement and recognize the multicultural backgrounds of each student.\nUltimately, the creation of this event serves as a demonstration of how the alignment of the three pillars within a cohesive framework can lead to meaningful learning experiences for students, thereby establishing a lasting legacy at Grant Community School."
],
"bibo:degree": [
"Master of Science in Education: Interdisciplinary Professional Studies"
],
"BIO:keywords": [
"Dual Language Pillars",
"Event",
"Bilingual."
],
"SKOS:note": [
"Ken Carano",
"Jessica Dougherty",
"Greg Zobel"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14582",
"dcterms:title": [
"Late Linguistic Learners Becoming American Sign Language Interpreters: Challenges and Effective Strategies for Success"
],
"dcterms:creator": [
"Dierdra Marie Girardeau"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"DierdraGirardeau_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This Action Research Report explores the challenges faced by Late Linguistic\nLearners (LLL) becoming American Sign Language (ASL)-English interpreters and\nproposes strategies for overcoming these obstacles. Through a review of existing\nliterature and analysis of a qualitative survey including the researcher’s personal\nreflections, this study identifies key barriers such as LLLs (individuals who begin\nlearning ASL and interpreting skills in adulthood) often encountering unique difficulties\nincluding changes in cognitive ability causing slower acquisition rates, physical and\nemotional hurdles, and training programs not set up to help with their needs. The report\nalso highlights effective strategies to address these challenges, including the\nimplementation of intensive language immersion programs, specialized mentorship\nsupport systems, and targeted professional development training. By leveraging these\nstrategies, LLLs may improve their interpreting skills, enhance their confidence, where\nthey can contribute effectively to the field. The findings suggest that with adequate\nsupport and resources, LLLs can be a significant benefit within the ASL interpreting\nprofession.\n\nKeywords: American Sign Language, interpreter, late learners, interpreter training,"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"BIO:keywords": [
"American Sign Language",
"interpreter",
"late learners",
"interpreter training"
],
"SKOS:note": [
"Elisa Maroney",
"Amanda Smith"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14581",
"dcterms:title": [
"Strategies to Improve Interpersonal Student Engagement in the Classroom"
],
"dcterms:creator": [
"David M. Fox"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"DavidFox_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"My action research project focused on the question of student engagement in the classroom. The motivation for my topic was a concern that learning is inhibited when students are uncomfortable communicating with one another and the teacher during class time. My ARP explores various strategies, methods, and routines that foster an environment that is encouraging and supportive, and is a brave space for personal expression and learning."
],
"dcterms:license": [
"CC-BY (attribution)"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Engagement",
"Interaction"
],
"SKOS:note": [
"Rachel Harrington",
"Kenneth Carano"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14580",
"dcterms:title": [
"Inmate Classification and Its Influence on Safety and Well-Being in U.S. Corrections"
],
"dcterms:creator": [
"Daniel McGee"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"DanielMcGee_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Inmate classification systems serve as fundamental tools within U.S. correctional institutions, aiming to balance institutional safety with inmate well-being. Prior research highlights the pivotal role these systems play in determining housing placements, access to rehabilitative programs, and overall correctional outcomes. However, classification methods vary widely across jurisdictions, and challenges such as systemic bias, inconsistent implementation, and limited rehabilitative access persist.\nThis study investigates how different inmate classification systems influence safety and well-being within correctional settings. Drawing from a comprehensive literature review of peer-reviewed research, government reports, and policy analyses, the study analyzes the design, implementation, and outcomes of classification models used across U.S. facilities. The research focuses on evaluating the comparative effectiveness of static versus dynamic classification systems and considers how classification decisions impact both institutional operations and inmate rehabilitation.\nFindings reveal that dynamic, data-informed classification models significantly reduce institutional violence and improve access to rehabilitative programming. Facilities that reassess inmate classifications based on behavior and engagement in programs report improved institutional stability and lower recidivism rates. Conversely, systems that rely on static, punitive classifications are associated with increased tension, reduced program access, and higher rates of re-offending. The study also identifies systemic disparities, particularly affecting racial and socioeconomic minorities, who are more frequently assigned to high-security classifications and subsequently denied rehabilitative opportunities.\nThis research contributes to the growing body of scholarship advocating for equitable and evidence-based correctional practices. It showcases the importance of regular classification reassessment, staff training, and the integration of mental health and educational factors into classification protocols. By highlighting the limitations of traditional approaches and promoting dynamic, rehabilitative-focused frameworks, this study provides actionable insights for policymakers, correctional administrators, and practitioners seeking to reform institutional practices and improve correctional outcomes nationwide."
],
"bibo:degree": [
"Master of Arts in Criminal Justice"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14579",
"dcterms:title": [
"K-1 Literacy Learners' Club"
],
"dcterms:creator": [
"Courtney K. King"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"CourtneyKing_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"The K-1 Literacy Learners' Club is a professional project designed to support early literacy development among kindergarten and first-grade students from lower socioeconomic backgrounds at Siuslaw Elementary School. Recognizing the critical importance of early reading skills as a foundation for academic success, this initiative provides targeted, engaging, and developmentally appropriate literacy interventions that address vocabulary, phonemic awareness, and comprehension. Through small-group instruction, interactive read-alouds, and hands-on literacy activities, the program seeks to close early achievement gaps and foster a love of reading in young learners who may otherwise lack access to enriching language experiences in a fun, club-style format.\nGrounded in research on early childhood education and parental and home involvement in literacy instruction, the project also emphasizes parent and guardian engagement, particularly with the digital activity resource guide for parents and guardians to continue working with their students at home. By equipping students with foundational reading skills in a supportive and inclusive environment, the K-1 Literacy Learners' Club aims to promote long-term academic confidence and success, setting the stage for continued learning and literacy growth in the primary grades and beyond."
],
"bibo:degree": [
"Master of Science in Education: Curriculum and Instruction"
],
"BIO:keywords": [
"literacy learners club",
"early childhood",
"language arts"
],
"SKOS:note": [
"Max Perry",
"Gina Halpin"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14578",
"dcterms:title": [
"Understanding Reading Instruction: Supporting Teachers in Elementary School Reading Education"
],
"dcterms:creator": [
"Claire Halaka"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"ClaireHalaka_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Despite reading being an essential part of education, many teachers aren’t given adequate training to best support their students’ learning. This professional project addresses the lack of teacher training around foundational reading instruction through the creation of a professional development. This professional development is designed to provide an overview of the research around reading instruction as well as strategies to support classroom implementation to help debunk reading misinformation. This project helps to bridge the gaps in student reading knowledge by supporting teachers in their classroom instruction."
],
"bibo:degree": [
"Master of Science in Education: Reading"
],
"BIO:keywords": [
"phonics",
"reading education",
"science of reading"
],
"SKOS:note": [
"Kenneth Carano",
"Dana Ulveland",
"Annie Delbridge"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14577",
"dcterms:title": [
"Culturally Responsive Teaching in a Middle School Orchestra Classroom"
],
"dcterms:creator": [
"Cindy Flores"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"CindyFlores_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"The purpose of this action research project is to advocate for more culturally responsive teaching in music classrooms. The main research question guiding my project is: How does culturally responsive teaching empower students to develop musicianship through diverse musical perspectives? Findings suggest that students’ increased motivation to learn about diverse composers had a positive impact on their overall learning experience. By incorporating music that culturally reflects the students, this project calls for culturally responsive representation in music curriculum, decision-making, and a better learning experience for all students."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"culturally responsive music education",
"action research",
"student identities"
],
"SKOS:note": [
"Lin Wi"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14576",
"dcterms:title": [
"The Impact of Classroom Design on Academic Performance and Well-Being"
],
"dcterms:creator": [
"Chelsey Arredondo Urquiza"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"ChelseyArredondoUrquiza_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"The professional project of The Impact of Classroom Design on Academic Performance and Well-Being, addresses the importance of classroom design an its impacts. It highlights how the design of the educational space affects three main categories: well-being, sense of belonging, and academic performance. There is also an emphasis on the three categories being correlated to one another. The sequence of this project is the introduction, literature review, project design, implementation, and reflection. Through this professional project, there is a clear indicator that classroom design when done thoughtfully, can help students flourish in the educational space."
],
"bibo:degree": [
"Master of Science in Education: Curriculum and Instruction"
],
"BIO:keywords": [
"Classroom design",
"mental health in the classroom",
"student well-being"
],
"SKOS:note": [
"Keneth Carano",
"Randall Ulveland",
"Gregory Zobel"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14575",
"dcterms:title": [
"How Can I Interpret When No One is Watching?"
],
"dcterms:creator": [
"Catherine Maier"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"CatherineMaier_Thesis_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Research has shown that interpreters and interlocutors engage in collaborative efforts to coconstruct meaning in authentic and real-time interpreting scenarios. However, there is often an absence of a consumer during interpreted monologues from English to American Sign Language (ASL). This study employed a mixed-methods approach to analyze the behaviours and perceptions of ASL–English interpreters who interpreted samples first without and then with the presence of a recorded consumer. The results indicated increased eye-gaze fixation among interpreters during the second video presentation. While interpreters did not attempt direct eye contact with the consumer, their eye movements lingered longer in proximity to the consumer stimulus video than in the first video without a consumer. In subsequent interviews, interpreters said they preferred the presence of a consumer, as they relied on positive or negative backchanneling to inform their decision-making processes. Furthermore, experienced interpreters noted heightened motivation and deeper processing of the source material in the presence of a consumer. While additional research is warranted, it is recommended that any assessments of interpreters include the presence of a recorded consumer to foster a more authentic experience, thereby enhancing performance during evaluations."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"BIO:keywords": [
"Authentic assessment",
"pre-recorded consumer",
"backchanneling"
],
"SKOS:note": [
"Amanda Smith",
"Elisa Maroney",
"Marty Taylor"
],
"curation:type": [
"Thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14554",
"dcterms:title": [
"Culturally Relevant Pedagogy for Young Environmental Scientists"
],
"dcterms:creator": [
"Carson Pinkstaff Cosentino"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"CarsonPinkstaff_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Enviornmental science unit that explores the use of CRP in a 9th grade classroom"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"9th Grade",
"Interactive Notebook",
"Biology"
],
"SKOS:note": [
"Lin Wu"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14553",
"dcterms:title": [
"Enhancing Math Engagement: A Framework for Transforming Mandated Curriculum into High-Cognitive Demand Tasks Through Real World Applications"
],
"dcterms:creator": [
"Caroline Porter"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"CarolinePorter_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Student engagement and high cognitive demand are often lacking in secondary mathematics accessible curriculums and classrooms, which can hinder deep-understanding and critical thinking skills. The purpose of this project was to inform and illustrate to educators how to increase the level of demand of curriculum tasks. To do so, a research-based template was created as a guide to help teachers transform the level of demand of tasks and increase student engagement. Three example tasks drawn from classroom experience and a self-assessment flow chart are included to illustrate the use of the template. Each example task was analyzed using the Task Analysis Guide (Stein, et al., 2000) to ensure it met the criteria of a high-cognitive demand task. Strategies from authors such as Smith et al. (2017) and Leinwand et al. (2014) were instrumental in the development of tools that incorporated real-world applications, open-ended questions and student justification. To reach a wider audience, the developed tools will be shared through professional development presentations and published in math teacher journals."
],
"bibo:degree": [
"Master of Science in Education: Curriculum and Instruction"
],
"SKOS:note": [
"Kenneth Carano",
"Rachel Harrington",
"Gregory Zobel"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14552",
"dcterms:title": [
"Creating an Accessible Spanish Learning Platform: Empowering Autonomous Learning and Bridging Language Gaps"
],
"dcterms:creator": [
"Carolina Janke Garcia"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"CarolinaGarcia_PP_2025"
],
"dcterms:language": [
"eng",
"spa"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This project explores the creation of a Spanish learning platform intended to facilitate self-directed learning in the classroom. Aimed at bridging language gaps and increasing exposure to Spanish inside and outside the classroom, the website was developed using the school’s existing curriculum as a foundation. By designing a set of interactive and child-friendly subsites and utilizing tools such as Canva, the project highlights the practical steps and challenges involved in building a user-centered educational resource. Concluding that it is achievable with thoughtful planning, sustained effort, and a strong focus on age-appropriate design. \nKey Words: Dual language Education, Language learning, Spanish, Self-Directed, Autonomous, Website, Subsites, Teacher Created Material, Supplemental Material, Canva, Technology"
],
"bibo:degree": [
"Master of Science in Education: Curriculum and Instruction"
],
"BIO:keywords": [
"Technology",
"Supplemental material"
],
"SKOS:note": [
"Kenneth Carano",
"Jessica Dougherty",
"Maria Dantas-Whitney"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14551",
"dcterms:title": [
"Differentiated Instruction on Verbal Student Engagement in a Mixed High School Sociology Class"
],
"dcterms:creator": [
"Cameron Nielsen"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"CameronNielsen_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Student engagement in class is a pressing issue in schools that educators must consistently address. This is to ensure that students are obtaining the knowledge they need to become active citizens after they finish their schooling. To combat disengagement, this action research project studied the effects of differentiated instruction on student verbal engagement in a mixed high school sociology class. Data gathering methods were borrowed from Sagor (2000), using detailed clipboard notes during small group discussions and pre-set checklist marks during lecture periods. Verbal student engagement was monitored while each differentiated instructional method was being used to see what effect they had on student voice in the classroom. The data was sorted into three main themes: full-class discussion and lecture, small-group discussion and paired work, and independent work. For this class of 29 students, this research found that think-pair-share was the most effective strategy to engage students in conversations with each other and the teacher throughout all three themes. Culturally relevant teaching (CRT) had the second largest impact on student verbal engagement during full-class discussion and lecture, and had the largest impact during independent work. The results of this study support the established understanding that differentiated instruction can increase student engagement (Tomlinson, 2014) while offering the opportunity to compare the effectiveness of those differentiated instructions with one another."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Think-Pair-Share",
"Culture",
"Community"
],
"SKOS:note": [
"Amy Bowden",
"Kenneth Carano",
"N/A"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14550",
"dcterms:title": [
"The Impact of Collaborative Learning and Game Elements on Student Engagement"
],
"dcterms:creator": [
"Caleb DeHart"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"CalebDeHart_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"The purpose of this action research project was to study the effects of collaborative activities and game elements on student engagement in a 10th grade biology classroom. Previous research analyzed during the initial literature review process points to these strategies having a positive correlation to student engagement. Results were gathered through a combination of student responses, lesson plans, and review of recorded lessons. On average, the addition of game elements to an exit ticket activity led to a 13% increase in student engagement and participation. Additionally, the application of collaborative learning activities led to greater student engagement as measured by more in-depth student responses."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Inquiry-Based Learning"
],
"SKOS:note": [
"Rachel Harrington",
"Karen Spiegel"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14549",
"dcterms:title": [
"Encouraging Differentiation to Engage Students"
],
"dcterms:creator": [
"Cade O'Connor"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"CadeOConnor_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This action research project examined the implementation and outcomes of differentiated instruction in a secondary classroom setting. The study found that while differentiated instruction holds substantial theoretical value, novice educators often struggle with its practical application due to limited experience, insufficient training, and challenging classroom contexts. Despite these constraints, evidence from this study supports the potential of differentiation to positively impact student engagement and learning outcomes when aligned with student interests, needs, and assessment preferences. This research considered the findings from Scarparolo and Mackinnon (2022), emphasizing the value of student choice in fostering motivation and academic ownership. However, this study found mixed results. The majority demonstrated increased engagement and produced higher-quality work when afforded a choice in assessment methods. However, some students did not achieve targeted learning outcomes due to inconsistent application and classroom management challenges. These findings underscore the importance of ongoing professional development for educators in differentiated instruction and the necessity of cultivating a responsive, student-centered learning environment."
],
"dcterms:license": [
"CC-BY-NC (attribution, non-commercial)"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"differentiation",
"choice",
"engagement"
],
"SKOS:note": [
"Rachel Harrington",
"Zach Lazar"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14548",
"dcterms:title": [
"Inquiry Based Learning, Critical Thinking, and Civic Engagement In Eighth Grade Social Studies"
],
"dcterms:creator": [
"Brynnan Burns"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"BrynnanBurns_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Working in my clinical teaching placement, I investigated how inquiry-based learning could help students increase their critical thinking and civic mindedness."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"constructivism",
"middle school",
"depth of response"
],
"SKOS:note": [
"Rachel Harrington",
"Kathleen Hughes"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14547",
"dcterms:title": [
"Accuracy of the Transition Analysis 3 (TA3) Method for Age Estimation in the John A. Williams Human Skeletal Collection"
],
"dcterms:creator": [
"Blue I. Wonhof"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"BlueWonhof_Thesis_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This study evaluates the accuracy and reliability of Transition Analysis 3 (TA3), a multifactorial forensic age estimation method, using 71 individuals from the John A. Williams Human Skeletal Collection at Western Carolina University. Individuals were selected based on known age-at-death and sufficient skeletal preservation to be scored for over 75% of the 121 morphological traits specified by TA3. Age estimations were generated using standardized procedures and analyzed in IBM SPSS to assess absolute error, intraobserver reliability, and the role of demographic and skeletal variables in estimation accuracy. Results revealed a mean absolute error (MAE) of 8.14 years, with 92.96% of individuals falling within the TA3-predicted age intervals. While intraobserver agreement was low overall (Cohen’s Kappa = 0.079), perfect agreement (Kappa = 1.0) was achieved when individuals were grouped by age category (young, middle, and old adult). No significant differences in error were observed by sex; however, younger individuals exhibited higher error rates (p = .002). Skeletal element-specific analyses revealed variation in reliability, with the trapezium yielding the lowest average error (5.93) and the scapula the highest (9.74). By region, the tibia, fibula, and calcaneus yielded the lowest MAE (7.34) and the humerus the highest (9.2). These findings bring to light both the limitations of TA3 in forensic age estimation, particularly in younger age groups, and the potential of certain skeletal regions."
],
"bibo:degree": [
"Master of Science in Justice Studies"
],
"BIO:keywords": [
"forensic antropology",
"age estimation",
"Transition Analysis"
],
"SKOS:note": [
"Misty Weitzel",
"Jonathan Bethard",
"Jerielle Cartales"
],
"curation:type": [
"Thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14546",
"dcterms:title": [
"Expanding Coerver Coaching’s Impact on G.R.A.S.S.P. Students"
],
"dcterms:creator": [
"Avigain Hernandez Cruz"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"AvigainHernandezCruz_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This project provides G.R.A.S.S.P. (Grass Roots After School Soccer Program) students in the Salem-Keizer School District with access to Coerver Coaching’s summer soccer camps, regardless of financial constraints. G.R.A.S.S.P. serves students from Title 1 schools who often lack access to extracurricular activities. By securing donations from local businesses and community members, the camp cost is reduced from $195 to $45, making it affordable for more students. The project aims to support students' academic, social, and emotional development by providing an enriching summer experience that builds leadership, teamwork, and confidence. These qualities will benefit students both inside and outside the classroom. Additionally, the initiative seeks to establish a sustainable system for offering these opportunities annually, ensuring that underserved students have continued access to enrichment programs. Key actions include securing donations, coordinating with Coerver Coaching for camp details, and selecting students with G.R.A.S.S.P. staff. Feedback will be collected from students, parents, and staff to assess the impact on growth and engagement. Success will be measured by community involvement, the number of students served, and the program's effect on students' development. Ultimately, this project provides critical enrichment and aims to create a long-term program that ensures ongoing access to growth opportunities for students who face financial barriers."
],
"bibo:degree": [
"Master of Science in Education"
],
"BIO:keywords": [
"Soccer",
"Extra Curricular Activities",
"After School"
],
"SKOS:note": [
"Alicia Wenzel",
"Steven Nelson",
"Kevin Plechl"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14545",
"dcterms:title": [
"How to Care Carefully: Self-Compassion as a Response to Burnout in the Interpreting Field"
],
"dcterms:creator": [
"Autumn Anderson"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"AutumnAnderson_Thesis_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Burnout, compassion fatigue, and secondary traumatic stress are known to be prevalent in the field of ASL-English interpreting. What is less clearly defined is if or how budding professionals are prepared for this reality, where seasoned interpreters gain their coping skills, and how similar fields are addressing this challenge successfully. Rooted in the Self-Compassion Theory developed by Dr. Kristin Neff, data was collected using Dr. Stamms’ Professional Quality of Life Survey (ProQOL), Dr. Neff’s Self-Compassion Scale - Short Form (SCS-SF), and Dr. Kandi Wiens’ Burnout Risk Assessment. The survey went out online for three weeks, gathering 74 responses. Only three participants (4.1%) said that their Interpreter Education Program (IEP) addressed self-compassion, compared to the 15 participants (20.3%) whose programs provided formal education on self-care. Ultimately, this work assesses if levels of self-compassion correlate with levels of burnout, compassion fatigue, and secondary traumatic stress among American Sign Language (ASL)-English interpreters. Notably, those whose scores suggest high self compassion were 20% likely to have higher risk for burnout, compassion fatigue, secondary traumatic stress, and low job satisfaction. For those whose scores suggested low self-compassion, that risk jumped to 94.44%. The data gathered from this work contributes to the understanding of the role self-compassion, as defined by Dr. Kristin Neff, can play in mitigating the effects of burnout, compassion fatigue, and secondary traumatic stress in the interpreting profession.\nKeywords: self-compassion, ASL-English interpreting, burnout"
],
"bibo:degree": [
"Master of Arts in Interpreter Studies"
],
"BIO:keywords": [
"ASL-English Interpreting",
"Burnout",
"Self-Compassion"
],
"SKOS:note": [
"Sara Yurkovic",
"Erin Trine"
],
"curation:type": [
"Thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14544",
"dcterms:title": [
"The Role of Media in Shaping Public Opinion on Police and the Response of Law Enforcement"
],
"dcterms:creator": [
"Ashley Mendez"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"AshleyMendez_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Historically, law enforcement has not always been seen positively, this is in part due to its origins in slave patrols, as well as how the media has portrayed them early on. As time progresses, the historical context remains significant as it continues to impact public perception, especially as new incidents involving minority communities arise, reinforcing mistrust and negative sentiment. Media portrayals have also played a part by casting police officers as villains or comedic figures. The narratives currently, with both traditional and social media, influence the public perception of law enforcement and policing practices. The purpose of this study is to understand how media can shape public perceptions of law enforcement. As well as looking at the dynamics it is causing between police and the communities they serve. This research will use secondary data to identify and analyze trends in police departments utilizing media, both mainstream news outlets and social media, to counter any prevailing narratives that may influence public perceptions. The finding’s indicated media has a significant negative impact on public perception of police, more so than positive, leading to calls for reform and even defunding of law enforcement stations. By analyzing these dynamics, this examination aims to provide insight into the evolving relationship between media portrayals and public sentiment toward law enforcement with the goal of fostering more informed discourse and public policy changes. As well as to promote accountability and transparency within the criminal justice system."
],
"bibo:degree": [
"Master of Arts in Criminal Justice"
],
"BIO:keywords": [
"Media",
"police",
"public perception"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14543",
"dcterms:title": [
"A Coaching Approach to Skill Development in Novice Interpreters"
],
"dcterms:creator": [
"Ashley Marie Camp"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"AshleyCamp_Thesis_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"For many American Sign Language (ASL)–English interpreters, the early stages of their careers are often marked by negative mentoring experiences. While traditional mentoring in the interpreting field has supported professional growth for many; it is frequently characterized by hierarchical dynamics and a narrow focus on the mentee’s performance, rather than a holistic understanding of the interpreter as a practitioner. This study explores coaching as an alternative or complementary approach to supporting novice interpreters. Through a review of relevant literature and semi-structured interviews with experienced interpreter coaches, the research examines how coaching is defined, applied, and perceived within the practice profession of interpreting. Findings suggest that a more comprehensive coaching approach may foster trusting relationships, support the development of both technical and interpersonal skills, and better serve the evolving needs of novice interpreters.\n\nKeywords: coaching, coach, novice interpreter, mentoring, mentor, ASL interpreter education"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Emily Girardin",
"Sylvie Lemay"
],
"curation:type": [
"Thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14542",
"dcterms:title": [
"A Rough Sketch: Cultivating Motivation and Self-Efficacy in High School Art Students"
],
"dcterms:creator": [
"Ariel Rolfe"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"ArielRolfe_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This paper investigates how self-reflection can impact self-efficacy and how student choice impacts participation through the lens of self-determination theory (Ford, 2019). The author explores how her own educational experience as an unmotivated student shaped her pedagogical approach to support students' beliefs in their capacity for intellectual growth as well as self-efficacy. Although the data collected from 56 students over a two week project resulted in more questions than answers, it also demonstrated an increase in self-efficacy overall that is worthy of investigating further."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"self-determination theory",
"social cognitive theory",
"art classroom"
],
"SKOS:note": [
"Marcus Wenzel",
"Michele Haney"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14541",
"dcterms:title": [
"Teaching for Diversity in a Non-Diverse Classroom"
],
"dcterms:creator": [
"Andy Rommel"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"AndyRommel_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"The focus of my research is the fourth grade class of a small, rural school that operates in an isolated community with very little ethnic diversity. A danger that exists for student populations in communities with little diversity and low socioeconomic status is the development of toxic, racist cultures. I found myself in a position to help prevent this outcome by attempting to foster an inclusive classroom space where the ultimate goal is empathy and an interest in diversity among students. I am exploring whether making connections between diverse artists and their artwork and my students’ lives and interests result in an increase in student interest in diversity or an increase in empathy among students."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Diversity",
"Equity",
"Inclusion"
],
"SKOS:note": [
"Marcus Wenzel",
"Kathleen Rice",
"NA"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14540",
"dcterms:title": [
"Each One, Teach One: A Case for Metalinguistic Interpreter Education"
],
"dcterms:creator": [
"Amanda Wheeler-Kay"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"AmandaWheelerKay_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Many interpreter training programs focus on the information-sharing aspects of communication, prioritizing these over communication-related elements of interpreting. This action research project explores communicative elements of an interpreted encounter, metalinguistic capacities required for competent interpreting and facilitation of communication between speakers of different languages. Specifically, this project explores which metalinguistic TASKS (Talents, Attitude, Skills, Knowledge, Style) are important to teach interpreters and how to best teach these skills, regardless of the languages the interpreters are being trained to work between."
],
"dcterms:license": [
"CC-BY (attribution)"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"BIO:keywords": [
"metalinguistic communication",
"sign language interpreting",
"spoken language interpreting"
],
"SKOS:note": [
"Sarah Sheldrick",
"Kara DeGiovanni"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14539",
"dcterms:title": [
"The Possible Impacts of Tattoo Removal Programs in Juvenile Correctional Facilities"
],
"dcterms:creator": [
"Amanda McMasters"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"AmandaMcMasters_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"The presence of anti-social tattoos, typically in reference to gang-affiliations, trafficking and criminal identities, can oftentimes hinder the rehabilitation and reintegration of incarcerated youth. Tattoo removal programs within juvenile correctional facilities offer an opportunity for juveniles to shed these labels and visible roadblocks to success. This study investigated the potential impacts of such programs, focusing on how removal of anti-social tattoos influences post-release outcomes, which includes self-perception and identity, recidivism rates and work opportunities. The findings from this research indicates that the presence of anti-social tattoos, especially in highly visible places like the face, neck or hands, negatively impact the juveniles who bare them socially and psychologically, through stigmatizations, stereotyping and discrimination. The findings also suggest that the removal of these anti-social tattoos is an extremely important piece of rehabilitation and reintegration, heavily influencing post-release outcomes. Due to the implications of this research, it is recommended that tattoo removal programs become an integral part of the juvenile justice system, implementing these programs in juvenile correctional facilities to assist in their efforts to rehabilitate their incarcerated youth."
],
"bibo:degree": [
"Master of Arts in Criminal Justice"
],
"BIO:keywords": [
"juvenile justice",
"reintegration",
"tattoo removal"
],
"SKOS:note": [
"Omar Melchor-Ayala"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14538",
"dcterms:title": [
"Leveraging the Gap: Implementing Mandatory Supervised Practice"
],
"dcterms:creator": [
"Allison Rodgers-Griffin"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"AllisonRodgersGriffin_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"The work readiness gap in ASL–English interpreting has persisted for decades, leaving many novice interpreters unprepared for professional practice and national certification. Despite efforts by interpreter educators, professional organizations, and training programs to enhance educational standards and implement community-based learning, the transition from interpreter training programs (ITPs) to independent professional practice remains a significant challenge. This professional project examines the need for mandatory supervised practice postgraduation and as a prerequisite for the Registry of Interpreters for the Deaf’s National Interpreter Performance Exam, drawing from structured training models in education, occupational therapy, and counseling. Grounded in the integrated developmental model (IDM) developed by Stoltenberg et al. (1987), this proposal explores how structured supervision can support interpreters in navigating the shift from student to professional. The historical evolution of interpreter education, the impact of legislative changes, and the absence of standardized supervision requirements are examined in comparison to other practice professions. An analysis of the effectiveness of structured supervision and postgraduate training highlights the need for a formalized induction period to better prepare interpreters for real-world challenges. Establishing nationally standardized supervision requirements would ensure that interpreters develop the necessary skills, ethical decision-making abilities, and professional judgment before certification."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"BIO:keywords": [
"ASL–English interpreting",
"work readiness",
"supervision",
"practice profession"
],
"SKOS:note": [
"Amanda Smith",
"Michael Hass",
"Chung-Fan Ni"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14537",
"dcterms:title": [
"A Study of Students’ Writing Self Efficacy: Making Language Arts Students More Confident Writers"
],
"dcterms:creator": [
"Alexandria Ilyse Chipman"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"LexiChipman_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This study examined how to increase the self-efficacy, or belief in one's ability to overcome challenges, of 12th grade language arts students as writers. The project operated under the tenets of Social Cognitive Theory (Bandura, 1986). Specifically the research examined the impact of increasing students' mastery over their least confident writing skills on their overall writing self-efficacy, academic performance, and time management skills. To enact this research data was collected from students where they identified the writing skills/knowledge areas they had the least confidence in. Those areas were then retaught with instructional supports given such as: cognitive modeling, peer modeling, small group collaboration, individualized feedback, and supplemental supportive materials. The effect of these instructional supports and the focus on students’ self-efficacy beliefs included an overall increase in students academic performance, growth in students time management skills, and growth in certain areas of students’ writing self-efficacy."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Self-Efficacy",
"Social Cognitive Theory",
"Writing Confidence"
],
"SKOS:note": [
"Marcus Wenzel",
"Marcus Wenzel",
"Janet Rust"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14536",
"dcterms:title": [
"School to Home Connections Through Literacy: Parent Literacy Night for Literacy Discussion"
],
"dcterms:creator": [
"Alan Mateo Linares"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"AlanMateoLinares_PP_2025"
],
"dcterms:language": [
"eng",
"spa"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"The goal of this MSED project is to create a Parent Literacy Night event to inform families at my school district of Woodburn of literacy practices they can use at home to support the literacy development of their students. In order to inform families at the Parent Literacy Night event I created a Bilingual Slideshow Presentation that highlights the importance of family involvement in literacy. Also, I created Literacy Stations for the Parent Literacy Night event in order to inform families of the literacy practices they can practice at home based on their student grade level. Additionally, each Literacy Station at the Parent Literacy Night event contained resources and materials I created for families that aligned to the literacy practice for that grade level. Last, this MSED project helped me grow as an educator and made me take a leadership role in my school as I developed a literacy event for the families in my district.\nKey Words: Parent Literacy Night event, student literacy development, literacy practices, Bilingual Slideshow Presentation, Literacy Stations"
],
"bibo:degree": [
"Master of Science in Education: STEM Education"
],
"BIO:keywords": [
"Literacy Development",
"Family Involvement",
"Bilingual Materials and Resources for Literacy"
],
"SKOS:note": [
"Christopher Ramos",
"Ana Chuc-Garcia"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14535",
"dcterms:title": [
"Fostering Inclusion and Sense of Belonging through Unified PE and Library"
],
"dcterms:creator": [
"Agnes Seden"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"AgnesSeden_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This project focused on developing and implementing the Unified PE and Library programs at Hammond Elementary School in the Salem-Keizer Public School District. The goal was to promote equity, inclusion, and meaningful peer interactions between students with disabilities (DK- 2) and general education peers (grades 3- 5). According to the staff and student surveys, observations, and anecdotal feedback, students with disabilities demonstrated increased engagement, interest, and positive behavior while the general education partners developed confidence, patience, and empathy. Staff reported positive outcomes in student interaction, inclusive culture, and recommended continuing and expanding the unified programs at Hammond. The key accomplishments include fostering a sense of belonging, enhancing awareness of disabilities, and building a stronger school community."
],
"bibo:degree": [
"Master of Science in Education: Interdisciplinary Professional Studies"
],
"BIO:keywords": [
"Unified PE",
"Unified Library",
"inclusive learning environment"
],
"SKOS:note": [
"Alicia Wenzel",
"Steven Nelson",
"Corina Valencia- Cushman"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14531",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"The Political Complexities of Hunger: How Yemen’s Humanitarian Crisis Reflects a Larger Problem"
],
"dcterms:creator": [
"Manning, Audrey M."
],
"dcterms:subject": [
"Yemen",
"humanitarian crises"
],
"dcterms:date": [
"2022-06-03"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 2025-06-24, this item is in copyright. Users may use the item in accordance with copyright limitations and exceptions, including fair use.",
"http://rightsstatements.org/vocab/InC/1.0"
],
"VIVO:departmentOrSchool": [
"History"
],
"curation:note": [
"Elizabeth M. Swedo",
"Patricia Goldsworthy-Bishop",
"David Doellinger"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14524",
"dcterms:title": [
"The Class of 1901 request the pleasure of your company at the Commencement Exercises of the [Oregon] State Normal School on Monday, February the fourth, at eight o'clock. Monmouth, Oregon."
],
"dcterms:description": [
"Program for commencement exercises at Oregon State Normal School in Monmouth, Oregon, in June of 1901. Program contains a list of class officers, class representatives, and graduating students."
],
"dcterms:publisher": [
"Oregon State Normal School"
],
"dcterms:date": [
"1901"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"Commencement_1901"
],
"dcterms:rights": [
"This object is in the public domain in the United States, as determined by Western Oregon University Library on 5/27/2025, and as such, may be freely used without restriction.",
"https://rightsstatements.org/vocab/NoC-US/1.0/"
],
"BIO:keywords": [
"Commencement",
"Oregon State Normal School",
"Commencement"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14523",
"dcterms:title": [
"Eighteenth Annual Commencement. [Oregon] State Normal School. Wednesday, June 20th, 1900."
],
"dcterms:description": [
"Program for commencement exercises at Oregon State Normal School in Monmouth, Oregon, in June of 1900. Program includes a list of musical and oratory performances."
],
"dcterms:publisher": [
"Oregon State Normal School"
],
"dcterms:date": [
"1900"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"Commencement_1900"
],
"dcterms:rights": [
"This object is in the public domain in the United States, as determined by Western Oregon University Library on 5/27/2025, and as such, may be freely used without restriction.",
"https://rightsstatements.org/vocab/NoC-US/1.0/"
],
"BIO:keywords": [
"Commencement",
"Oregon State Normal School",
"Commencement"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14522",
"dcterms:title": [
"[OSNS] '99"
],
"dcterms:description": [
"Invitation to attend the commencement exercises at Oregon State Normal School in Monmouth, Oregon, in June of 1899. The invitation includes a list of scheduled events, class officers, and class representatives."
],
"dcterms:publisher": [
"Oregon State Normal School"
],
"dcterms:date": [
"1899"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"Commencement_1899"
],
"dcterms:rights": [
"This object is in the public domain in the United States, as determined by Western Oregon University Library on 5/27/2025, and as such, may be freely used without restriction.",
"https://rightsstatements.org/vocab/NoC-US/1.0/"
],
"BIO:keywords": [
"Commencement",
"Oregon State Normal School",
"Commencement"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14521",
"dcterms:title": [
"[OSNS] '98"
],
"dcterms:description": [
"Invitation to attend the commencement exercises at Oregon State Normal School in Monmouth, Oregon, in June of 1898. The invitation includes a list of scheduled events, class officers, class representatives, and graduating students."
],
"dcterms:publisher": [
"Oregon State Normal School"
],
"dcterms:date": [
"1898"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"Commencement_1898"
],
"dcterms:rights": [
"This object is in the public domain in the United States, as determined by Western Oregon University Library on 5/27/2025, and as such, may be freely used without restriction.",
"https://rightsstatements.org/vocab/NoC-US/1.0/"
],
"BIO:keywords": [
"Commencement",
"Oregon State Normal School",
"Commencement"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14520",
"dcterms:title": [
"OSNS '97"
],
"dcterms:description": [
"Invitation to attend the commencement exercises at Oregon State Normal School in Monmouth, Oregon, in June of 1897. The invitation includes a list of scheduled events, class officers, class representatives, and graduating students."
],
"dcterms:publisher": [
"Oregon State Normal School"
],
"dcterms:date": [
"1897"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"Commencement_1897"
],
"dcterms:rights": [
"This object is in the public domain in the United States, as determined by Western Oregon University Library on 5/27/2025, and as such, may be freely used without restriction.",
"https://rightsstatements.org/vocab/NoC-US/1.0/"
],
"BIO:keywords": [
"Commencement",
"Oregon State Normal School",
"Commencement"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14519",
"dcterms:title": [
"OSNS [1896]"
],
"dcterms:description": [
"Invitation to attend the commencement exercises at Oregon State Normal School in Monmouth, Oregon, in June of 1896. The invitation includes a list of scheduled events, class officers, class representatives, and graduating students."
],
"dcterms:publisher": [
"Oregon State Normal School"
],
"dcterms:date": [
"1896"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"Commencement_1896"
],
"dcterms:rights": [
"This object is in the public domain in the United States, as determined by Western Oregon University Library on 5/27/2025, and as such, may be freely used without restriction.",
"https://rightsstatements.org/vocab/NoC-US/1.0/"
],
"BIO:keywords": [
"Commencement",
"Oregon State Normal School",
"Commencement"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14498",
"dcterms:title": [
"O.S.N.S. '95"
],
"dcterms:description": [
"Invitation to attend the commencement exercises at Oregon State Normal School in Monmouth, Oregon, in June of 1895. The invitation includes a list of scheduled events, class officers, class representatives, and graduating students."
],
"dcterms:publisher": [
"Oregon State Normal School"
],
"dcterms:date": [
"1895"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"Commencement_1895c"
],
"dcterms:rights": [
"This object is in the public domain in the United States, as determined by Western Oregon University Library on 5/27/2025, and as such, may be freely used without restriction.",
"https://rightsstatements.org/vocab/NoC-US/1.0/"
],
"BIO:keywords": [
"Commencement",
"Oregon State Normal School",
"Commencement"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14497",
"dcterms:title": [
"Advanced Class Programme. Tuesday Evening, June 18, 1895."
],
"dcterms:description": [
"Program for commencement exercises at Oregon State Normal School in June of 1895, with a list of musical and oratory performances."
],
"dcterms:publisher": [
"Oregon State Normal School"
],
"dcterms:date": [
"1894"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"Commencement_1895b"
],
"dcterms:rights": [
"This object is in the public domain in the United States, as determined by Western Oregon University Library on 5/27/2025, and as such, may be freely used without restriction.",
"https://rightsstatements.org/vocab/NoC-US/1.0/"
],
"BIO:keywords": [
"Commencement",
"Oregon State Normal School",
"Commencement"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14496",
"dcterms:title": [
"Commercial Class, '95. O.S.N.S. Monmouth Oregon."
],
"dcterms:description": [
"Invitation to attend the commencement exercises at Oregon State Normal School in Monmouth, Oregon, in June of 1895. The invitation includes a list of scheduled speeches and musical performances, and a list of class officers and graduating students."
],
"dcterms:publisher": [
"Oregon State Normal School"
],
"dcterms:date": [
"1894"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"Commencement_1895a"
],
"dcterms:rights": [
"This object is in the public domain in the United States, as determined by Western Oregon University Library on 5/27/2025, and as such, may be freely used without restriction.",
"https://rightsstatements.org/vocab/NoC-US/1.0/"
],
"BIO:keywords": [
"Commencement",
"Oregon State Normal School",
"Commencement"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14495",
"dcterms:title": [
"The Class of '94 of the Oregon State Normal School Requests your presence at the exercises of the Ninth Annual Commencement, Drain, Oregon, Thurday, June 21, 1894."
],
"dcterms:description": [
"Program for the commencement exercises at Oregon State Normal School in Drain, Oregon, on June 21st, 1894. The invitation includes a list of scheduled speeches, essays, and musical performances, and a list of graduating students, and appears to be for a different commencement than the one held in Monmouth on June 17th through the 20th."
],
"dcterms:publisher": [
"Oregon State Normal School"
],
"dcterms:date": [
"1894"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"Commencement_1895"
],
"dcterms:rights": [
"This object is in the public domain in the United States, as determined by Western Oregon University Library on 5/27/2025, and as such, may be freely used without restriction.",
"https://rightsstatements.org/vocab/NoC-US/1.0/"
],
"BIO:keywords": [
"Commencement",
"Oregon State Normal School",
"Commencement"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14494",
"dcterms:title": [
"Twelfth Annual Commencement. Oregon State Normal School, Class of '94. Monmouth, Oregon. June 17-20, 1894."
],
"dcterms:description": [
"Invitation to attend the commencement exercises at Oregon State Normal School in Monmouth, Oregon, in June of 1894. The invitation includes a list of scheduled events, class officers, class representatives, and graduating students."
],
"dcterms:publisher": [
"Oregon State Normal School"
],
"dcterms:date": [
"1894"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"Commencement_1894"
],
"dcterms:rights": [
"This object is in the public domain in the United States, as determined by Western Oregon University Library on 5/27/2025, and as such, may be freely used without restriction.",
"https://rightsstatements.org/vocab/NoC-US/1.0/"
],
"BIO:keywords": [
"Commencement",
"Oregon State Normal School",
"Commencement"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14493",
"dcterms:title": [
"Eleventh Annual Commencement. Oregon State Normal School. Monmouth, Oregon. Wednesday, June 21, 1895."
],
"dcterms:description": [
"Program for commencement exercises at Oregon State Normal School in Monmouth, Oregon, in June of 1892. Program contains a list of music and speeches, and a list of graduating students."
],
"dcterms:publisher": [
"Oregon State Normal School"
],
"dcterms:date": [
"1893"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"Commencement_1893b"
],
"dcterms:rights": [
"This object is in the public domain in the United States, as determined by Western Oregon University Library on 5/27/2025, and as such, may be freely used without restriction.",
"https://rightsstatements.org/vocab/NoC-US/1.0/"
],
"BIO:keywords": [
"Commencement",
"Oregon State Normal School",
"Commencement"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14492",
"dcterms:title": [
"OSNS [1893]"
],
"dcterms:description": [
"Invitation to attend the commencement exercises at Oregon State Normal School in Monmouth, Oregon, in June of 1893. The invitation includes a list of scheduled events, class representatives, and graduating students."
],
"dcterms:publisher": [
"Oregon State Normal School"
],
"dcterms:date": [
"1893"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"Commencement_1893"
],
"dcterms:rights": [
"This object is in the public domain in the United States, as determined by Western Oregon University Library on 5/27/2025, and as such, may be freely used without restriction.",
"https://rightsstatements.org/vocab/NoC-US/1.0/"
],
"BIO:keywords": [
"Commencement",
"Oregon State Normal School",
"Commencement"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14491",
"dcterms:title": [
"Tenth Annual Commencement of the Oregon State Normal School, June 21st and 22nd, 1892. Monmouth, Oregon."
],
"dcterms:description": [
"Program for commencement exercises at Oregon State Normal School in Monmouth, Oregon, in June of 1892. Program contains a list of music."
],
"dcterms:publisher": [
"Oregon State Normal School"
],
"dcterms:date": [
"1892"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"Commencement_1892b"
],
"dcterms:rights": [
"This object is in the public domain in the United States, as determined by Western Oregon University Library on 5/27/2025, and as such, may be freely used without restriction.",
"https://rightsstatements.org/vocab/NoC-US/1.0/"
],
"BIO:keywords": [
"Commencement",
"Oregon State Normal School",
"Commencement"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14490",
"dcterms:title": [
"O.S.N.S. 1892."
],
"dcterms:description": [
"Invitation to attend the commencement exercises at Oregon State Normal School in Monmouth, Oregon, in June of 1892. The invitation includes a list of scheduled events and graduating students."
],
"dcterms:publisher": [
"Oregon State Normal School"
],
"dcterms:date": [
"1892"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"Commencement_1892"
],
"dcterms:rights": [
"This object is in the public domain in the United States, as determined by Western Oregon University Library on 5/27/2025, and as such, may be freely used without restriction.",
"https://rightsstatements.org/vocab/NoC-US/1.0/"
],
"BIO:keywords": [
"Commencement",
"Oregon State Normal School",
"Commencement"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14489",
"dcterms:title": [
"Class of '91 O.S.N.S."
],
"dcterms:description": [
"A red ribbon with gold trim created for commencement at Oregon State Normal School in Monmouth, Oregon, for the graduating class of 1891."
],
"dcterms:publisher": [
"Oregon State Normal School"
],
"dcterms:date": [
"1891"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"Commencement_1891"
],
"dcterms:rights": [
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"Commencement",
"Oregon State Normal School",
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"url": "https://wou.omeka.net/s/repository/item/14488",
"dcterms:title": [
"Commencement Exercises of the State Normal School at Monmouth, Or. June 1891."
],
"dcterms:description": [
"Program for commencement exercises at Oregon State Normal School in Monmouth, Oregon, in June of 1891. Program contains list of graduating students and scheduled meetings."
],
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"Oregon State Normal School"
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"1891"
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"Commencement_1891"
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"url": "https://wou.omeka.net/s/repository/item/14487",
"dcterms:title": [
"Commencement Programme of the Class of '88 of the Oregon State Normal School, Monmouth, Oregon, Wednesday, June 13, 1888."
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"Program for commencement exercises at Oregon State Normal School in Monmouth, Oregon, in June of 1888. Program contains list of music performed and speakers."
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"Oregon State Normal School"
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"BIO:keywords": [
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"url": "https://wou.omeka.net/s/repository/item/14486",
"dcterms:title": [
"Commencement Exercises of the Oregon State Normal School, at College Chapel, Monmouth, Oregon, Wednesday June 13, 1888."
],
"dcterms:description": [
"Invitation to attend the commencement exercises at Oregon State Normal School in Monmouth, Oregon, in June of 1888. Invitation includes a list of graduating students."
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"Oregon State Normal School"
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"url": "https://wou.omeka.net/s/repository/item/14485",
"dcterms:title": [
"Commencement Exercises of the Class of 1887, Oregon State Normal School, Monmouth, Ogn. Commencement Day, June 15th, 1887."
],
"dcterms:description": [
"Program for commencement exercises at Oregon State Normal School in Monmouth, Oregon, in June of 1887. Program contains list of music performed and speakers. The last page contains handwritten notes for a speech."
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"dcterms:publisher": [
"Oregon State Normal School"
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"1887"
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"Commencement_1887"
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"url": "https://wou.omeka.net/s/repository/item/14484",
"dcterms:title": [
"Fourth Annual Commencement. Oregon State Normal School. Monmouth, Oregon, June 16, 1886."
],
"dcterms:description": [
"Commencement program for Oregon State Normal School in Monmouth, Oregon, in June of 1886. Program contains a list of graduating students and an invitation with the time and date."
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"Oregon State Normal School"
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"BIO:keywords": [
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"url": "https://wou.omeka.net/s/repository/item/14483",
"dcterms:title": [
"Commencement Exercises of the Class of 1885. Oregon State Normal School, Monmouth. Commencement Day, June 17th, 1885."
],
"dcterms:description": [
"Commencement program for Oregon State Normal School in Monmouth, Oregon, in June of 1885. Program contains a list of songs and speakers, and a list of graduating students."
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"Oregon State Normal School"
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"url": "https://wou.omeka.net/s/repository/item/14482",
"dcterms:title": [
"Christian College Thirteenth Annual Commencement. Oregon State Normal School First Annual Commencement. Monmouth, June 21, 1883."
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"Program for the thirteenth commencement exercises at Christian College and the first commencement exercises at Oregon State Normal School in Monmouth, Oregon, in June of 1883. Note that 1879 program also claims to be the thirteenth for Christian College. The program contains list of music performed and speakers, and a list of graduating students."
],
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"Commencement_1883"
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"url": "https://wou.omeka.net/s/repository/item/14481",
"dcterms:title": [
"Programme of the Commencement Exercises of Christian College. Thirteenth Session, Monmouth, Wednesday, June 11th, 1879."
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"Program for the thirteenth commencement exercises at Christian College in Monmouth, Oregon, in June of 1879. Program contains list of music performed and speakers."
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"BIO:keywords": [
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"url": "https://wou.omeka.net/s/repository/item/14480",
"dcterms:title": [
"Programme. Commencement Exercises. June 12, 1878."
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"dcterms:description": [
"Program for the twelfth commencement exercises at Christian College in Monmouth, Oregon, in June of 1878. Program contains list of music performed and speakers."
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"Commencement_1878"
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"BIO:keywords": [
"Commencement",
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"url": "https://wou.omeka.net/s/repository/item/14479",
"dcterms:title": [
"Commencement Exercises of Christian College. 11th Session, June 13, 1877."
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"dcterms:description": [
"Program for the eleventh commencement exercises at Christian College in Monmouth, Oregon, in June of 1877. Program contains list of music performed and speakers."
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"Christian College"
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"1877"
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"Text"
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"Commencement_1877"
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"BIO:keywords": [
"Commencement",
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"Commencement"
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},
{
"url": "https://wou.omeka.net/s/repository/item/14477",
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"Professional Development for Multilingual Early Childhood Educators"
],
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"2025-03-01"
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"pp_20250423"
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"dcterms:language": [
"eng",
"spa"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/16/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This professional project addresses the lack of professional development opportunities for Spanish-speaking in-home daycare educators. To support Spanish-speaking educators, the project introduced a SET Two-level professional development course in Spanish, enhancing educators' skills and promoting positive guidance for infants and toddlers. Rooted in motivational, adult learning, and critical race theories, the project emphasized self-esteem, self-actualization, and the importance of accessible training in educators' native languages. The project was successful, with 117 participants registered from across Oregon, demonstrating the demand for linguistically and culturally responsive learning opportunities. Of the 117 participants, 86.9 % reported feeling very satisfied with the content, and 100% recommended this class to other Early Childhood multilingual educators. This project advocates for equitable professional development practices that foster integration, belonging, and empowerment within the multilingual early childhood education community."
],
"bibo:degree": [
"Masters of Science in Education"
],
"BIO:keywords": [
"early childhood education",
"multilingual educators",
"professional development"
],
"SKOS:note": [
"Cindy Ryan",
"Kathryn Morgan",
"Gregory Zobel"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14470",
"dcterms:title": [
"Kennedy Schade Interview 2025"
],
"dcterms:creator": [
"Hayden Bence",
"Emma Cane",
"Billy France-Bagwell",
"Benjamin Loverin"
],
"dcterms:description": [
"Kennedy Schade, assistant director of academic support at Western Oregon University, discusses how his job was created and his personal background. He further explained the methodology behind creating new programs, advising, and tutoring. Schade then discussed the future possibilities of both him and the positions he has created along his journey."
],
"dcterms:contributor": [
"Kennedy Schade"
],
"dcterms:date": [
"2/11/2025"
],
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"Oral History",
"Text",
"Image; StillImage",
"Audio"
],
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"oralhistoriesofwou/2025c"
],
"dcterms:language": [
"eng"
],
"dcterms:coverage": [
"9p.",
"00:13:11"
],
"dcterms:bibliographicCitation": [
"Kennedy Schade, interviewed by Hayden Bence, Emma Cane, Billy France-Bagwell and Benjamin Loverin, Oral Histories of Western Oregon University, Hamersly Library, Western Oregon University, February 11, 2025"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14469",
"dcterms:title": [
"Robert Troyer Interview 2025"
],
"dcterms:creator": [
"Jackson Albrecht",
"Jandika Borden",
"Tyler James",
"Jakob Ritter"
],
"dcterms:description": [
"Professor Robert Troyer (Linguistics) discusses his experiences working with international exchange students in addition to his work within the linguistics department. He also discusses teaching, research, the changes within the international student demographic at WOU, as well as finding love."
],
"dcterms:contributor": [
"Robert Troyer"
],
"dcterms:date": [
"2/7/2025"
],
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"Oral History",
"Text",
"Image; StillImage",
"Audio"
],
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"oralhistoriesofwou/2025b"
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"dcterms:language": [
"eng"
],
"dcterms:coverage": [
"9p.",
"00:20:59"
],
"dcterms:bibliographicCitation": [
"Robert Troyer, interviewed by Jackson Albrecht, Jandika Borden, Tyler James and Jakob Ritter, Oral Histories of Western Oregon University, Hamersly Library, Western Oregon University, February 7, 2025."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14468",
"dcterms:title": [
"Zachary Hammerle Interview 2025"
],
"dcterms:creator": [
"Hayden R. Grow",
"Zephen Wilkinson",
"Jeremy Dixon"
],
"dcterms:description": [
"Zachary Hammerle, Assistant Director of Campus Recreation at WOU describes his experience working in the Rec Center and his passion for the outdoors. Hammerle expands on his personal journey, how he got to Western, and his experiences with students and faculty.Hammerle expresses gratitude, passion, and his hope for the continuance of good student experiences at Western."
],
"dcterms:contributor": [
"Zacharly Hammerle"
],
"dcterms:date": [
"2/6/2025"
],
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"Oral History",
"Text",
"Image; StillImage",
"Audio"
],
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"oralhistoriesofwou/2025a"
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"dcterms:language": [
"eng"
],
"dcterms:coverage": [
"14p.",
"00:27:24"
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"dcterms:bibliographicCitation": [
"Zachary Hammerle, interviewed by Hayden R. Grow, Zephen Wilkinson, and Jeremy Dixon, Oral Histories of Western Oregon University, Hamersly Library, Western Oregon University, February 6, 2025."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14458",
"dcterms:title": [
"Reflection in Action: Interpreter Self-Efficacy and Intentional Practice"
],
"dcterms:creator": [
"Erin M. Mackey"
],
"dcterms:date": [
"6/14/2025"
],
"dcterms:type": [
"text"
],
"dcterms:identifier": [
"arp_20250416h"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/16/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Self-efficacy is one’s belief in their ability to take the steps necessary to achieve their goals. It has been shown that self-efficacy is an important aspect of being an interpreter, and it can change the quality of the interpretations that are produced. But how can interpreting students and novice interpreters improve self-efficacy? This action research follows my journey to discover whether my self-efficacy as an interpreting student and novice ASL/English interpreter changes after I record and watch my interpreting work samples. This process utilized intentional practice, Think Aloud Protocols, and written reflections to gain insights into my inner thoughts and feelings while interpreting and watching my work. Self-efficacy was explored by looking at evaluative and non-evaluative language, as well as positive and negative tone.\nKeywords: Intentional practice, novice interpreter, reflection, self-efficacy, Think Aloud Protocol"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney",
"Amanda Smith"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14457",
"dcterms:title": [
"Navigating the Labyrinth Through A Cultural Advocacy Perspective: Exploring a Staff Sign Language Interpreter’s Role in a California Prison"
],
"dcterms:creator": [
"Stefanie O'Brien"
],
"dcterms:date": [
"6/14/2025"
],
"dcterms:type": [
"text"
],
"dcterms:identifier": [
"arp_20250416g"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/16/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Within the field of penology, research providing firsthand accounts of correctional staff and prisoners remains insufficient, with no identifiable research focusing specifically on interactions between correctional staff and Deaf and Hard of Hearing (D/HH) prisoners. This action research project examines the evolving roles and responsibilities of a staff sign language interpreter (SLI), who is also a certified Americans with Disabilities Act Coordinator (ADAC), over a three-year period within a Level 1-4 women’s correctional institution in California. Guided the frameworks of Cultural Appropriate Advocacy (CAA) (Salla et al., 2023), Discriminatory Epistemic Injustice (Fricker, 2007), and Moral Agency (MA) (Peter, 2011), this research explores the dynamic interplay between legal mandates, institutional realities, and the staff SLI’s advocacy efforts to bridge the communication gap and empower D/HH inmates facing ADA rights violations. These mandates include, but are not limited to, the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act of 1973, and relevant case law, such as Armstrong v. Newsom (1994). Qualitative data collection and analysis are used to uncover the underexplored area of prison interpreting and contributes to a deeper understanding of the challenges and opportunities encountered by a staff SLI in this non-traditional setting."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith",
"Elisa Maroney"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14456",
"dcterms:title": [
"Feedback as Confidence: Practical Applications for a Practice Profession"
],
"dcterms:creator": [
"Andrew Riley Krugielki"
],
"dcterms:date": [
"3/20/2025"
],
"dcterms:type": [
"text"
],
"dcterms:identifier": [
"arp_20250416f"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/16/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Feedback is a crucial aspect of skill development as an American Sign Language (ASL)/English Interpreter. Newer (or novice) interpreters benefit immensely from the extra support provided by experienced interpreters, yet they may find discomfort in the process of requesting or receiving it. Without access to feedback, a novice interpreter’s skills may wilt; thus, early incorporation of effective feedback is critical during the transition from graduate to professional. \nI explore my discomfort with feedback and development by examining the intricacies of language used by experienced interpreters during feedback sessions, and my thought worlds surrounding the process of development through feedback. I analyze participant statements, self-reflective graduate work, and post-feedback questionnaires to further comprehend one novice interpreter’s mind when receiving feedback."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"BIO:keywords": [
"evaluative/nonevaluative language, feedback, trust"
],
"SKOS:note": [
"Elisa Maroney",
"Amanda Smith"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14455",
"dcterms:title": [
"The Matrix of Belonging: a Reflective Analysis of Defining and Cultivating Belonging in the Interpreting Profession"
],
"dcterms:creator": [
"Ayla Lynn Adkins"
],
"dcterms:date": [
"3/20/2025"
],
"dcterms:type": [
"text"
],
"dcterms:identifier": [
"arp_20250416e"
],
"dcterms:language": [
"sgn-US",
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/16/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This action research project presents findings on the manifestations of “belonging” within the field of American Sign Language (ASL) and English interpreting. A mixed-method approach is used and focuses on evaluating and identifying the influences and themes of belonging and how the experiences of an individual shape it. Findings relate to emphasizing professional and emotional support based on authenticity, inclusivity, and acceptance alongside consistent and stable working conditions. The researcher emphasizes a “sense of belonging” as a vital portion of interpreter well-being, and she promotes its essential consideration, especially for novice interpreters."
],
"dcterms:license": [
"CC-BY (attribution)"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"BIO:keywords": [
"integrative framework of belonging, interpreter education program, interpreter training program,"
],
"SKOS:note": [
"Amanda Smith",
"Elisa Maroney"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14454",
"dcterms:title": [
"Physical Strain the Human Body Experiences in a Work Setting: Video Relay Services"
],
"dcterms:creator": [
"Janessa Torres"
],
"dcterms:date": [
"3/20/2025"
],
"dcterms:type": [
"text"
],
"dcterms:identifier": [
"arp_20250416c"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/16/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"The Video Relay Service (VRS) work environment, in comparison to other signed language interpreting work settings, has specific work demands that prompt researchers to consider physical health needs. VRS consists of long screen time on the eyes and desk-job-like ergonomic demands, on top of additional interpreting demands that come with the profession. In this article we will explore the intensity of ergonomic demands, how that has a physical impact on the working interpreter’s body, and how that translates into their overall performance and mental capacity. It is important to note that intrapersonal demands influence the work produced by the interpreter and how certain practices of self-care and other forms of intentional physical activity can promote longevity in an interpreter’s ability to continue the work accurately and effectively."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith",
"Audrey Ramirez-Loudenback"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14453",
"dcterms:title": [
"Self-efficacy, Emotional Regulation, and the Novice Interpreter"
],
"dcterms:creator": [
"Alexa Milam"
],
"dcterms:date": [
"3/20/2025"
],
"dcterms:type": [
"text"
],
"dcterms:identifier": [
"arp_20250416c"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/16/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Many novice interpreters experience issues with self-efficacy and emotional regulation as they begin their professional careers. Although there is substantial research supporting connections between self-efficacy and performance, intrapersonal emotions and competence, and many other areas related to these topics, I believe it is important to appreciate the interconnectedness of each of these concepts and for new interpreters especially to fully understand how they are impacting our work. My action research focuses on my experience as a novice interpreter and what I have noticed about my struggle to remain confident enough to access the skills that I have spent years acquiring, in order to succeed as a professional interpreter. It was my goal to understand why interpreters may lack confidence and have trouble accessing foundational skills and tools when they are faced with interpreting interactions that are unfamiliar or difficult, and if this has any relation to the emotional regulation skills, or lack of, that they possess. I also aimed to identify what I can do, in regard to building emotional regulation skills, to combat the negative effects of the natural self-efficacy development period that all new professionals must undergo. Through a combination of surveys, journaling, analysis methods, and various implementations in my professional routine, I hope to yield results that will support other novice interpreters in carrying out self-analysis, building on self-efficacy, and perhaps even furthering this research."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith",
"Elisa Maroney"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14452",
"dcterms:title": [
"Virtual Teaming Post-Pandemic"
],
"dcterms:creator": [
"Marcus S. Gunter"
],
"dcterms:date": [
"6/14/2025"
],
"dcterms:type": [
"text"
],
"dcterms:identifier": [
"thesis_20250416a"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/16/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"The primarily in-person work environment of English-ASL interpreters was dramatically affected by the COVID-19 pandemic. A sudden increase in online services thrust interpreters into a virtual work environment they may have not prepared for, affecting the virtual teaming dynamic. This paper explored professional English-ASL interpreters’ experiences, contrasting their pre- and post-pandemic work environments, focusing on their preparedness, preferences, and familiarity with current technology. Previous research on this topic has suggested possible gaps in the virtual teaming process. The goal of this research was to identify specific areas in the virtual workspace interpreters are lacking. Using a survey to gather data on interpreters’ experiences, this study found that the lack in training and familiarity with technology between stakeholders in virtual meetings affected interpreters’ ability to engage in each part of the interpreting process, especially working as a team of interpreters. As each “step” in the interpreting process ultimately leads to providing a more accurate interpretation, the omission of any one area, as a result of an unfamiliarity with technology, could negatively impact the accuracy of an interpretation, possibly resulting in a negative impact on the interpreters’ consumer(s)."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"BIO:keywords": [
"Virtual interpreting, team interpreting, virtual teaming"
],
"SKOS:note": [
"Elisa Maroney",
"Amanda Smith",
"Cameo Hunsaker"
],
"curation:type": [
"Thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14451",
"dcterms:title": [
"Breaking the Ice: A Comprehensive Exploration of Freezing in ASL/English Interpreting"
],
"dcterms:creator": [
"Madison Lantis"
],
"dcterms:date": [
"6/14/2025"
],
"dcterms:type": [
"text"
],
"dcterms:identifier": [
"arp_20250416b"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/16/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This action research project delves into the phenomenon of freezing during American Sign Language (ASL)-English interpreting. The goal of this research is to pinpoint the underlying causes of these freezing instances in my interpreting work, identify recurring patterns, and develop effective strategies for overcoming freezing. Throughout my development as an interpreter, I have consistently struggled with freezing while interpreting. Grounded in the Self-Efficacy Theory and the Demand Control Schema, this study explores the multifaceted factors contributing to freezing episodes. Through thorough analysis, I explore my interpreting work and my mindset and beliefs around interpreting. Additionally, I investigate freezing as a stress response, the cognitive processes involved in interpreting, and factors influencing my ASL fluency. \nKeywords: Freezing, interpreting, ASL, demands, controls"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"BIO:keywords": [
"cognitive distortions, self-efficacy, self-doubt"
],
"SKOS:note": [
"Elisa Maroney",
"Amanda Smith",
"n/a"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14450",
"dcterms:title": [
"The Dream of a Seamless Switch: Code-switching between American Sign Language and Protactile Language as an Interpreter and Co-navigator"
],
"dcterms:creator": [
"Alyssa Alpers"
],
"dcterms:date": [
"3/20/2025"
],
"dcterms:type": [
"text"
],
"dcterms:identifier": [
"arp_20250416a"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/16/2025, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This Action Research Project studied code-switching and transitions between the linguistic spaces of American Sign Language (ASL) and Protactile Language (PT) during interpreting and co-navigating, with a focus on language intrusions and the impact that connection, comfort, and groundedness have on the researcher’s professional practice. Qualitative and quantitative data was collected via Likert scales to measure feelings of connection, comfort, grounding, and language pull. It was also documented through data surrounding the specifics of language intrusions, and through three-minute freewrites reflecting on each PT or ASL assignment. Data collection results showed that communication tended to flow more smoothly in PT settings, with higher feelings of connection, comfort, and confidence. It was hypothesized that these higher feelings correlate with longer hands-on practical experience in PT spaces compared to ASL spaces. A negative correlation was found between feeling grounded in the target language and the pull to use the non-target language, both in ASL (r = -0.43) and PT (r = -0.36). Additionally, when grounded in the target language, communication was smoother (ASL r = 0.30, PT r = 0.29). \nThese results suggest that grounding in the language prior to assignments may reduce language intrusions and code-switching, as well as increase fluid and efficient transitions between and into linguistic spaces. Recommendations in this study include continued language skill-building in ASL and PT and the intentional use of grounding techniques, particularly in liminal spaces between assignments. These findings contributed to the practice of the researcher as an interpreter and co-navigator by aiming to solve the identified challenge of transitions between linguistic spaces to enhance professional practice, communication, and interpretations when working with Deaf and DeafBlind communities."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney",
"Amanda Smith"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14448",
"o:resource_class": "dctype:Image",
"dcterms:title": [
"1971 Hawaiian Club Dance"
],
"dcterms:description": [
"Dancing members of the Hawaiian Club at the annual Hawaiian Club Dance."
],
"dcterms:date": [
"1971"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"Omeka/14448"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/15/2025, the copyright for this item has not been investigated by Hamersly Library.\nhttp://rightsstatements.org/vocab/CNE/1.0/"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14445",
"o:resource_class": "dctype:Image",
"dcterms:title": [
"Lisa Lockman, 1995 Julia McCulloch Smith Award Winner"
],
"dcterms:description": [
"Lisa Lockman, winner of the 1995 Julia McCulloch Smith Award. Lisa studied two foreign languages at Western (German and Japanese) and majored in political science. She was the recipient of a Western Scholarship in 1993-94 and an award from the Northwest Colleges Women's Scholarship Foundation in 1994. She was an athlete on Western's volleyball team and was named an NAIA National Scholar-Athlete following the 1993 season. Additionally, she was selected by her teammates as the Wolves' Most Inspirational Player that same year. Lisa was also a member of the Associated Students of Western Oregon State College's (ASWOSC) Senate, representing the School of Liberal Arts and Science. She also worked as a feature writer for the Western Star, the school's weekly student-operated newspaper."
],
"dcterms:date": [
"1995"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"Omeka/14445"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 01/13/2025, the copyright for this item has not been investigated by Hamersly Library.\nhttp://rightsstatements.org/vocab/CNE/1.0/"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14442",
"o:resource_class": "dctype:Image",
"dcterms:title": [
"2009 Martin Luther King Jr. March"
],
"dcterms:description": [
"Community march for WOU's second annual Martin Luther King Jr. week."
],
"dcterms:date": [
"2009-01-19"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"Omeka/14442"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 01/13/2025, the copyright for this item has not been investigated by Hamersly Library.\nhttp://rightsstatements.org/vocab/CNE/1.0/"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14440",
"o:resource_class": "dctype:Image",
"dcterms:title": [
"The OCE Lamron Staff 1959-1960"
],
"dcterms:description": [
"The OCE Lamron staff photograph for the 1959-1969 academic year. Photograph shows the first Black Commissioner of the student newspaper, Virginia Hopkins."
],
"dcterms:date": [
"1959"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"Omeka/14440"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 01/13/2025, the copyright for this item has not been investigated by Hamersly Library.\nhttp://rightsstatements.org/vocab/CNE/1.0/"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14438",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"A Trauma-Informed Approach to Teaching Art"
],
"dcterms:creator": [
"Morgan Amerson"
],
"dcterms:date": [
"2024-12-23"
],
"dcterms:type": [
"Text",
"Images; StillImages"
],
"dcterms:identifier": [
"20240801_ARP_a"
],
"dcterms:language": [
"eng"
],
"dcterms:abstract": [
"This action research project explores the implementation and outcomes of a trauma-informed approach to teaching art in a middle school setting. The study emphasizes the importance of creating a safe, supportive, and inclusive classroom environment that addresses the emotional and psychological well-being of students. Key strategies include establishing clear routines, providing calming sensory tools, incorporating mindfulness exercises, and using a reward system to reinforce positive behaviors. Data collected through informal student surveys, behavioral observations, and self-assessment sessions indicate a significant improvement in students' sense of security, trust, and engagement. The findings reveal that prioritizing safety, trust, empowerment, and cultural sensitivity not only enhances academic performance but also fosters a sense of community and emotional well-being among students. This research underscores the transformative potential of trauma-informed teaching practices in promoting a nurturing and equitable educational experience."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Trauma-Informed Pedagogy",
"Art Education",
"Social-Emotional Learning"
],
"SKOS:note": [
"Lin Wu",
"Marie LeJeune"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14428",
"dcterms:title": [
"Interpreters and Educational Equity: Supporting Deaf and Hard-of-Hearing Learners with Attention Deficit Hyperactivity Disorder"
],
"dcterms:creator": [
"Ryan Alan Page"
],
"dcterms:date": [
"2024-12-23"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"20241223_Thesis_a"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 12/23/2024, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"I sought to elucidate interpreters’ contributions to fostering inclusive education for \nDeaf and Hard-of-Hearing (DHH) students with Attention Deficit/Hyperactivity Disorder (ADHD) through the lens of ecological systems theory. I surveyed interpreters to investigate how they adapt their practices in K-12 settings. I found that these interpreters engage in sophisticated dialogic practices to create an inclusive learning environment that considers the cognitive and socio-emotional needs of DHH students with ADHD. Although interpreters expressed mixed sentiments due to various workplace demands and a lack of preparation, they showed a strong sense of dedication and commitment to advancing equity. My research underscored the necessity for more practical approaches to integrating interpreters into the educational team, suggesting an interactive approach, which includes a feedback protocol between the interpreter-student dyad and a parallel exchange of communication within the interpreter-student-teacher triad. I advocated for universal design for learning (UDL) and response to intervention (RTI) as standard practices to empower interpreters to function as educational agents."
],
"dcterms:license": [
"CC-BY-NC-SA (attribution, non-commercial, share alike)"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"BIO:keywords": [
"Deaf, interpreting, ADHD"
],
"SKOS:note": [
"Elisa Maroney",
"Emily Girardin",
"Chloe Hughes"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14427",
"dcterms:title": [
"Trauma-Informed Teaching Practice: An analysis of implementing practices in a middle school language arts classroom"
],
"dcterms:creator": [
"Tarrah Meyer"
],
"dcterms:date": [
"2024-12-23"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"20241223_ARP_a"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 12/23/2024, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This Action Research Project is an exploration of the author's motivation for researching trauma-informed teaching practices, a literature review of best practices for implementing a trauma-informed approach to teaching middle grade language arts, and actionable steps for implementation."
],
"dcterms:license": [
"CC-BY-SA (attribution, share alike)"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"trauma-informed pedagogy, Trauma-informed teaching, middle school language arts"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14426",
"dcterms:title": [
"Art Interaction Mapping: A Framework for Engaging Visual Art Students in Remote Learning Environments"
],
"dcterms:creator": [
"Kat Costa"
],
"dcterms:date": [
"2024-12-23"
],
"dcterms:type": [
"Text",
"Images; StillImages"
],
"dcterms:identifier": [
"20241223_PP_e"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 12/23/2024, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Designed for advanced visual art courses at the college level, this project outlines conceptual mapping as a teaching strategy for increasing student engagement in remote learning environments. By combining instructional design principles with constructivist learning theory, the author created a series of visualization templates and lesson prompts for use with project-based activities. Art Interaction Mapping is a creative inquiry model that guides students through an iterative process of artwork development and reflective self-assessment. The project outcome is an adaptable learning framework that instructors can utilize with a variety of art mediums, tools, or digital technologies."
],
"bibo:degree": [
"Master of Science in Education: Educational Technology"
],
"BIO:keywords": [
"studio art, artistic research, art education"
],
"SKOS:note": [
"Gregory Zobel",
"Marcus Wenzel",
"Weiwei Zhang"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14425",
"dcterms:title": [
"Separately Together: Independent Reading as an Act of Collaboration"
],
"dcterms:creator": [
"Erin Roan Stanfill"
],
"dcterms:date": [
"2024-12-23"
],
"dcterms:type": [
"Text",
"Images; StillImages"
],
"dcterms:identifier": [
"20241223_PP_d"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 12/23/2024, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"In secondary English language arts classrooms, teachers struggle to find opportunities among competing priorities to support students in developing complete literacy. Students have few opportunities to self-select what they read, and when they have those opportunities, reading can often be an isolating act. However, reading for pleasure can improve student learning outcomes as well as provide social-emotional learning opportunities. Collaborative learning opportunities allow students to learn with and from one another while developing literacy, communication, teamwork, and social skills. This project is designed to provide teachers with a guidebook to support the implementation of an independent reading practice in their classrooms as well as provide a collaborative learning element. My project includes a guidebook with recommendations for teachers who are interested in developing and maintaining a classroom library, suggestions for creating and maintaining collaborative learning groups, and best practices for ensuring longevity of this program. Additionally, this project includes lesson plans to support the initial weeks of a collaborative learning and independent reading program. My hope is that this project can support educators with limited time who desire to provide their students with opportunities to engage with one another as well as their own literacy."
],
"bibo:degree": [
"Master of Science in Education: Literacy Education"
],
"BIO:keywords": [
"independent reading, small group, literacy"
],
"SKOS:note": [
"Joshua Schulze",
"Melanie Landon-Hayes"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14424",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"A New Generation of Coaching Education"
],
"dcterms:creator": [
"Parker Clay"
],
"dcterms:date": [
"2024-12-23"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"20241223_PP_c"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 12/23/2024, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"The podcast that I am proposing is entitled “In the Arena”. The concept of this title was derived from a speech that Theodore Roosevelt gave at the Sorbonne in Paris in 1910 entitled \"Man in the Arena\". The \"In the Arena\" podcast looks to Teddy Roosevelt and the authors in it's literature review for guidance spanning educational spaces. In an effort to create an effective professional development tool for all coaches, it was necessary to look at all coaches and all professional development types. When it comes to coaching, many strive valiantly, many err, and many come short. As a young coach it may be easy to turn away and to leave the profession before victory or defeat is known. The goal of this podcast and the community that will surround it is to spur these young coaches on and to provide them a community of support that understands the strife while also reminding them of the worthy cause they have chosen to spend themselves on."
],
"bibo:degree": [
"Master of Science in Education: Interdisciplinary Professional Studies"
],
"BIO:keywords": [
"podcast, coaching education, professional development"
],
"SKOS:note": [
"Gregory Zobel",
"Amber Deets",
"Randall (Dana) Ulveland"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14423",
"dcterms:title": [
"Developing Peer-Tutor Training Materials for a Tutoring Program"
],
"dcterms:creator": [
"David J. Solvedt"
],
"dcterms:date": [
"2024-12-23"
],
"dcterms:type": [
"Text",
"Images; StillImages"
],
"dcterms:identifier": [
"20241223_PP_b"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 12/23/2024, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This project paper overviews the process by which training materials were constructed for a college-level peer-tutoring program, as well as some of the theoretical and conceptual underpinnings identified within educational literature that support the use of specific training topics and instructional practices. The project also includes open-access discussions of training topics that may be adapted or directly applied to the context of peer-tutor training. This composition provides broadly applicable academic support materials and a useful synopsis of how others who wish to implement trainings for tutors may approach this subject in alignment with best-practice."
],
"dcterms:license": [
"CC-BY-NC (attribution, non-commercial)"
],
"bibo:degree": [
"Master of Science in Education: Integrated Science"
],
"BIO:keywords": [
"Tutor training, Peer-tutoring, Tutoring"
],
"SKOS:note": [
"Patricia Flatt",
"Gregory Zobel",
"Dana Ulveland"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14422",
"dcterms:title": [
"Pathways to Potential: Family STEM Nights: Embracing SEL and Multisensory Learning"
],
"dcterms:creator": [
"Nichole Cantrell"
],
"dcterms:date": [
"2024-12-23"
],
"dcterms:type": [
"Text",
"Images; StillImages"
],
"dcterms:identifier": [
"20241223_PP_a"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 12/23/2024, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"The Family STEM Night project was designed to foster multisensory learning, family engagement, and the integration of social-emotional learning (SEL) principles with STEM education. The event featured eight interactive booths, each offering a hands-on activity to encourage collaboration among students, parents, and educators. Activities included a Glow Germ Handwashing demonstration, a Tower Building Challenge, a Line-Following Robot, Leaf Rubbing, Code Bracelet creation, and Impact Craters on the Moon, among others. These activities highlighted the importance of active participation, curiosity, and creativity in learning, while emphasizing SEL skills such as communication, teamwork, and problem-solving.\n\nThis project prioritized family involvement to create a supportive learning environment that extends beyond the classroom, encouraging students to explore STEM concepts in an inclusive and engaging way. By addressing diverse learning styles and fostering a sense of community, the event underscored the vital role of family participation in academic success. Family STEM Night ultimately aimed to strengthen connections between families and schools while inspiring a passion for STEM disciplines."
],
"bibo:degree": [
"Master of Science in Education: Interdisciplinary Professional Studies"
],
"BIO:keywords": [
"Family STEM Night, Multisensory Learning, STEM"
],
"SKOS:note": [
"Xiaopeng Gong",
"Mandy Olsen",
"Marcus Wenzel"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14417",
"dcterms:title": [
"Cristian Mendez Garcia Interview 2024"
],
"dcterms:creator": [
"Oliver Meyr",
"Lisbeth Lara Corona",
"Jasper Rainbow"
],
"dcterms:description": [
"Cristian Mendez Garcia, Assistant Director for Hispanic-Serving Institution Initiatives at Western, discussed growing up in Monmouth, attending WOU, serving on the WOU Board of Trustees and coming to work at Western in 2024, his work and responsibilities at Western, and plans for the future."
],
"dcterms:contributor": [
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{
"url": "https://wou.omeka.net/s/repository/item/14415",
"dcterms:title": [
"Jose Coll Interview 2024"
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"Maria Bonifacio-Sample Interview 2024"
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"dcterms:title": [
"Science and Religion in the West"
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"Science and religion have had an integral relationship since the early days of the Enlightenment in the seventeenth century and the rise of a new global culture. Life-long educator Allen McKiel surveys this relationship via the writings of prominent scientists and religionists over the past four hundred years.\nThe experience of the unity of God is evident in stories, parables, and scriptures in all extant cultures through teachers like Moses, Krishna, Buddha, Christ, and Muhammad. They are expressions of\nthe same human consciousness that begs answers to the questions of identity: Who and what are we? Where did we come from, why, and where are we going?\n\nPeople in all cultures ask these questions, and the answers are both the same and relative to the needs and circumstances of each culture. Today’s cultures, however, are converging into an increasingly integrated harmonious whole supported in equal part by religions and science. This work constructs a vision of the way forward from evidence provided by both."
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"2020-12-03"
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"dcterms:title": [
"Progress"
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"This book is a collection of expository essays promoting Baha’i perspectives particularly on cultural progression through the unity of science and religion. Baha’is acknowledge the spiritual truth and guidance provided by religion as it has progressed throughout the cultural evolution of humanity. The current requirements for global culture include acknowledging that religion and science are as integral to each other as the human spirit is integral to the faculties of language and reasoning. Arguments are qualitative and evidence-based speculation from my personal experiences and understandings. The intent is to demonstrate perspectives and values that encourage solutions based on reason, evidence (including the evidence of testimony), critical review, and the individual pursuit of truth. Extensive quotes from other authors’ works are included to weave a fabric of voices relevant to that intent. My commentaries on those quotations are not understood by me as definitive, particularly those on scripture. They are simply my thoughts on those quotes as they relate to aspects of the general themes of this work."
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"2023-11-09"
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"Overconsumption in the Clothing Industry: Exploration of Ways Clothing Production Can Be More Sustainable"
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"2024-06-15"
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"dcterms:abstract": [
"This thesis will analyze the cost of clothing production on the environment and what measures companies are attempting to solve this issue. Currently, many companies have been creating cheaper clothing at lower costs, enabling people to purchase more clothing than is necessary—creating a new category of fashion called “fast fashion.” However, the downside of fast fashion is that brands tend to create products with little regard for the environment. In this thesis, I will explore this issue by examining several companies and their production practices to determine some of the best solutions we have so far. While many companies have been choosing not to take action, some have made advancements by using alternative materials to create new products. However, many are only partial solutions to the issue and do not fully solve the problem at hand because every new production comes at a cost. Since this is such a complex issue, there is not only one best solution. As a result, I will address solutions based on their pros and cons to help narrow down some of the best solutions we currently have and what to avoid. This thesis aims to help the average consumer make a more knowledgeable decision about what they buy so that everyone can take steps forward in making changes to help the environment."
],
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"Mary Pettenger"
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"dcterms:title": [
"Collective Bargaining Agreement: [July 1, 2024 through June 30, 2027]"
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"Collective Bargaining Agreement Between Western Oregon University American Federation of Teachers, AFL-CIO Local 2278, WOUFT/OFTEHP, AFL-CIO and Western Oregon University: [July 1, 2024 through June 30, 2027]"
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"curation:start": [
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"url": "https://wou.omeka.net/s/repository/item/14342",
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"The Impact of Culturally Relevant Pedagogy in a High School Spanish Class"
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"dcterms:abstract": [
"This action research project explored the impact of culturally relevant pedagogy (CRP) on the academic engagement and performance of students of Color in a high school Spanish classroom. The study integrated CRP principles, particularly focusing on academic achievement and cultural competence, by incorporating students’ cultural backgrounds and personal experiences into lessons. Using a variety of culturally diverse materials, multimedia resources, and interactive activities, the research aimed to create a meaningful and engaging learning environment. Qualitative data, including student feedback, classroom observations, and reflective journals, along with quantitative measures like test scores, were collected to assess the effectiveness of this pedagogical approach. Findings indicated that CRP significantly enhanced student engagement, participation, and academic performance by validating and incorporating their cultural identities into the curriculum. The research underscored the necessity of a comprehensive application of all CRP tenets to maximize its benefits, suggesting that future studies should explore long-term impacts and adaptability across diverse educational settings. This study contributed to the growing body of evidence supporting CRP as a vital strategy for fostering an inclusive and equitable educational environment."
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"SKOS:note": [
"Marie LeJune",
"Lin Wu"
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},
{
"url": "https://wou.omeka.net/s/repository/item/14330",
"dcterms:title": [
"Increasing Engagement in Social Studies Classrooms Through Project-Based Learning"
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"dcterms:creator": [
"Paul Brody"
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"8/2/2024"
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"dcterms:abstract": [
"An action research project to explore the effects of project-based learning (PBL) on student motivation and learning in social studies classrooms."
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"action_research",
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"BIO:keywords": [
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"SKOS:note": [
"Lin Wu",
"Marie LeJeune"
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{
"url": "https://wou.omeka.net/s/repository/item/14329",
"dcterms:title": [
"Affirming the Mathematical Potential of All Students Through Warm Demander Pedagogy"
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"dcterms:creator": [
"Marc Hunter"
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"8/2/2024"
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"eng"
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"dcterms:abstract": [
"This study explored how the warm demander pedagogical approach can transform students’ negative self-perceptions regarding their ability to learn complex mathematics."
],
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"SKOS:note": [
"Marie LeJeune",
"Lin Wu"
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{
"url": "https://wou.omeka.net/s/repository/item/14328",
"dcterms:title": [
"A New Approach to Special Education Service Models"
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"dcterms:creator": [
"Jennifer Bunn"
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"8/1/2024"
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"eng"
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"dcterms:abstract": [
"Special education service delivery models are indispensable tools that ensure that all students receive the support necessary for effective specially designed instruction in a least restrictive environment. The central guiding question of this project is simply: how can middle schools navigate the complex task of meeting the diverse needs of special education students through targeted instruction and service model implementation? By delving into this question, this project seeks to shed light on the already existing evidence based practices and potential gaps in service delivery. This project explores the interplay between the resource room, self-contained, and co-taught service models of special education and how they can be utilized to provide a nexus of support for special education students. Ultimately, by combining these models and offering a three-pronged multi-faceted approach, educators and administrators can create a dynamic and responsive system that will address the individualized needs of special education students. Finally, by offering students a continuum of service delivery models to tailor instruction, student learning gains are more accessible and evident."
],
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"SKOS:note": [
"Alicia Wenzel",
"Darlene Zickefoose",
"Autymn Galbraith"
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{
"url": "https://wou.omeka.net/s/repository/item/14327",
"dcterms:title": [
"Common Core State Standard Proficiency-Based Assessment Curriculum Framework"
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"Haley Vernon"
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"8/1/2024"
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"eng"
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],
"dcterms:abstract": [
"A series of proficiency-based rubrics were developed in alignment with each of the Oregon Common Core state standards in language arts. These rubrics are intended to guide assessments in the core course of language arts. The development of these rubrics can be applied to a variety of assessment formats while keeping the same expectations of skill evaluation the same. The goal is to provide equity and student choice to the practice of classroom assessments."
],
"dcterms:license": [
"CC-BY-NC-SA (attribution, non-commercial, share alike)"
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"professional_project",
"Master of Science in Education: Curriculum and Instruction"
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"SKOS:note": [
"Joshua Schulze",
"Alicia Wenzel",
"Chrissy Shanks"
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},
{
"url": "https://wou.omeka.net/s/repository/item/14326",
"dcterms:title": [
"Promoting Student Engagement in Science Through Culturally Relevant Teaching"
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"dcterms:creator": [
"Ellis Moore"
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"8/1/2024"
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"eng"
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],
"dcterms:abstract": [
"I used culturally relevant pedagogy as a guiding framework to help increase student engagement in science. My findings indicate that culturally relevant pedagogy is a powerful framework for increasing student engagement in science."
],
"bibo:degree": [
"action_research",
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"SKOS:note": [
"Lin Wu",
"Marie LeJeune"
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},
{
"url": "https://wou.omeka.net/s/repository/item/14325",
"dcterms:title": [
"Examining Culturally Responsive Teaching in Music Education"
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"dcterms:creator": [
"Carlos D. Ramirez"
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"dcterms:date": [
"8/3/2024"
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"eng",
"spa"
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"Western Oregon University Library has determined, as of 8/02/2024, 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.",
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],
"dcterms:abstract": [
"This action research project dives into how culturally responsive teaching can be applied within an secondary instrumental music classroom. Culturally responsive teaching is a theory developed by Dr. Geneva gay which is constructed by five tenets that focus on utilizing students' cultural and ethnic background as conduits for learning. The researcher Carlos D. Ramirez, explores how to apply this theory within an instrumental music class and also looks for findings to how this theory can support students of Color. Ramirez used creative ways to include culturally responsive teaching elements into his lesson plans that resonated with the students. The findings conclude that culturally responsive teaching is effective and useful within an instrumental music class as Ramirez found that there were many useful musical skills and differentiated teaching practices that help to support students of Color. This research project is also another representation for why we need to include culturally responsive teaching practices into our pedagogy."
],
"bibo:degree": [
"action_research",
"Master of Arts in Teaching (initial licensure)"
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"BIO:keywords": [
"Cumbias,"
],
"SKOS:note": [
"Marie Lejeune",
"Lin Wu"
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},
{
"url": "https://wou.omeka.net/s/repository/item/14324",
"dcterms:title": [
"Rhizomatic Learning in Practice: Facilitating Collaborative Learning in Middle School Art"
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"dcterms:creator": [
"Brianna Rigg"
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"dcterms:date": [
"8/1/2024"
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"Text"
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"eng"
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"dcterms:abstract": [
"This is an action research project investigating the impact of rhizomatic learning in collaborative projects in a middle school art classroom."
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},
{
"url": "https://wou.omeka.net/s/repository/item/14323",
"dcterms:title": [
"Increasing Student Engagement in the Middle School Art Room Through Warm Demander Pedagogy"
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"dcterms:creator": [
"Anna Cottom"
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"8/2/2024"
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"eng"
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"Western Oregon University Library has determined, as of 8/02/2024, 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.",
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"dcterms:abstract": [
"This project aimed to examine whether a shift in high expectations for students to diligently apply their time to sharpen their skills would increase the value they placed on pushing themselves to explore further what they can do with their art projects. Using a warm demander approach, I insisted that my students meet higher expectations, practice self-control, and deeply engage with the work they did in my class."
],
"bibo:degree": [
"action_research",
"Master of Arts in Teaching (initial licensure)"
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"BIO:keywords": [
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"SKOS:note": [
"Lin Wu",
"Marie LeJeune"
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},
{
"url": "https://wou.omeka.net/s/repository/item/14322",
"dcterms:title": [
"The Art of Teaching: Combining Teaching Artistic Behaviors and Discipline-Based Arts Education"
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"dcterms:creator": [
"Alanna Volk"
],
"dcterms:date": [
"8/12/2024"
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"Text; Images; StillImages"
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"dcterms:language": [
"eng"
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"dcterms:rights": [
"Western Oregon University Library has determined, as of 8/02/2024, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This study explored the impact of integrating TAB (Teaching for Artistic Behavior) and DBAE (Discipline-Based Art Education) pedagogies on student performance and engagement in a secondary art classroom. By combining these two approaches, the study aimed to create a more effective and enjoyable learning environment. The TAB approach emphasized student well-being and personal expression, fostering a sense of autonomy and self-directed learning. Meanwhile, DBAE provided a structured framework for critique and technical skill development, ensuring high-quality artistic work.\n\nThe study found that this hybrid pedagogy significantly enhanced students' ability to work independently and engage deeply with their art projects. The supportive setups and personal connections promoted by TAB, coupled with the clear expectations and structured feedback of DBAE, contributed to a balanced and enriched educational experience. This integration not only improved students’ artistic skills and overall satisfaction but also helped in nurturing their growth as future artists. Through this approach, the study demonstrated how combining structured skill development with creative freedom can lead to better artistic outcomes and greater student engagement."
],
"dcterms:license": [
"CC-BY-NC-SA (attribution, non-commercial, share alike)"
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"bibo:degree": [
"action_research",
"Master of Arts in Teaching (initial licensure)"
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"BIO:keywords": [
"Middle School, Arts Education, Inter-pedagogical, TAB, DBAE"
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"SKOS:note": [
"Marie LeJeune",
"Lin Wu"
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},
{
"url": "https://wou.omeka.net/s/repository/item/14321",
"dcterms:title": [
"Enhancing Engagement through Culturally Relevant Teaching in a Low-Income High School English Classroom"
],
"dcterms:creator": [
"Aiden Littau"
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"dcterms:date": [
"8/1/2024"
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"Text"
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"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 8/02/2024, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Culturally relevant pedagogy is a prime framework for boosting student engagement in the classroom. This action research project displays how this pedagogical approach benefits Latinx students in a low-income high school. Through demanding academic excellence, developing cultural competence, and building a sociopolitical awareness among students, this project aims to signify just how powerful this framework can be. The research conducted takes place over a semester and discusses the findings of how these three tenets worked in practice. I use a range of data including unit and lesson plans, curricula, informal observations, and personal reflections to analyze the outcome of this pedagogy in action. While culturally relevant pedagogy is often related to the education of African American students, this research identifies the power it brings to Latinx students."
],
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"Master of Arts in Teaching (initial licensure)"
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"culturally relevant pedagogy, Latinx students, English language arts"
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"SKOS:note": [
"Lin Wu",
"Marie LeJeune"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14320",
"dcterms:title": [
"Differentiated Instruction in the 12th -Grade Social Studies Classroom"
],
"dcterms:creator": [
"Adrianna Davis"
],
"dcterms:date": [
"12/1/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 8/02/2024, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This study highlights the importance of differentiated instruction in creating an inclusive and successful learning environment. The findings from this study show that differentiating based on student interests, learning profiles, strengths, and academic needs can significantly enhance academic achievement and engagement, particularly for students from marginalized backgrounds. Additionally, this study found that proactive planning, with\nreadiness-based tiering, is crucial for addressing equity issues and ensuring all students succeed. Further, offering structured student choice can also boost motivation and achievement; however this strategy requires careful scaffolding to ensure all students benefit. Finally, while differentiated instruction has limitations, particularly in addressing the specific needs of racially and culturally diverse students, integrating additional educational philosophies can help overcome these challenges."
],
"bibo:degree": [
"action_research",
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Differentiated Instruction, Social Studies"
],
"SKOS:note": [
"Lin Wu",
"Marie LeJeune"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14318",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"User-Friendly: A Collection of Poetry for the Internet Age"
],
"dcterms:creator": [
"Jasper Beck"
],
"dcterms:date": [
"2024-06-27"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"honorstheses_080224b"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/29/2024, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"The internet is arguably the most important cultural force in existence today. It fundamentally alters the way we perceive and interact with reality on a personal level. No one is more familiar with the effects the internet has on humanity than Gen Z, whose lived experiences as a chronically-online generation have gone criminally unnoticed by the artistic world. User-Friendly is a collection of eighteen original poems that aims to fill that gap in our cultural understanding of the internet. The collection deals with themes of internet addiction, information overload, and a deep emotional connection to the digital world, and the corresponding disconnect from the technocratic society that created it. The collection is followed by an extensive reflective essay that discusses the author’s creative process, philosophy, and artistic influences."
],
"bibo:degree": [
"Undergraduate Honors Thesis/Project"
],
"VIVO:departmentOrSchool": [
"Honors"
],
"BIO:keywords": [
"poetry",
"internet"
],
"SKOS:note": [
"Henry Hughes"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14316",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"The Monster Inside Her: A Look into Monstrous Femininity in Ari Aster’s Midsommar"
],
"dcterms:creator": [
"Kellianna C Mikawa"
],
"dcterms:date": [
"2024-06-27"
],
"dcterms:type": [
"Text; Image; StillImage"
],
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"honors_0802a"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/29/2024, 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.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Midsommar, a cultish horror film, serves as a portrayal of monstrous femininity, defined by Barbara Creed, which allows femininity to be wielded as a tool of empowerment. Attributes such as sexuality, motherhood, and nature that are condemned within the patriarchy are honored within the matriarchy. This analysis aims to illuminate the significance of female empowerment in film. Dani, the protagonist, who begins her journey with an unhealthy relationship while grappling with profound trauma, finds her peace inside the matriarchy. As she steps into her power and burns the bridge between her and the past, she embraces her monstrous femininity. The impact of Midsommar inspires women to reclaim what has been demonized, highlighting feminist issues and encouraging radical empathy."
],
"bibo:degree": [
"Undergraduate Honors Thesis/Project"
],
"VIVO:departmentOrSchool": [
"Honors"
],
"BIO:keywords": [
"Midsommar",
"monstrous femininity",
"horror films"
],
"SKOS:note": [
"Tiara Good"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14299",
"dcterms:title": [
"Parenting Student Reads and Holds Baby"
],
"dcterms:creator": [
"Seyed Abdollah Shahrokni",
"Janeanne Rockwell-Kincanon"
],
"dcterms:subject": [
"colleges",
"universities",
"diverse students"
],
"dcterms:description": [
"a description is not yet provided for this image."
],
"dcterms:publisher": [
"Western Oregon University"
],
"dcterms:date": [
"2023"
],
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"Image;StillImage",
"Photograph"
],
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"diversityimages_258"
],
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],
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"http://creativecommons.org/licenses/by/4.0/"
],
"SKOS:note": [
"alt-text is not yet provided for this image"
],
"curation:note": [
"A parenting student reads."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14298",
"dcterms:title": [
"Writing and Deep in Thought"
],
"dcterms:creator": [
"Seyed Abdollah Shahrokni",
"Janeanne Rockwell-Kincanon"
],
"dcterms:subject": [
"colleges",
"universities",
"diverse students"
],
"dcterms:description": [
"a description is not yet provided for this image."
],
"dcterms:publisher": [
"Western Oregon University"
],
"dcterms:date": [
"2023"
],
"dcterms:type": [
"Image;StillImage",
"Photograph"
],
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"http://creativecommons.org/licenses/by/4.0/"
],
"SKOS:note": [
"alt-text is not yet provided for this image"
],
"curation:note": [
"A student writes notes."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14297",
"dcterms:title": [
"Writing and Caregiving"
],
"dcterms:creator": [
"Seyed Abdollah Shahrokni",
"Janeanne Rockwell-Kincanon"
],
"dcterms:subject": [
"colleges",
"universities",
"diverse students"
],
"dcterms:description": [
"a description is not yet provided for this image."
],
"dcterms:publisher": [
"Western Oregon University"
],
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"2023"
],
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],
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],
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"http://creativecommons.org/licenses/by/4.0/"
],
"SKOS:note": [
"alt-text is not yet provided for this image"
],
"curation:note": [
"A parenting student writes notes."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14296",
"dcterms:title": [
"A Student Types and Consults Notes"
],
"dcterms:creator": [
"Seyed Abdollah Shahrokni",
"Janeanne Rockwell-Kincanon"
],
"dcterms:subject": [
"colleges",
"universities",
"diverse students"
],
"dcterms:description": [
"a description is not yet provided for this image."
],
"dcterms:publisher": [
"Western Oregon University"
],
"dcterms:date": [
"2023"
],
"dcterms:type": [
"Image;StillImage",
"Photograph"
],
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"diversityimages_255"
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"http://creativecommons.org/licenses/by/4.0/"
],
"SKOS:note": [
"alt-text is not yet provided for this image"
],
"curation:note": [
"A student types on a laptop while viewing his notes."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14295",
"dcterms:title": [
"Parenting Student Receives Toy"
],
"dcterms:creator": [
"Seyed Abdollah Shahrokni",
"Janeanne Rockwell-Kincanon"
],
"dcterms:subject": [
"colleges",
"universities",
"diverse students"
],
"dcterms:description": [
"a description is not yet provided for this image."
],
"dcterms:publisher": [
"Western Oregon University"
],
"dcterms:date": [
"2023"
],
"dcterms:type": [
"Image;StillImage",
"Photograph"
],
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],
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"http://creativecommons.org/licenses/by/4.0/"
],
"SKOS:note": [
"alt-text is not yet provided for this image"
],
"curation:note": [
"A parenting student takes a toy offered by her child."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14294",
"dcterms:title": [
"Parenting Student Checks on Child"
],
"dcterms:creator": [
"Seyed Abdollah Shahrokni",
"Janeanne Rockwell-Kincanon"
],
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"colleges",
"universities",
"diverse students"
],
"dcterms:description": [
"a description is not yet provided for this image."
],
"dcterms:publisher": [
"Western Oregon University"
],
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"2023"
],
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"Image;StillImage",
"Photograph"
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"http://creativecommons.org/licenses/by/4.0/"
],
"SKOS:note": [
"alt-text is not yet provided for this image"
],
"curation:note": [
"A student checks on her child playing on the floor."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14293",
"dcterms:title": [
"Parenting Student Reads"
],
"dcterms:creator": [
"Seyed Abdollah Shahrokni",
"Janeanne Rockwell-Kincanon"
],
"dcterms:subject": [
"colleges",
"universities",
"diverse students"
],
"dcterms:description": [
"a description is not yet provided for this image."
],
"dcterms:publisher": [
"Western Oregon University"
],
"dcterms:date": [
"2023"
],
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"Image;StillImage",
"Photograph"
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"diversityimages_250"
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"dcterms:license": [
"http://creativecommons.org/licenses/by/4.0/"
],
"SKOS:note": [
"alt-text is not yet provided for this image"
],
"curation:note": [
"A student reads as her child plays on the floor."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14292",
"dcterms:title": [
"Parenting Student with Laptop"
],
"dcterms:creator": [
"Seyed Abdollah Shahrokni",
"Janeanne Rockwell-Kincanon"
],
"dcterms:subject": [
"colleges",
"universities",
"diverse students"
],
"dcterms:description": [
"a description is not yet provided for this image."
],
"dcterms:publisher": [
"Western Oregon University"
],
"dcterms:date": [
"2023"
],
"dcterms:type": [
"Image;StillImage",
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],
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],
"dcterms:license": [
"http://creativecommons.org/licenses/by/4.0/"
],
"SKOS:note": [
"alt-text is not yet provided for this image"
],
"curation:note": [
"A parenting student types on a laptop."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14291",
"dcterms:title": [
"Parenting Student Writes Notes"
],
"dcterms:creator": [
"Seyed Abdollah Shahrokni",
"Janeanne Rockwell-Kincanon"
],
"dcterms:subject": [
"colleges",
"universities",
"diverse students"
],
"dcterms:description": [
"a description is not yet provided for this image."
],
"dcterms:publisher": [
"Western Oregon University"
],
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"2023"
],
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],
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],
"SKOS:note": [
"alt-text is not yet provided for this image"
],
"curation:note": [
"A parenting student writes notes."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14290",
"dcterms:title": [
"A Student in Thought"
],
"dcterms:creator": [
"Seyed Abdollah Shahrokni",
"Janeanne Rockwell-Kincanon"
],
"dcterms:subject": [
"colleges",
"universities",
"diverse students"
],
"dcterms:description": [
"a description is not yet provided for this image."
],
"dcterms:publisher": [
"Western Oregon University"
],
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"2023"
],
"dcterms:type": [
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],
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],
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"http://creativecommons.org/licenses/by/4.0/"
],
"SKOS:note": [
"alt-text is not yet provided for this image"
],
"curation:note": [
"A student thinks deeply."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14289",
"dcterms:title": [
"An Artist Considers"
],
"dcterms:creator": [
"Seyed Abdollah Shahrokni",
"Janeanne Rockwell-Kincanon"
],
"dcterms:subject": [
"colleges",
"universities",
"diverse students"
],
"dcterms:description": [
"a description is not yet provided for this image."
],
"dcterms:publisher": [
"Western Oregon University"
],
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"2023"
],
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],
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],
"SKOS:note": [
"alt-text is not yet provided for this image"
],
"curation:note": [
"A student concentrates as he paints."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14288",
"dcterms:title": [
"Artists Work from a Live Model"
],
"dcterms:creator": [
"Seyed Abdollah Shahrokni",
"Janeanne Rockwell-Kincanon"
],
"dcterms:subject": [
"colleges",
"universities",
"diverse students"
],
"dcterms:description": [
"a description is not yet provided for this image."
],
"dcterms:publisher": [
"Western Oregon University"
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"2023"
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],
"SKOS:note": [
"alt-text is not yet provided for this image"
],
"curation:note": [
"Two students paint from a live model."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14287",
"dcterms:title": [
"Painting"
],
"dcterms:creator": [
"Seyed Abdollah Shahrokni",
"Janeanne Rockwell-Kincanon"
],
"dcterms:subject": [
"colleges",
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],
"dcterms:description": [
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],
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],
"SKOS:note": [
"alt-text is not yet provided for this image"
],
"curation:note": [
"A student smiles as she works on her painting."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14286",
"dcterms:title": [
"Painting a Self-Portrait"
],
"dcterms:creator": [
"Seyed Abdollah Shahrokni",
"Janeanne Rockwell-Kincanon"
],
"dcterms:subject": [
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],
"dcterms:description": [
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],
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],
"SKOS:note": [
"alt-text is not yet provided for this image"
],
"curation:note": [
"A student works on her self-portrait."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14285",
"dcterms:title": [
"Student Paints with Small Brush"
],
"dcterms:creator": [
"Seyed Abdollah Shahrokni",
"Janeanne Rockwell-Kincanon"
],
"dcterms:subject": [
"colleges",
"universities",
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],
"dcterms:description": [
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],
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],
"SKOS:note": [
"alt-text is not yet provided for this image"
],
"curation:note": [
"A student concentrates as she paints."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14284",
"dcterms:title": [
"Student Paints"
],
"dcterms:creator": [
"Seyed Abdollah Shahrokni",
"Janeanne Rockwell-Kincanon"
],
"dcterms:subject": [
"colleges",
"universities",
"diverse students"
],
"dcterms:description": [
"a description is not yet provided for this image."
],
"dcterms:publisher": [
"Western Oregon University"
],
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"2023"
],
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],
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"dcterms:license": [
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],
"SKOS:note": [
"alt-text is not yet provided for this image"
],
"curation:note": [
"A student paints her canvas."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14263",
"dcterms:title": [
"In-Studio Session"
],
"dcterms:creator": [
"Seyed Abdollah Shahrokni",
"Janeanne Rockwell-Kincanon"
],
"dcterms:subject": [
"colleges",
"universities",
"diverse students"
],
"dcterms:description": [
"a description is not yet provided for this image."
],
"dcterms:publisher": [
"Western Oregon University"
],
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"2023"
],
"dcterms:type": [
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],
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],
"SKOS:note": [
"alt-text is not yet provided for this image"
],
"curation:note": [
"Students work in the painting studio."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14262",
"dcterms:title": [
"Touching Up Color"
],
"dcterms:creator": [
"Seyed Abdollah Shahrokni",
"Janeanne Rockwell-Kincanon"
],
"dcterms:subject": [
"colleges",
"universities",
"diverse students"
],
"dcterms:description": [
"a description is not yet provided for this image."
],
"dcterms:publisher": [
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],
"dcterms:license": [
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"SKOS:note": [
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],
"curation:note": [
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]
},
{
"url": "https://wou.omeka.net/s/repository/item/14261",
"dcterms:title": [
"Artist Observes the Model"
],
"dcterms:creator": [
"Seyed Abdollah Shahrokni",
"Janeanne Rockwell-Kincanon"
],
"dcterms:subject": [
"colleges",
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],
"dcterms:description": [
"a description is not yet provided for this image."
],
"dcterms:publisher": [
"Western Oregon University"
],
"dcterms:date": [
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],
"dcterms:type": [
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],
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"SKOS:note": [
"alt-text is not yet provided for this image"
],
"curation:note": [
"A student observes the painting model."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14260",
"dcterms:title": [
"Artist, Reflection, and Self-Portrait"
],
"dcterms:creator": [
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"Janeanne Rockwell-Kincanon"
],
"dcterms:subject": [
"colleges",
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],
"dcterms:description": [
"a description is not yet provided for this image."
],
"dcterms:publisher": [
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],
"dcterms:date": [
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],
"dcterms:type": [
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],
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],
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"dcterms:license": [
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"SKOS:note": [
"alt-text is not yet provided for this image"
],
"curation:note": [
"A student painting uses a mirror while painting a self-portrait."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14259",
"dcterms:title": [
"Artist Painting"
],
"dcterms:creator": [
"Seyed Abdollah Shahrokni",
"Janeanne Rockwell-Kincanon"
],
"dcterms:subject": [
"colleges",
"universities",
"diverse students"
],
"dcterms:description": [
"a description is not yet provided for this image."
],
"dcterms:publisher": [
"Western Oregon University"
],
"dcterms:date": [
"2023"
],
"dcterms:type": [
"Image;StillImage",
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],
"dcterms:identifier": [
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"dcterms:license": [
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"SKOS:note": [
"alt-text is not yet provided for this image"
],
"curation:note": [
"A student concentrates on her painting."
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},
{
"url": "https://wou.omeka.net/s/repository/item/14258",
"dcterms:title": [
"Color Matching Skin for Self-Portrait"
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"dcterms:creator": [
"Seyed Abdollah Shahrokni",
"Janeanne Rockwell-Kincanon"
],
"dcterms:subject": [
"colleges",
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"diverse students"
],
"dcterms:description": [
"a description is not yet provided for this image."
],
"dcterms:publisher": [
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],
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],
"dcterms:type": [
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],
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"SKOS:note": [
"alt-text is not yet provided for this image"
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"curation:note": [
"A student contemplates the color match for her self-portrait."
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},
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"url": "https://wou.omeka.net/s/repository/item/14257",
"dcterms:title": [
"An Art Talk in Painting Studio"
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"dcterms:creator": [
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"dcterms:publisher": [
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"dcterms:type": [
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"dcterms:license": [
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"BIO:keywords": [
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],
"SKOS:note": [
"A transmale student presents his art in a painting studio, and a female student looks on."
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"curation:note": [
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},
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"dcterms:creator": [
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"Janeanne Rockwell-Kincanon"
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"dcterms:subject": [
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],
"dcterms:description": [
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],
"dcterms:publisher": [
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"dcterms:type": [
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"SKOS:note": [
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},
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"Making an Observation during Art Talk"
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"dcterms:creator": [
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"dcterms:subject": [
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],
"dcterms:description": [
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],
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"dcterms:type": [
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"SKOS:note": [
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},
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"In-Studio Art Talk"
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"dcterms:creator": [
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"dcterms:subject": [
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],
"dcterms:description": [
"a description is not yet provided for this image."
],
"dcterms:publisher": [
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],
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],
"dcterms:type": [
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],
"dcterms:identifier": [
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"SKOS:note": [
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"curation:note": [
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},
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"The Artist Explains his Work"
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"dcterms:creator": [
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"dcterms:subject": [
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],
"dcterms:description": [
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],
"dcterms:publisher": [
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},
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"dcterms:description": [
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],
"dcterms:publisher": [
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},
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"SKOS:note": [
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"curation:note": [
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},
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"url": "https://wou.omeka.net/s/repository/item/14250",
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"dcterms:creator": [
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"dcterms:description": [
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],
"dcterms:publisher": [
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"dcterms:type": [
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"SKOS:note": [
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"curation:note": [
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},
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"url": "https://wou.omeka.net/s/repository/item/14249",
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"dcterms:creator": [
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"dcterms:subject": [
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],
"dcterms:description": [
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],
"dcterms:publisher": [
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"dcterms:type": [
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"SKOS:note": [
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},
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"url": "https://wou.omeka.net/s/repository/item/14248",
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],
"dcterms:subject": [
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],
"dcterms:description": [
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],
"dcterms:publisher": [
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"SKOS:note": [
"alt-text is not yet provided for this image"
],
"curation:note": [
"A student works on a canvas."
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},
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"url": "https://wou.omeka.net/s/repository/item/14247",
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"dcterms:creator": [
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"dcterms:subject": [
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],
"dcterms:description": [
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],
"dcterms:publisher": [
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],
"dcterms:date": [
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"dcterms:type": [
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"SKOS:note": [
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"curation:note": [
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},
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"url": "https://wou.omeka.net/s/repository/item/14246",
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"dcterms:subject": [
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],
"dcterms:description": [
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"dcterms:publisher": [
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"SKOS:note": [
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"curation:note": [
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},
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"url": "https://wou.omeka.net/s/repository/item/14245",
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"dcterms:description": [
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"dcterms:publisher": [
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"SKOS:note": [
"alt-text is not yet provided for this image"
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"dcterms:subject": [
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"dcterms:description": [
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"dcterms:publisher": [
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"SKOS:note": [
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},
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"url": "https://wou.omeka.net/s/repository/item/14223",
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},
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"dcterms:description": [
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"SKOS:note": [
"alt-text is not yet provided for this image"
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"curation:note": [
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},
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"url": "https://wou.omeka.net/s/repository/item/14221",
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"dcterms:subject": [
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"dcterms:description": [
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"dcterms:publisher": [
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"A young Hispanic woman listens to her female lab partner, who wears a central line and medical backback."
],
"curation:note": [
"Two students discuss a lab assignment."
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"url": "https://wou.omeka.net/s/repository/item/13812",
"dcterms:title": [
"Pantomiming to Clarify"
],
"dcterms:creator": [
"Seyed Abdollah Shahrokni",
"Janeanne Rockwell-Kincanon"
],
"dcterms:subject": [
"colleges",
"universities",
"science",
"laboratories",
"diverse students",
"STEM"
],
"dcterms:description": [
"a description is not yet provided for this image."
],
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"dcterms:date": [
"2023"
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"SKOS:note": [
"A female professor gestures to explain to a student who uses an ASL interpreter, with other students otherwise engaged."
],
"curation:note": [
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"url": "https://wou.omeka.net/s/repository/item/13811",
"dcterms:title": [
"Taking a Turn"
],
"dcterms:creator": [
"Seyed Abdollah Shahrokni",
"Janeanne Rockwell-Kincanon"
],
"dcterms:subject": [
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"laboratories",
"diverse students",
"STEM"
],
"dcterms:description": [
"a description is not yet provided for this image."
],
"dcterms:publisher": [
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"dcterms:date": [
"2023"
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"SKOS:note": [
"A young woman and a middle-aged woman share a microscope during lab."
],
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"A student leans in for her turn viewing a microscopic sample."
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},
{
"url": "https://wou.omeka.net/s/repository/item/13810",
"dcterms:title": [
"Laughter at the Lab"
],
"dcterms:creator": [
"Seyed Abdollah Shahrokni",
"Janeanne Rockwell-Kincanon"
],
"dcterms:subject": [
"colleges",
"universities",
"science",
"laboratories",
"diverse students",
"STEM"
],
"dcterms:description": [
"a description is not yet provided for this image."
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"Western Oregon University"
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"dcterms:date": [
"2023"
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"Photograph"
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"dcterms:license": [
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"SKOS:note": [
"A female science professor with a lively smile reaches toward a microscope in use by a young woman with a gentle smile."
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"curation:note": [
"A professor and student share a laugh doing lab work."
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},
{
"url": "https://wou.omeka.net/s/repository/item/13809",
"dcterms:title": [
"Peering into a Microscope"
],
"dcterms:creator": [
"Seyed Abdollah Shahrokni",
"Janeanne Rockwell-Kincanon"
],
"dcterms:subject": [
"colleges",
"universities",
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"laboratories",
"diverse students",
"STEM"
],
"dcterms:description": [
"a description is not yet provided for this image."
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"Western Oregon University"
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"dcterms:date": [
"2023"
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"dcterms:type": [
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"Photograph"
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"dcterms:identifier": [
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"dcterms:license": [
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"SKOS:note": [
"A woman looks carefully through a binocular eyepiece."
],
"curation:note": [
"A student peers into a microscope."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13808",
"dcterms:title": [
"Concentration on a Microscopic Sample"
],
"dcterms:creator": [
"Seyed Abdollah Shahrokni",
"Janeanne Rockwell-Kincanon"
],
"dcterms:subject": [
"colleges",
"universities",
"science",
"laboratories",
"diverse students",
"STEM"
],
"dcterms:description": [
"a description is not yet provided for this image."
],
"dcterms:publisher": [
"Western Oregon University"
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"dcterms:date": [
"2023"
],
"dcterms:type": [
"Image;StillImage",
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"SKOS:note": [
"A woman focuses on the laboratory task while others talk."
],
"curation:note": [
"A student concentrates on a microscopic sample."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13807",
"dcterms:title": [
"Examining a Sample under a Microscope"
],
"dcterms:creator": [
"Seyed Abdollah Shahrokni",
"Janeanne Rockwell-Kincanon"
],
"dcterms:subject": [
"colleges",
"universities",
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"laboratories",
"diverse students",
"STEM"
],
"dcterms:description": [
"A woman in head and shoulders, left profile peers into a microscope’s binocular eyepiece, her right hand in position to grasp a microscope control. She has medium-light skin tone, and her dark-brown hair is held back in a messy bun. In the out-of-focus background, there are microscopes and computer monitors on the bench and partial views of other people."
],
"dcterms:publisher": [
"Western Oregon University"
],
"dcterms:date": [
"2023"
],
"dcterms:type": [
"Image;StillImage",
"Photograph"
],
"dcterms:identifier": [
"diversityimages_31"
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],
"dcterms:license": [
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],
"BIO:keywords": [
"women; Native Hawaiian; Filipino/a; age:22; tattoos; ear piercings; brown hair; freckles;"
],
"SKOS:note": [
"A young woman peers with concentration into a binocular eyepiece."
],
"curation:note": [
"A student examines a microscopic sample during lab."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13806",
"dcterms:title": [
"Students Examine Microscopic Specimens"
],
"dcterms:creator": [
"Seyed Abdollah Shahrokni",
"Janeanne Rockwell-Kincanon"
],
"dcterms:subject": [
"colleges",
"universities",
"science",
"laboratories",
"diverse students",
"STEM"
],
"dcterms:description": [
"a description is not yet provided for this image."
],
"dcterms:publisher": [
"Western Oregon University"
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"dcterms:date": [
"2023"
],
"dcterms:type": [
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"Photograph"
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"dcterms:identifier": [
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"SKOS:note": [
"Several women use microscopes at a length of bench, a female professor stands behind them."
],
"curation:note": [
"Students in a lab examine microscopic specimens."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13805",
"dcterms:title": [
"Sharing a Microscope"
],
"dcterms:creator": [
"Seyed Abdollah Shahrokni",
"Janeanne Rockwell-Kincanon"
],
"dcterms:subject": [
"colleges",
"universities",
"science",
"laboratories",
"diverse students",
"STEM"
],
"dcterms:description": [
"a description is not yet provided for this image."
],
"dcterms:publisher": [
"Western Oregon University"
],
"dcterms:date": [
"2023"
],
"dcterms:type": [
"Image;StillImage",
"Photograph"
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"dcterms:identifier": [
"diversityimages_02"
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"dcterms:license": [
"http://creativecommons.org/licenses/by/4.0/"
],
"SKOS:note": [
"One woman looks into a binocular eyepiece and her female lab partner waits her turn."
],
"curation:note": [
"Students share a microscope in a science lab."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13804",
"dcterms:title": [
"A Professor Helps with a Microscope"
],
"dcterms:creator": [
"Seyed Abdollah Shahrokni",
"Janeanne Rockwell-Kincanon"
],
"dcterms:subject": [
"colleges",
"universities",
"science",
"laboratories",
"diverse students",
"STEM"
],
"dcterms:description": [
"a description is not yet provided for this image."
],
"dcterms:publisher": [
"Western Oregon University"
],
"dcterms:date": [
"2023"
],
"dcterms:type": [
"Image;StillImage",
"Photograph"
],
"dcterms:identifier": [
"diversityimages_01"
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],
"SKOS:note": [
"Two female students receive guidance from a female science professor in the lab."
],
"curation:note": [
"A professor helps with a microscope."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13789",
"dcterms:title": [
"Bites From the Past: Exploring the Culinary Significance of Family Recipes"
],
"dcterms:creator": [
"Wyatt Smith"
],
"dcterms:subject": [
"cookbooks",
"food scholarship"
],
"dcterms:date": [
"6/17/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"honors_073024n"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"Food scholarship is a field that has gone through much change since its origins, and its future can only be guessed. Knowing where our food comes from and how it connects us to the people of the past is not only an enriching activity mentally but can bring some solace and help us recognize that history is the study of people. Combining my two interests in culinary arts and history, this project will allow me to dive into the past and help recover my mom’s recipes from before she passed away. I will connect those recipes to the people of the past. This project will explore questions such as: What is food scholarship? How can we contribute to the field of food scholarship? How does the family cookbook contribute to food scholarship in meaningful ways? To answer these questions, I will examine texts on food scholarship, analyze early American cookbooks as forms of food scholarship, and ask and potentially answer questions about the future of food scholarship and cookbooks in our digital age. This project aims not only to recover recipes from my past but also to turn them into a primary source and piece of food scholarship to help others springboard their pursuits in the field. When I am done, I will have 10 recipes that not only stand on their own as meals but provide a small insight into the history of their ingredients; I will have a literature review on what food scholarship is today as well as what its future may look like, and I will conclude with a reflective essay on what I learned and what influenced me and motivated me in the creation of the mini-cookbook."
],
"bibo:degree": [
"Undergraduate Honors Thesis"
],
"VIVO:departmentOrSchool": [
"Honors"
],
"SKOS:note": [
"Kenneth Kirby"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13788",
"dcterms:title": [
"Windows Into Comfort: Exploring Mindfulness Through Art"
],
"dcterms:creator": [
"Quinlan Wedge"
],
"dcterms:subject": [
"illustration",
"mental health",
"art"
],
"dcterms:date": [
"6/17/2024"
],
"dcterms:type": [
"Text; Image; StillImage"
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"dcterms:identifier": [
"honors_073024m"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
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"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"As the climate changes, wealth disparity increases, and war and disease rage on, it can be easy to lose sight of the positive aspects of life. Because people endure these daily stressors, they require and deserve access to services, therapies, and activities that bring them comfort, security, and pleasure. With this project, I aimed to find an artistic endeavor that allowed me to make my own escape from the realities of the world into one of comfort, something that I could look at and instantly feel better, and I knew I could do that by combining two subjects that interest me: architecture and animation. I began this project by planning and designing the subject of the paintings: Studio Ghibli movies and windows. I chose three different window styles and three different scenes from Studio Ghibli movies that appeal to me. Next, I considered why I had chosen animated films and windows as my subjects and researched them both. I applied a psychological lens considering why windows are important, emphasizing their benefit on mental health, and I reflected on why I think animated films are valuable as well. Once learning enough about my subjects, I combined the window frames and the landscapes into three cohesive paintings. I designed and cut the wood shapes and painted them. After completing my works, I contextualized and reflected on my project. I have produced a collection of artwork that addresses both architecture and mental health and well-being. It is my hope that my work will show windows and animation from a more introspective mindset and inspire others to create their own comfort spaces through art."
],
"bibo:degree": [
"Undergraduate Honors Thesis"
],
"VIVO:departmentOrSchool": [
"Honors"
],
"SKOS:note": [
"Jodie Garrison"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13787",
"dcterms:title": [
"A Beginner’s Guide to Dropping Out of College: How to Pass a Science Class, Save Your Own Life, and Still Graduate in 13 Short Years"
],
"dcterms:creator": [
"Nicholas Cooley"
],
"dcterms:subject": [
"self-reflection"
],
"dcterms:date": [
"6/17/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"honors_073024l"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"In this personal narrative, I discuss my experience as part of the Honors Program while attending Western Oregon University from 2011 to 2015. The first two sections are spent discussing the Honors core curriculum classes I took as a freshman and sophomore student. The Junior and Senior Year sections dive into the familial loss and personal struggles that impeded my ability to complete the Honors thesis project as I had originally imagined it. Finally, the paper concludes with a reflection on the lessons I learned from my time in Honors, how the relationships I formed have impacted my life positively, and what I hope to accomplish with my bachelor’s degree."
],
"bibo:degree": [
"Undergraduate Honors Thesis"
],
"VIVO:departmentOrSchool": [
"Honors"
],
"SKOS:note": [
"Gavin Keulks"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13786",
"dcterms:title": [
"Finding Balance in Motion: A Journey through Emotional Resilience with Dance"
],
"dcterms:creator": [
"Mystie Johnson"
],
"dcterms:subject": [
"dance",
"mental health"
],
"dcterms:date": [
"6/17/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"honors_073024k"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"Dance has always been a form of creative expression utilized for a variety of reasons, including the use of telling stories, emotional processing, and awareness. The way the body moves can create connections between the dancer and the audience, allowing for the telling of a story or emotions without words, as evidenced by various studies. Through this outlet, I created my own dance that presents the challenges and struggles of mental health. Due to the negative stereotypes of mental disorders, it is vital that people bring awareness to how debilitating and difficult they are to have. Each section of the dance represents a different mental health illness that I have, including Depression, Anxiety, and PTSD. Many previous dancers have showcased mental health through dance before, and I use some of these as my own inspiration. My goal is to have this dance stand alongside others as a way for people to both understand and sympathize more with people dealing with mental disorders."
],
"bibo:degree": [
"Undergraduate Honors Thesis"
],
"VIVO:departmentOrSchool": [
"Honors"
],
"SKOS:note": [
"Cynthia Garner"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13785",
"dcterms:title": [
"Why it is Never too Late to Lead How to Leave a Legacy at WOU in Less Than Two Years"
],
"dcterms:creator": [
"Melly Burger"
],
"dcterms:subject": [
"leadership"
],
"dcterms:date": [
"6/17/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"honors_073024j"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"A literature review on leadership and a self-reflection on one student's leadership activities while at Western Oregon University."
],
"bibo:degree": [
"Undergraduate Honors Thesis"
],
"VIVO:departmentOrSchool": [
"Honors"
],
"SKOS:note": [
"Gavin Keulks"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13784",
"dcterms:title": [
"Strength Training as an Injury Prevention Method for Hip Injuries in Collegiate Female Endurance Runners"
],
"dcterms:creator": [
"Kaitlyn Kruse"
],
"dcterms:subject": [
"endurance running",
"strength training"
],
"dcterms:date": [
"6/17/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"honors_073024i"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"This thesis project will generate guidelines for strength training plans specifically designed for collegiate, female endurance runners with the goal of preventing common overuse injuries affecting the hip region. There is currently a great deal of research regarding strength training used within this population to improve performance and running economy, but there are far more gaps within the literature regarding how strength training can be used for injury prevention. I will begin my research by reviewing the current literature on hip-related overuse injuries within female runners, what potentially causes those injuries, and the current methodologies used for treatment and prevention. I will particularly focus on muscular weaknesses and imbalances within the hips that lead to overuse injuries, then I will research exercises/strength training methods that may be used to strengthen those areas. Based on this research, I will generate recommendations for strength training programs that female endurance athletes could employ into their training specifically as a method of injury-prevention."
],
"bibo:degree": [
"Undergraduate Honors Thesis"
],
"VIVO:departmentOrSchool": [
"Honors"
],
"SKOS:note": [
"Emily Vala-Haynes"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13783",
"dcterms:title": [
"Tri, Try Again A Wellness Journey Through the Lens of Training for a Triathlon"
],
"dcterms:creator": [
"Ian Kincaid"
],
"dcterms:subject": [
"triathlons",
"wellness"
],
"dcterms:date": [
"6/17/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"honors_073024h"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"To run a triathlon means one must have competency in the three individualized sports of biking, running, and swimming, and the stamina to perform these tasks one after the other. This paper will combine prevalent literature on the sport, including health benefits and concerns, best practices for individual sports, and notable training routines. In addition, this paper will discuss the author’s own fitness journey from complete novice to accomplished triathlete. Finally, it will discuss how the triathlon changed this author’s outlook on overall fitness and capability. Using both personal experience and peer-reviewed research, this paper aims to present the full scope of the sport in the modern day for a college student."
],
"bibo:degree": [
"Undergraduate Honors Thesis"
],
"VIVO:departmentOrSchool": [
"Honors"
],
"SKOS:note": [
"Brandon Claggett"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13782",
"dcterms:title": [
"Recommendations for the Monolingual Teacher: Instructional Strategies to Support Students who are Emergent Bilingual"
],
"dcterms:creator": [
"Erica Guddat"
],
"dcterms:subject": [
"emergent bilingual",
"k-12 education"
],
"dcterms:date": [
"6/17/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"honors_073024g"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"In the United States, the number of students who speak a primary language other than English, or students who are emergent bilingual, in classrooms is growing. There are many different models in place within schools used to support these students in acquiring English language proficiency and access academic content within the general education classroom, but these models are not standardized across schools, and some are more effective at supporting students that are emergent bilingual than others in providing an equitable educational experience for students. This thesis seeks to address this issue with a pedagogical approach by providing a thorough review of the models most commonly used to evaluate which method is most effective at supporting students in acquiring language proficiency while developing content knowledge. Although there are effective models in place, not all school districts can realistically implement them. To bridge the gap between equitable education and the models in place, this thesis also describes and models instructional strategies that can be implemented in the general education classroom by a monolingual teacher to provide the most equitable learning experience possible for all students."
],
"bibo:degree": [
"Undergraduate Honors Thesis"
],
"VIVO:departmentOrSchool": [
"Honors"
],
"SKOS:note": [
"Kristen L. Pratt"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13781",
"dcterms:title": [
"Departing the Monolingual Form of Instruction: Best Practices for Supporting Emergent Bilingual Elementary Students"
],
"dcterms:creator": [
"Emily Schneider"
],
"dcterms:subject": [
"emergent bilingual",
"k-12 education"
],
"dcterms:date": [
"6/17/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"honors_073024f"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"In schools across the nation, the population of emergent multilingual students is growing. These are students whose first/home language is something other than English and have the potential to further develop bilingual or multilingual skills. There are clear advantages to expanding one’s linguistic repertoire; however, it requires cultivating language development within the classroom to make this happen successfully. This project will seek to amass the most effective and far-reaching instructional approaches for serving emergent bilingual students in the elementary classroom. After contextualizing my project using the data from two Oregon school districts’ Lau Plan, I will use the Castañeda Standards to judge the effectiveness of current program models. An argument is made for why students’ first/home language should be integrated into instructional approaches and leveraged for the benefit of the student. This project will conclude the most effective methods of reaching emergent bilingual students within the classroom, regardless of a teacher’s ESOL (teaching English to speakers of other languages) training or certification. A digital toolkit aimed for streamlined implementation by educators is created, compiling the list of best practices found throughout this research process."
],
"bibo:degree": [
"Undergraduate Honors Thesis"
],
"VIVO:departmentOrSchool": [
"Honors"
],
"SKOS:note": [
"Jessica Dougherty"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13780",
"dcterms:title": [
"A Long and Winding Road: My Honors Journey Amidst Complications & Covid"
],
"dcterms:creator": [
"Cora McClain"
],
"dcterms:subject": [
"self-reflection"
],
"dcterms:date": [
"6/17/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"honors_073024e"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"A self-reflection on one student's journey to graduation as an honors student at Western Oregon University."
],
"bibo:degree": [
"Undergraduate Honors Thesis"
],
"VIVO:departmentOrSchool": [
"Honors"
],
"SKOS:note": [
"Emily Plec"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13779",
"dcterms:title": [
"How can we spread the importance of wetlands to the youth of today?"
],
"dcterms:creator": [
"Claire Rickis"
],
"dcterms:subject": [
"wetlands",
"middle school",
"curriculum"
],
"dcterms:date": [
"6/17/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"honors_073024d"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"Wetlands are, environmentally, very important, yet this is not common knowledge among the general public. A solution to the lack of knowledge of their importance is to perfect the teaching of wetlands to the youth, or to expand it as needed. In this thesis, I will address the question “How can we spread the knowledge of the unique importance of wetlands to our ecosystem to the youth of today?” Additionally, I will identify the three most important aspects of wetlands and develop lesson plans oriented for students in grades 6-8. The end result will be three lesson plans teaching the three most important aspects of wetlands to the ecosystem: their flood protection; the unique animals that live there; and the unique plants that grow there. I will explore why wetlands need to be taught to students, and the best methods of creating lesson plans to ensure that students of all learning levels can get the information. In addition, I will review existing wetlands lesson plans, survey their merits and faults, and compare and contrast existing lesson plans with my own to identify the best practices for wetlands pedagogy."
],
"bibo:degree": [
"Undergraduate Honors Thesis"
],
"VIVO:departmentOrSchool": [
"Honors"
],
"SKOS:note": [
"Phillip Wad"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13778",
"dcterms:title": [
"Beyond Birth Rates and Aging: Implications and Recommendations for Japan's Population Decline"
],
"dcterms:creator": [
"Cami Ansley"
],
"dcterms:subject": [
"Japan",
"aging",
"birth rates"
],
"dcterms:date": [
"6/17/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"honors_073024c"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"Japan faces a profound demographic crisis characterized by declining fertility and population aging, which have significant implications for socio-economic stability. This work discusses the historical context, underlying causes, and extensive consequences of Japan’s population decline. Elements such as delayed marriage, workaholic culture, traditional gender roles, and prefectural migration are also explored. This research analyzes Japan’s policy responses to these factors, including family policies, immigration reforms, and public pension adjustments, comparing them with strategies utilized by other countries facing similar population challenges. This work aims to provide comprehensive recommendations for mitigating population decline while taking into account Japan’s unique cultural and societal landscape. Through a thorough investigation of past and current trends, this work seeks to contribute to the discourse surrounding financially and culturally sustainable demographic approaches and inform future policy-making efforts."
],
"bibo:degree": [
"Undergraduate Honors Thesis"
],
"VIVO:departmentOrSchool": [
"Honors"
],
"SKOS:note": [
"Miyuki Arimoto"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13777",
"dcterms:title": [
"Transgender Healthcare Access: Barriers and Impacts"
],
"dcterms:creator": [
"Alex Michaels"
],
"dcterms:subject": [
"transgender",
"healthcare"
],
"dcterms:date": [
"6/17/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"honors_073024b"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"Transgender healthcare is a heavily debated topic in our politics and media, with new legislation being passed for and against access at drastic paces. Using an autoethnographic research approach, I use my own lived experience as a trans person navigating the healthcare systems in my state to discuss some of the barriers and struggles of my community. To support and expand upon the autoethnographic portion of my work, I also draw from current literature and research. This thesis addresses topics of provider education, critical comments from care providers, care avoidance, gendered systems and health care records, pharmacy issues, insurance denials and related barriers, and relevant legislation. My work aims to provide context to social and structural barriers and to address the impacts those barriers have on human lives."
],
"bibo:degree": [
"Undergraduate Honors Thesis"
],
"VIVO:departmentOrSchool": [
"Honors"
],
"SKOS:note": [
"Margaret Manoogian"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13776",
"dcterms:title": [
"Combating Menstrual Period Poverty in the State of Oregon"
],
"dcterms:creator": [
"Abby Schrunk"
],
"dcterms:subject": [
"menstruation",
"k-12 education"
],
"dcterms:date": [
"6/17/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"honors_073024a"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"This paper was written in an attempt to explore and examine the causes of period poverty in the United States, specifically in the state of Oregon. This paper also delves specifically into how this issue affects students in Oregon and ways to alleviate the effects of period poverty, starting in schools. Drawing from global health reports, women’s health organizations, medical journals, and the Oregon Department of Education, this study points to both the pros and cons of current-day solutions to determine what has been successful in helping to manage the period poverty crisis as well as offering suggestions for improvements that could be made after taking data into account. It discusses period stigma, and how it directly relates to period poverty. It also presents a call to action, encouraging other states to consider implementing support that directly affects the decrease in experiencing the negative consequences of period poverty after analyzing best practices. It is concluded with personal connections and conclusions from the perspective of a newly licensed teacher reflecting on student impact."
],
"bibo:degree": [
"Undergraduate Honors Thesis"
],
"VIVO:departmentOrSchool": [
"Honors"
],
"SKOS:note": [
"Emily Vala-Haynes"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13757",
"dcterms:title": [
"Campus Gardens as an Answer to Food Insecurity and the Health and Well-being of College Students"
],
"dcterms:creator": [
"Rick Tingle"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"Food insecurity is a major concern on college campuses and has been known to affect student health and wellbeing and ultimately academic success. Campus Community Gardens (CCGs) have been found to be an answer to food insecurity by offering fresh vegetables and nutrition as well as healthy social connections. The purpose of this research is to explore successful methods of establishing a sustainable garden on a university campus. To find out what worked and did not work for these gardens, a review of successful working models from campus garden programs provided details on how that information might be applied to future garden programs. I used the Western Oregon University (WOU) Library database to find sources concerning food insecurity on campus relating to the health and wellbeing of students. These sources were reviewed and considered. The findings presented evidence explaining the ways in which CCGs can enhance student health and wellbeing by providing nutritious food at no cost. CCGs also offer an excellent opportunity for social interaction. Additionally, the importance of interdepartmental cooperation for program and social sustainability was identified, and the significance of community outreach and accessibility for garden activities was clarified. The results indicated that CCGs can be an effective medium for multidisciplinary cooperation, and therefore, program sustainability. The study is relevant because it offers insight into the elements necessary for the establishment of effective economic, environmental, and socially sustainable campus gardens so that Western Oregon University and other programs might benefit. This research offers significant findings relevant to the body of knowledge on this subject."
],
"bibo:degree": [
"thesis",
"Master of Science in Justice Studies"
],
"BIO:keywords": [
"campus community gardens, food banks, food insecurity"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13756",
"dcterms:title": [
"A Collaborative Approach to Supporting Long Term English Learners: Implementing a Co-Teaching Model in Secondary Schools"
],
"dcterms:creator": [
"Zachary Cole"
],
"dcterms:date": [
"8/1/2024"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"This professional project investigates the implementation and impact of a co-teaching model in supporting Long-Term English Learners (LTELs). The primary objective is to enhance students' content access and support and develop structures that bolster students' academic vocabulary and language skills. The project incorporates quantitative and qualitative data collection through a weekly progress monitoring checklist, student grade tracking, and observations of academic language usage. Results indicate that the co-teaching model effectively improved student outcomes. The findings underscore the value of collaborative teaching and explicit language instruction in enhancing LTELs' academic performance and engagement. These results suggest that incorporating co-teaching models more broadly could provide consistent and effective support for LTEL students across various content areas."
],
"bibo:degree": [
"professional_project",
"Master of Science in Education: Curriculum and Instruction"
],
"BIO:keywords": [
"Co-teaching in Multilingual Programs, LTELs, Action Research in ESOL"
],
"SKOS:note": [
"Joshua Schulze",
"Annie Delbridge",
"Jessica Dougherty"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13755",
"dcterms:title": [
"Victims of Racism: Loneliness and Physical Health"
],
"dcterms:creator": [
"Tandy Tillinghast"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"Abstract\n\n\nEvery year, one out of four or five marginalized adult Americans is insulted, intimidated, harassed, assaulted, or murdered due to bigotry (Ehrlich 2009). Specifically, hate crimes in Oregon (DOJ, 2023) and nationally continue increasing (Kena & Thompson, 2021). To complicate the issue, racism effects social isolation (Singh et al., 2022) and loneliness impacts physical health as much as obesity or smoking (Cacioppo, J.T. in Adams, 2016; Hawley & Cacioppo, 2010). However, no research has studied the effects of racism on loneliness and physical health, and if intercessions would mediate these effects. This study considers the effects of hate crimes on victims, investigating associations between the variables of racism, loneliness, and physical health, along with interventions like Restorative Justice. By analyzing existing research from the 2022 and 2021 Bias Crimes Reports (Kerodal, et al., 2023 and 2022), the Tableau Public data analysis tool, and recent 2023 qualitative data from reports to the Bias Response Hotline (BHR), the researcher employed mixed methods analyses. Consequently, the path model proposes racial hate crimes (n=1,168 reports to BRH) effect isolation and alienation (272), which harm physical health (158). Furthermore, interventions (142) advanced transformative strategies for victims. These results verify that Bias Crimes and Incidents involving race comprise the majority of hate crimes. This study is the first to examine qualitative data from the BRH from 2023 and address the research gap by investigating racism and its effects on social isolation and physical health concurrently. While limited, this analysis responds to the requests of experts in diverse fields, including ethnicity and race, social science, social neuroscience, psychology, biological psychiatry, and public health to scrutinize the effects of racism on loneliness, and the consequences of both on physical health. Therefore, the researcher recommends the following: agencies collect added data on victims of bias crimes and their recovery; that scholars conduct longitudinal research on the three variables, perhaps using path analyses; and further inquiry on less overt forms of racism and their effects. Given extensive research in wide-ranging fields on two of the three factors, future studies should advance the multidisciplinary theoretical framework proposed here for investigating correlations between isolation, physical health, and interventions like Restorative Justice, for survivors of racism.\nKeywords: hate crimes, bias crimes, racism, victim, loneliness, social isolation, physical health, intervention, Restorative Justice, and Multidisciplinary Theoretical Framework."
],
"bibo:degree": [
"professional_project",
"Master of Science in Justice Studies"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13754",
"dcterms:title": [
"Trauma Informed Practices: A Learning Module for educators of Children Birth Through age 5"
],
"dcterms:creator": [
"Tammy Frank"
],
"dcterms:date": [
"8/1/2024"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"Abstract\nThis project explores resilience in individuals who have faced significant childhood adversity, driven by personal experiences and academic research at Western Oregon University. By examining why some overcome adverse childhood experiences (ACEs) with minimal long-term effects while others suffer severe consequences, the research identifies solid positive relationships as a key factor. To address the lack of resources for early childhood educators, the project develops a trauma-informed care (TIC) learning module that equips educators with the knowledge and skills to foster resilience and mitigate ACEs' effects. The project highlights the importance of understanding how a child's brain develops and emphasizes the importance of accessible, evidence-based strategies, nurturing relationships, and addressing educators' well-being. Personal reflections reveal significant growth in understanding trauma, enhancing empathy, and developing leadership skills, with future improvements aimed at enhancing module interactivity and resource integration to create more supportive educational environments for children facing adversity."
],
"bibo:degree": [
"professional_project",
"Master of Science in Education: Interdisciplinary Professional Studies"
],
"SKOS:note": [
"Joshua Schulze",
"Kathryn Morgan",
"David Jenkins"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13753",
"dcterms:title": [
"Tier 2 Intervention and Differentiation in a Diverse Elementary Classroom"
],
"dcterms:creator": [
"Samuel C. Connor"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"This project aims to lessen the achievement gap for upper elementary students in reading. Through evidence-based reading interventions and a blended learning model, students will receive the adequate knowledge and skills they need in order to make sufficient progress towards grade-level goals. Over a course of two years, the amount of students in the \"low-risk\" category increased, while the \"some\" and \"high-risk\" categories decreased. In addition to reading interventions, factors such as student attendance, the importance of a schoolwide approach, and effective classroom management are addressed. \n\nThis project also notes the importance of early reading interventions for students in low-economic communities, and from diverse backgrounds."
],
"bibo:degree": [
"professional_project",
"Master of Science in Education: Curriculum and Instruction"
],
"BIO:keywords": [
"elementary, intervention, differentiation"
],
"SKOS:note": [
"Joshua Schulze",
"Melissa Frank",
"Chelsea Lally"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13752",
"dcterms:title": [
"Hearts of Gaming"
],
"dcterms:creator": [
"Nicholas Werner"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"I use a video game mod to help teach digital literacy and history. The game I would used as a basis for the mod is called Hearts of Iron IV. Modding is making alterations to the program code of a video game. This game is based on World War II (WWII) and the lead-up to the war. Students play as a nation and navigate it during this time frame. My goal is for students to also learn geography and major events like the Nazi German annexation of Czechoslovakia, and social skills like working on a team."
],
"dcterms:license": [
"CC-BY-NC-SA (attribution, non-commercial, share alike)"
],
"bibo:degree": [
"professional_project",
"Master of Science in Education: Interdisciplinary Professional Studies"
],
"BIO:keywords": [
"Digital Literacy, History, Video games"
],
"SKOS:note": [
"Joshua Schulze",
"Gregory Zobel",
"Marcus Wenzel"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13751",
"dcterms:title": [
"How New Educators Are Incorporating Technology into Their Post Covid Classrooms"
],
"dcterms:creator": [
"Nancy Morales"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"This project focuses on the use of technology within a classroom of a newer teacher who started their teaching post COVID. It looks at research that has already been done in the field in regards to teacher attitudes toward technology, student attitude towards technology, and ways in which students can benefit through the use of technology in the classroom. The teacher uses technology tools that she has not used before in order to through observations reflect in how these tools have been beneficial or not."
],
"bibo:degree": [
"professional_project",
"Master of Science in Education: Curriculum and Instruction"
],
"BIO:keywords": [
"technology tools, self-efficacy, student attitudes"
],
"SKOS:note": [
"Joshua Schulze",
"Gregory Zobel",
"Marcus Wenzel"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13750",
"dcterms:title": [
"Examining the Impact of Arts-Based Programs as Intervention for At-Risk and System-Involved Juveniles"
],
"dcterms:creator": [
"McKenzie E. Nickerson"
],
"dcterms:date": [
"6/1/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"Hundreds of thousands of delinquent youths encounter the juvenile justice system every year. In 2021, the United States juvenile justice system dealt with 437,300 cases, indicating an 8% rise in juvenile delinquency cases since the year 1960 (Hockenberry & Puzzanchera, 2024). The juvenile justice system has its foundation built upon rehabilitation as opposed to punishment, and arts-based methods of rehabilitation are showing promise in helping delinquent participants. This study aims to explore the benefits that at-risk and system-involved juveniles may attain from participating in arts-based programs. This exploratory inquiry utilized a systematic literature review process. Literature was collected from various online databases and other sources. Inclusion and exclusion criteria were then applied to narrow down the selection of literature. A deductive content analysis method was then employed to identify common positive themes across the chosen studies. Findings of this project determined that three themes were discovered upon the deductive content analysis in the final sample of the literature, and they were (a) positive engagement with adult role models, peers, family, and the community; (b) improvement in self-esteem; and (c) emotional regulation. These findings emphasize the importance of upholding and further developing arts-based programs for the benefit of at-risk and system- involved juveniles who participate in them.\nKeywords: juveniles, at-risk, system-involved, arts-based programs, intervention, literature review"
],
"bibo:degree": [
"professional_project",
"Master of Arts in Criminal Justice"
],
"BIO:keywords": [
"arts-based programs, juvenile justice, literature review"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13749",
"dcterms:title": [
"Effects of ELD Strategies and practice in mathematics"
],
"dcterms:creator": [
"Marissa Hawk"
],
"dcterms:date": [
"6/1/2024"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"I chose ELD strategies based on specific research and implemented these strategies into the area of mathematics in my own classroom. I collected data to determine effectiveness of strategies."
],
"bibo:degree": [
"professional_project",
"Master of Science in Education: Curriculum and Instruction"
],
"BIO:keywords": [
"ELD, Mathematics, ELD in mathematics"
],
"SKOS:note": [
"Joshua Schulze",
"Molly Griffo",
"Noah Hall"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13748",
"dcterms:title": [
"Crafting a 12th-Grade Curriculum to Fill Diverse Literature Gaps in High School English"
],
"dcterms:creator": [
"Mackenzee Collins"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"This professional project outlines the creation of a comprehensive high school English curriculum focused on promoting diversity and inclusivity through literature. The curriculum features eight units, each addressing significant literary gaps by incorporating voices and perspectives traditionally marginalized in the literary canon: Native American Literature, Intersectional Feminist Literature, Travel Literature, Dystopian Literature Rooted in Non-Western Culture, LGBTQ+ Literature, Environmental Literature, Graphic Novels, and Spoken Word Poetry. The project emphasizes critical thinking, empathy, and cultural awareness, aiming to foster a deeper understanding of diverse experiences and social issues. Additionally, detailed lesson plans ensure that the curriculum meets diverse learning needs. Ultimately, this project reflects a commitment to creating dynamic and meaningful educational experiences that empower students and prepare them for an increasingly diverse and complex world."
],
"bibo:degree": [
"professional_project",
"Master of Science in Education: Literacy Education"
],
"BIO:keywords": [
"high school English, multicultural education, intersectionality"
],
"SKOS:note": [
"Joshua Schulze",
"Jacyln Caires-Hurley",
"Kristin Simeone-Myhre"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13747",
"dcterms:title": [
"The Pre- and Post-release Impact of Religious Programming on Inmates in America"
],
"dcterms:creator": [
"Kyla R. Riddle"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"With levels of religiosity declining among the American population, the impact and significance of religion within the American correctional system must be questioned. This study investigates the effect of inmate involvement in religious programming on the inmates’ behaviors, attitudes, and institutional relationships during incarceration and recidivism rate post-release. This allows for consideration into the worth and effectiveness of religious programming as a form of rehabilitative programming within the American correctional system. This was done through the compilation and analysis of online journal articles and published research containing secondary data relating to the variables. Articles were coded to allow for themes to be analyzed across the literature. Findings revealed that there is a negative relationship between religious programming and crime, delinquency, and institutional misconduct, and there is a positive relationship between religious programming and adjustment and coping as well as prosocial attitudes and behaviors. Recidivism was found to have a nuanced relationship with religious programming posited to be due to extraneous variables, but it was generally found to also have a negative relationship with the independent variable. This study presents a unique perspective regarding the topic of religion and crime, specifically, the impact of religious programming on the lives of inmates during and after release and offers suggestions for future research and application of findings to the operation and further support of religious programming within American correctional institutions. \nKeywords: religious programming, behaviors, attitudes, institutional relationships, recidivism, incarceration, rehabilitation, religion, crime, corrections"
],
"bibo:degree": [
"professional_project",
"Master of Arts in Criminal Justice"
],
"SKOS:note": [
"Omar Melchor-Ayala",
"Mari Sakiyama",
"Terry Gingerich"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13746",
"dcterms:title": [
"Teaching Social and Emotional Learning through a Children's Book"
],
"dcterms:creator": [
"Kara Bartlett"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"This is a children's book that was written to help teach social emotional learning skills. The story is about a young girl who discovers some components that make accessing the playground difficult for children based on their different needs. The story helps teach empathy, problem solving, relationship skills and decision making to young kids who are reading it."
],
"bibo:degree": [
"professional_project",
"Master of Science in Education: Curriculum and Instruction"
],
"BIO:keywords": [
"Social Emotional Learning, Children's story, SEL"
],
"SKOS:note": [
"Joshua Schulze",
"Kristen Pratt",
"Charlene Herron"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13745",
"dcterms:title": [
"Restorative Justice in the U.S. Correctional System: Proposing an Integrated Model"
],
"dcterms:creator": [
"Josefine M. Smith"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"High recidivism rates and harsh prison conditions in the United States (U.S.) led to an interest in exploring pathways to improve incarceration outcomes. As incarceration will continue to be utilized within the U.S., restorative justice (RJ), a practice focusing on repairing the harm caused by crime through conversations between offenders, victims, and communities, has rapidly grown in use within criminal justice systems. While researchers commonly discuss the positive impact RJ can have on incarceration outcomes, it remains unknown how specifically RJ could be used to improve correctional facilities. This study serves to provide an updated review of the literature on restorative justice within correctional facilities globally, to offer effective recommendations for the United States. Examining 177 secondary sources from a variety of academic databases, this professional paper extracted common themes and findings into a spreadsheet, to guide the structure of this study and its recommendations. The findings indicate that further integrating restorative justice within correctional facilities will, at the least, have no impact on incarceration outcomes. Current incarceration approaches are not benefitting or properly serving the United States, findings from this study call for a more standardized integration of restorative justice within correctional facilities and criminal justice systems."
],
"dcterms:license": [
"CC-BY-NC-SA (attribution, non-commercial, share alike)"
],
"bibo:degree": [
"professional_project",
"Master of Science in Education: Educational Technology"
],
"BIO:keywords": [
"Restorative Justice, Corrections, United States"
],
"SKOS:note": [
"Omar Melchor-Ayala",
"Mari Sakiyama",
"Terry Gingerich"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13744",
"dcterms:title": [
"School Resource Officers: What is the Impact?"
],
"dcterms:creator": [
"Jillian Harris"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"School resource officers (SROs) are a common presence in U.S public school systems today. The use of SROs is a perceived solution to safety threats and discipline for students. High numbers of SROs are integrated in public schools without extensive investigative research supporting their effectiveness and impact on students. To measure students’ feelings of safety and student outcomes as it intersects with SRO presence, public data from Oregon Department of Education is analyzed. Student offense data in 12 public school districts in Oregon is collected. Each school district is analyzed to identify current SRO presence, or if the SRO was removed during the school year 2021-2022. Student offense data is compared across the school years examined to synthesize any impacts SROs have on student offense and discipline data in the specific rural and urban school districts selected. Findings of the research conclude lower numbers of student offenses in school districts where SRO presence was removed in the 2021-2022 school year. The findings also show higher numbers of student offenses for non-white identifying students. These findings provide nuanced insight into the complex relationship between law enforcement in public schools and how it impacts the students. Measuring potential negative impacts to students who experience discipline and law enforcement contact is an essential part of determining how impactful SRO presence is for public school students."
],
"bibo:degree": [
"professional_project",
"Master of Science in Justice Studies"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13743",
"dcterms:title": [
"Creating a Framework For A Girls In STEM After School Club"
],
"dcterms:creator": [
"Jenna Bowman"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"In this project I designed a framework for a Girls in STEM club. This club was designed with the intent to provide a space for female elementary students to collaborate and grow in their STEM practices."
],
"bibo:degree": [
"professional_project",
"Master of Science in Education: STEM Education"
],
"SKOS:note": [
"Joshua Schulze",
"Peter Henning",
"Audrey Foley"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13742",
"dcterms:title": [
"Social Studies and Social-Emotional Learning in Alternative Education"
],
"dcterms:creator": [
"Jaylene A. Vegas-Kentner"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"This project aims to create a social studies curriculum incorporating social-emotional learning principles for secondary students, particularly at an alternative school. After researching, I have found a few curriculum options for secondary teachers where social-emotional learning is embedded in their subject area. Most available social-emotional learning curriculums are their entities and are typically created for elementary students. This project can offer different strategies to develop a curriculum that combines content curriculum and social-emotional learning to support secondary educators and their students."
],
"bibo:degree": [
"professional_project",
"Master of Science in Education: Curriculum and Instruction"
],
"BIO:keywords": [
"SEL, Rural Education"
],
"SKOS:note": [
"Joshua Schulze",
"Margaret Nesbit",
"Kenneth Carano"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13721",
"dcterms:title": [
"Navigating Culturally Relevant Writing Instruction in White Dominant Spaces"
],
"dcterms:creator": [
"Heather Bellinger"
],
"dcterms:date": [
"6/14/2024"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"This professional project explores student-centered and culturally relevant writing instruction practices and implements such strategies into a semester-long writing curriculum. The writing curriculum is designed to be used by College Now high school teachers for college-credit awarded ELA courses and other educators who are in need of writing curriculum and/or instructional strategies. \nThe second part of this professional project is a preliminary reflective research project. The author observes and reflects on their experiences teaching in a less diverse school, where the student population is primarily white, middle/high socioeconomic status, and culturally and ideologically similar. The author attempts to gather qualitative data from participants in a survey for faculty members at the same school, and reflects on what themes and patters emerged as well as next steps for future research."
],
"bibo:degree": [
"professional_project",
"Master of Science in Education: Curriculum and Instruction"
],
"BIO:keywords": [
"Culturally Relevant Teaching, SOAPSTone, Teaching in White Dominant Spaces"
],
"SKOS:note": [
"Josh Schulze",
"Melanie Landon-Hays",
"Debra Radtke"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13720",
"dcterms:title": [
"The Impacts of COVID-19 on Domestic Violence & Sexual Assault Services, Survivors and Advocates"
],
"dcterms:creator": [
"Erin A. Ritchie"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"Domestic and sexual violence impact approximately one in four women and one in seven men in the United States. In response, community-based agencies dedicated to serve survivors of domestic violence and sexual assault provide confidential services including safety planning, emotional support, shelter, and resources. During the COVID-19 pandemic, calls to law enforcement and these agencies concerning domestic violence surged. Consequently, agencies had to adapt their services to address the COVID-19 social distancing policies and the increasing frequency and severity of violence faced by survivors. Through an analysis of research articles, key themes emerged regarding shifts in service provision and their effects on survivors and agency staff. Findings reveal that agencies transitioned to include remote service provision, reduced shelter capacity, and scaled back mobile advocacy services. Survivors encountered barriers in accessing services due to heightened monitoring by abusers, limited availability of emergency shelters, and decreased in-person mobile advocacy response to other service providers. Advocacy staff experienced unsustainable levels of stress, inadequate access to personal protective equipment, and high turnover rates. These findings underscore the urgent need for increased funding and capacity for domestic violence and sexual assault agencies, as well as improved policies for disaster and crisis response."
],
"dcterms:license": [
"CC-BY (attribution)"
],
"bibo:degree": [
"professional_project",
"Master of Science in Justice Studies"
],
"BIO:keywords": [
"gender-based violence, community-based advocacy, survivor-centered advocacy"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13719",
"dcterms:title": [
"Prosecutorial Discretion And Accountability"
],
"dcterms:creator": [
"Ellyn House"
],
"dcterms:date": [
"6/1/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"Prosecutors are the representatives of the state when a crime has been committed. They have substantial discretion to enforce the law with criminal penalties; it empowers prosecutors to determine whether to bring charges against individuals suspected of committing crimes, what charges to file, and whether to negotiate plea bargains, (Kremens, 2021). Current research and literature on prosecutorial discretion in the United States examine its pivotal function in the criminal justice system; while some studies emphasize its potential for ensuring efficiency and justice, others raise concerns about its potential for bias and inconsistency, underscoring the importance of oversight. There is a rich potential for growth in the literature surrounding prosecutorial discretion practices. This study aims to investigate prosecutorial discretion at the state level and answer the three research questions: what factors influence prosecutorial discretion, what laws limit discretion or what policy guides decision-making, and how do the factors that influence discretion impact plea-bargaining? This study used secondary data analysis, with a focus on state-level prosecution. The literature focused on state-level discretion was limited; federal studies were supplemented to make meaningful comparisons. Results indicate that discretion is primarily guided by legal factors; however, there is support showing social factors may play into the decision-making of prosecutors. There is also a limited amount of law and established policy to limit and guide discretionary decision-making. The implications of this study include the lack of transparency of prosecutorial policy, accountability, and reviewability of the decisions prosecutors make."
],
"bibo:degree": [
"professional_project",
"Master of Science in Justice Studies"
],
"BIO:keywords": [
"prosecutorial discretion, the Lucifer Effect, limitations"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13718",
"dcterms:title": [
"Welcome! ¡Bienvenidos! Chào mừng!: Using culturally inclusive language acquisition strategies to promote academic language use for when everyone in your classroom"
],
"dcterms:creator": [
"Derek Daniel"
],
"dcterms:date": [
"9/1/2024"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:language": [
"English, Spanish, Vietnamese"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"With this professional project, my goal is to create and use culturally inclusive language acquisition strategies to leverage the academic language proficiency levels for all students within a non-ELD high school classroom, specifically an AVID classroom. I will use research of best practices from language acquisition theory, language acquisition strategies, and cultural responsive teaching to influence my revision and creation of resources."
],
"bibo:degree": [
"professional_project",
"Master of Science in Education: ESOL"
],
"BIO:keywords": [
"Language acquisition, culturally responsive pedagogy, academic language"
],
"SKOS:note": [
"Joshua Shulze",
"Kristen Pratt",
"Jessica Dougherty"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13717",
"dcterms:title": [
"Strategic Play: Advancing Teacher Professional Development in K-5 Digital Game-Based Learning"
],
"dcterms:creator": [
"Connor Eyler"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"This project provides elementary school teachers with a comprehensive guide to incorporating Digital Game-Based Learning (DGBL) into their classrooms. The project addresses the evolving educational landscape by creating an accessible instructional booklet that covers the benefits and core principles of DGBL, digital game selection and alignment with Common Core State Standards, practical implementation techniques, and methods for assessing student learning through digital games. The booklet synthesizes current research and narrows down the best practices for DGBL implementation to offer actionable insights and strategies. This project aims to enhance professional development, promote innovative teaching methods, and prepare young learners for the digital age by equipping educators with the necessary tools and knowledge."
],
"dcterms:license": [
"CC-BY-NC (attribution, non-commercial)"
],
"bibo:degree": [
"professional_project",
"Master of Science in Education: Curriculum and Instruction"
],
"BIO:keywords": [
"Instruction, elementary students, games"
],
"SKOS:note": [
"Gregory Zobel",
"Joshua Schulze",
"Dana Ulveland"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13716",
"dcterms:title": [
"Belief in Meritocracy and Criminal Sentencing Decisions: Bias in Punitive Criminal Sentencing Attitudes"
],
"dcterms:creator": [
"Cole Horning"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"Criminal sentencing in the United States of America is a subjective process involving multiple parties contributing to decisions to convict, incarcerate, and determine the length of incarceration. Decisions regarding criminal sentencing have a substantial impact on individual and community welfare. The US has an issue with over incarceration particularly among minority communities, contributing to the US holding the largest incarcerated population in the world. The determinants of criminal sentencing decisions are researched to understand and rectify over incarceration and inequality in incarceration within the US. Individual biases and punitive attitudes are examined for their impact on criminal sentencing decisions. Hierarchy-legitimizing myths are related to individual bias and punitive attitudes to determine correlation. Bias within criminal sentencing is examined to determine prevalence of racial, socioeconomic, age, and gender bias therein. Hierarchy-legitimizing myths result in biases that impact individual perceptions regarding defendant culpability and risk of future crime. Punitive vengeance attitudes predispose individuals to prefer harsh and lengthy criminal sentencing decisions. Personal belief in hierarchy-legitimizing myths and punitive vengeance attitudes are correlated. The direct connections between hierarchy-legitimizing myths and criminal sentencing decisions are not well understood. Some studies suggest a potential bias against low-income individuals in the US criminal justice system. Findings suggest that varied personal attitudes have an outstanding impact on criminal sentencing decisions. To reduce the harm caused by unequal and harsh criminal sentencing decisions, the goals of criminal sentencing need to be systematized and the influence of bias reduced by removing considerations of future crime risk from these decisions."
],
"bibo:degree": [
"professional_project",
"Master of Science in Justice Studies"
],
"BIO:keywords": [
"criminal justice, punitive attitudes, meritocracy"
],
"SKOS:note": [
"Misty Weitzel"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13715",
"dcterms:title": [
"Creating Engagement in a Secondary Mathematics Classroom"
],
"dcterms:creator": [
"Cheyenne Gordon"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"This professional project is an examination of how I, as a secondary mathematics educator, can create more engagement within my classroom. This project aims to present research and conclusions that will assist with increasing knowledge in the field of education to fill the persistent void of student engagement that continues to be referenced as a problem that many educators experience within their classrooms. Although this professional project is specifically examining the subject area of mathematics, the research and conclusions outlined in this project can be universally reviewed and utilized by any subject area teacher or educational professional."
],
"bibo:degree": [
"professional_project",
"Master of Science in Education"
],
"BIO:keywords": [
"engagement, mathematics, education"
],
"SKOS:note": [
"Joshua Schulze",
"Rachel Harrington",
"Gregory Zobel"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13714",
"dcterms:title": [
"Rebuilding Teacher Morale: The Benefits of Integrating Social and Emotional Learning into Core Academics for Educators and their Students"
],
"dcterms:creator": [
"Charly Sturgeon"
],
"dcterms:date": [
"6/14/2024"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"This project examines the impact of situating Social Emotional Learning into the operational curriculum within the elementary school classroom. The context for this project is based in the rural community of the Morrow County School District and addresses the issues related to prioritizing academic standards over social and emotional learning competencies. The purpose of this study is to explore the positive effects of integrated SEL and academic curriculum on student academic performance, problem behaviors, and teachers’ feelings of demoralization. This project makes an effort to address the rising rate of teacher attrition through the implementation of an integrated curriculum that focuses on the education of the whole child. \n\nKeywords: Social/emotional learning (SEL), self-awareness, self-management, social awareness, relationship skills, responsible decision making, student engagement, demoralization, burnout, autonomy, integrated curriculum design"
],
"dcterms:license": [
"CC-BY-NC-ND (attribution, non-commercial, no derivatives)"
],
"bibo:degree": [
"professional_project",
"Master of Science in Education: Early Childhood Education"
],
"BIO:keywords": [
"SEL, Demoralization, Integrated Curriculum Design"
],
"SKOS:note": [
"Josh Schulze",
"Rachel Harrington",
"Cindy Ryan"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13713",
"dcterms:title": [
"Literacy Learning Through Playful Inquiry and Exploration"
],
"dcterms:creator": [
"Carlee A. Quade"
],
"dcterms:date": [
"6/14/2024"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"My professional project details the actions I took to create a new literacy practice in my first grade classroom. I used playful inquiry and exploration to guide my new practice- playful literacy. Students used play to incorporate their ideas into their learning as well as foster an imaginative environment. By using purposeful play, students were able to find many new topics to write and read about. I used many forms of research to determine what would be best for my students and how I could become a better literacy teacher. This project takes place a Title I school in a class of 24 first grade students in Beaverton School District."
],
"bibo:degree": [
"professional_project",
"Master of Science in Education: Reading"
],
"BIO:keywords": [
"early elementary, purposeful play, literacy in K-2"
],
"SKOS:note": [
"Joshua Schulze",
"Andrea Emerson",
"Ya-Fang Cheng"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13712",
"dcterms:title": [
"The Science of Reading in Small Groups: A Professional Development for Teachers"
],
"dcterms:creator": [
"Callie Doerfler"
],
"dcterms:date": [
"6/14/2024"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"As an elementary school teacher, I have noticed that myself and many of my colleagues do not have a firm understanding of how students learn to read. Student reading scores are below 40% on a national, state, and school scale. In response to this, I researched effective small group interventions, as well as the Science of Reading to see what the best practices are for teaching reading; particularly in a small group setting. I used that research to design a Professional Development for the teachers in my school that not only condensed the research, but gave practical strategies for each area of reading."
],
"bibo:degree": [
"professional_project",
"Master of Science in Education: Reading"
],
"BIO:keywords": [
"SOR, interventions, reading small groups"
],
"SKOS:note": [
"Joshua Schulze",
"Chloe Hughes",
"Taylor Kramer"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13711",
"dcterms:title": [
"Using Culturally Diverse Children's Picture Books to Teach Social Emotional Literacy"
],
"dcterms:creator": [
"Brandi Mitchell"
],
"dcterms:date": [
"6/12/2024"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"This project consists of using Culturally Diverse Picture Books to teach Social Emotional Literacy as a contribution to educational reform. The need for Social Emotional Learning is exponential, but the amount of time to teach it is limited. This project demonstrates combining Social Emotional Learning into English Language Arts using Culturally Diverse Picture books to meet the needs of the whole child."
],
"bibo:degree": [
"professional_project",
"Master of Science in Education: Curriculum and Instruction"
],
"BIO:keywords": [
"Curriculum"
],
"SKOS:note": [
"Joshua Schulze",
"Cindy Ryan",
"Anne Ittner"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13710",
"dcterms:title": [
"The Effectiveness of Gender-Specific Treatments for Incarcerated Males and Females with Mental Health Disorders"
],
"dcterms:creator": [
"Bahnafsha Sherzai"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"Gender-specific treatment is a type of treatment that is created or modified in response to a person’s gender, which, when used correctly, can have a positive impact on recidivism rates and reintegration into society for inmates in the criminal justice system. Research has shown that males and females are different in terms of how they experience mental health disorders (Stiawa, 2020) and that females are more agreeable to mental health treatment compared to males (Drapalski et al., 2009; Grella et al., 2009). The purpose of the current study was to examine gender-specific treatment programs for males and females and their effectiveness. A comparative analysis was conducted to show the different treatment programs, their outcomes if they were gender-specific, and the effectiveness of treatment. Ten programs were evaluated, and findings showed that three programs were more effective for female inmates in reducing mental health symptoms and recidivism rates, two programs were more effective for male inmates in reducing drug use, crime rates, and increased mental health stability and one program was equally effective for both males and females by reducing recidivism rates. The other four programs evaluated did not specify a gender-specific approach in their treatment; however, three out of the four programs were effective in reducing mental health symptoms, hospitalization, and community adjustment. These findings are significant because they show how gender-specific treatment should be accessible for both male and female inmates, as they deserve adequate treatment for their mental health disorders. However, more programs should take gender into consideration as the results showed that only six out of the ten programs recognized gender in their treatment."
],
"bibo:degree": [
"professional_project",
"Master of Arts in Criminal Justice"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13709",
"dcterms:title": [
"Availability of Sexuality Education Materials for Incarcerated Adults: Providing Recommendations for a Comprehensive Education"
],
"dcterms:creator": [
"Amanda M. Mooney"
],
"dcterms:date": [
"6/14/2024"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"Sexual literacy is the understanding of sexuality in all areas, from sexual health to anatomy. Adults in custody (AIC) have historically been shown to have low rates of sexual literacy and an abundance of unhealthy sexual habits. Despite this, there is no targeted curriculum to improve the sexual literacy rates or sexual practices of AICs in the United States. This paper aimed to determine any resources that are accessible for AICs to address these concerns. The results showed that there are not many; however, there are targeted research articles discussing how AICs interact with various elements of human sexuality. This paper combined those research articles with human sexuality Open Educational Resources (OER) to create a Comprehensive Sexual Education (CSE) for AICs. This intervention is targeted at young, incarcerated males in the state of Oregon; however, there is abundant possibility to generalize this program to other incarcerated populations. The developed program consists of an informative lecture(s), activities, and discussion questions, all targeted at increasing sexual literacy, improving sexual health, and providing a strong foundation for participants to build strong intimate relationships. Based on the developed curriculum, possibilities for future research, limitations, and recommendations for other programs and policy changes are discussed."
],
"dcterms:license": [
"CC-BY-NC-SA (attribution, non-commercial, share alike)"
],
"bibo:degree": [
"professional_project",
"Master of Arts in Criminal Justice"
],
"SKOS:note": [
"Omar Melchor-Ayala",
"Terry Gingerich",
"Mari Sakiyama"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13708",
"dcterms:title": [
"Implementation of Instructional Methods that Support Development of Reading Comprehension Strategies"
],
"dcterms:creator": [
"Breanna M. Roberts"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"In this project is an application, analysis and critique of implementing multiple teaching methods in order to build students’ skills in reading comprehension strategies and the development of reading comprehension within my classroom. Decisions were informed based on the literature analyzing the effectiveness of Reciprocal Reading, reading comprehension strategies, explicit teaching, and group work. In the design methods of this project, is a creation of a curriculum that is based on the literature and is modeled after the multicomponent teaching method—Reciprocal Reading. In the application of this project, the curriculum was implemented and students learned and practiced reading strategies in small groups. After a review of the data collected, positive growth was shown in group teamwork, understanding of reading comprehension strategies, and reading comprehension."
],
"bibo:degree": [
"professional_project",
"Master of Science in Education: Reading"
],
"BIO:keywords": [
"reading comprehension, comprehension strategies, reciprocal reading"
],
"SKOS:note": [
"Joshua Schulze",
"Melanie Landon-Hays",
"Annie Delbridge"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13707",
"dcterms:title": [
"Teaching Mathematics with A Citizenship Focus"
],
"dcterms:creator": [
"Valeria Romero Prada"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"This document is an action research project that studies a teacher’s growth during one year. The purpose of this document was to examine the use of citizenship education in the mathematics classroom to make learning mathematics relevant to students. The goal was to look at my current teaching practices and improve them to guarantee my students were having relevancy in the classroom. Two specific questions were analyzed through numerous data sources including lesson plans, personal journals, and university feedback. Looking at these data and understanding it was key to improve my teaching and answer my research questions: Why should I include citizenship education in my lessons? And how can I include citizenship education in the mathematics classroom to make it more relevant?"
],
"bibo:degree": [
"action_research",
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"relevant pedagogy, relevancy in mathematics"
],
"SKOS:note": [
"Joshua Schulze",
"Michael Jennings"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13706",
"dcterms:title": [
"Promoting Student Agency and Engagement Through the Use of Inquiry Based Learning in the Science Classroom"
],
"dcterms:creator": [
"Terry Marcey"
],
"dcterms:date": [
"6/1/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"This Action Research Project seeks to determine ways that inquiry based instructional practices can benefit students in the science classroom. The specific research question of this study is: How can inquiry based instructional practices be used as a mechanism to increase student engagement and agency? In this study, I analyzed themes from a variety of artifacts of data that I collected from self-generated sources such as lesson plans and external data sources such as formal observation feedback from my mentors throughout this program. I used a literature search to conduct an analysis of the evidence of inquiry based practices promoting student engagement and learning and student sense of agency. After analyzing the literature I performed a data analysis of the artifacts I collected to determine key themes related to three scientific inquiry practices: asking questions and defining problems, planning and conducting investigations, and developing and using models. I also analyzed the data for themes related to two InTASC teaching standards: Learner Differences and Learning Environments. I sought to answer how I can better connect with my students individually, engage them in meaningful learning tasks that are relevant to their life experiences and cultural backgrounds, and facilitate a greater sense of student agency through providing more choice in the learning tasks that students engage in."
],
"bibo:degree": [
"action_research",
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Joshua Schulze",
"Danny Ortiz"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13705",
"dcterms:title": [
"What is Driving Student Motivation?: Improving Motivation in Physical Education"
],
"dcterms:creator": [
"Sam DuPuis"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"My project aimed to determine how physical educators can help improve student motivation. Looking at motivational theories, student data and personal reflections, I was able to find information that supports theory and research to help students motivation and engagement during classes."
],
"bibo:degree": [
"action_research",
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Physical education, Motivation, Engagement"
],
"SKOS:note": [
"Amber Deets",
"Joshua Schulze",
"Gay Timken"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13704",
"dcterms:title": [
"Inclusion of Students with Autism in Mainstream General Education Classrooms"
],
"dcterms:creator": [
"Robert Michael Redfield"
],
"dcterms:date": [
"6/14/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"This action research project sought to discover which pedagogical practices and strategies were best for students with autism in my sixth grade general education classroom. A review of the relevant literature failed to provide any actionable strategies beyond the generalized, yet ubiquitous, findings that inclusion of students with autism in a general education classroom with their typically developing peers is beneficial to all students in the classroom. In an effort to supplement the gap of knowledge in the extant literature, I subsequently embarked upon a data collection effort in my classroom that, in theory, would help elucidate the nature and efficacy of placing students with autism in a general education classroom. While some students with autism succeeded in a general education classroom, others did not. In order for students with autism to be successfully included in general education classrooms, teachers will need to utilize various pedagogical strategies and create detailed support plans that go beyond a student’s IEP. Likewise, school districts will need to cope with the gap between theory and practice by ensuring sufficient paraprofessional support for each student with autism, while providing teachers and paraprofessionals with the training and tools they need to create the inclusive classroom mandated by law."
],
"bibo:degree": [
"action_research",
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Classroom, Autism, Inclusion"
],
"SKOS:note": [
"Xiaopeng Gong",
"Amy Bowden"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13703",
"dcterms:title": [
"Game On: Boosting Student Engagement in Secondary Social Studies through Gamification"
],
"dcterms:creator": [
"Ricardo Armadillo"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"This action research project explores gamification in a secondary social studies environment. The author examines if adding games to classes increases levels of engagement and interest in the content area. Research has shown that with the appropriate games, engagement levels have substantially grew within the classroom."
],
"bibo:degree": [
"action_research",
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"gamification, social studies, increased engagement"
],
"SKOS:note": [
"Joshua Schulze",
"Tatiana Jenson"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13702",
"dcterms:title": [
"INCREASING STUDENT ENGAGEMENT BY SUPPORTING NEEDS"
],
"dcterms:creator": [
"Raphael F. Concha Garcia"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:language": [
"English, Spanish"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"This project's primary goal was to prioritize students by giving them the resources they needed to assist their social and emotional development and encourage constructive behavior. The normal standards, which are appropriately drafted and governed in accordance with each state or school district, can help teachers achieve this. In order to help students learn Spanish and increase their engagement, this study project examined classroom techniques and procedures in detail while taking into account the students' social environments. Supporting students' behavioral, social, and emotional needs was positively correlated with higher levels of student involvement, according to a number of studies and research projects (Adamson & Lewis, 2017). My objective was to thoroughly examine the process of teaching English as a second language in my classrooms. I attentively took notes and gathered necessary data in order to do this. I used a range of resources, including Vygotsky scaffolding (Nordlof, 2014), to come to relevant findings. Furthermore, I gathered all the data and findings required to carry out an exhaustive analysis. I recorded students' work in groups, pairs, and individually to bolster my research. Lastly, in order to enable a thorough investigation and the formulation of critical conclusions that would benefit all students and teachers, I closely examined the efficacy of the various tactics used. My main objective was to ensure that this research would be of tremendous use to future educators in helping students and addressing behavioral issues related to social and emotional development in our classrooms."
],
"bibo:degree": [
"action_research",
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Cajabamba, Paramonga, North Bend."
],
"SKOS:note": [
"Xiaopeng Gong",
"Dustin Hood"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13681",
"dcterms:title": [
"Exploring the Educational Benefits of Ocarina Instruction: A Focus on Musical Reading Comprehension in Elementary Students"
],
"dcterms:creator": [
"Nikita Williams"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"This research study examined the connection between students' growth in musical reading\ncomprehension and their advancement through the skill set of playing the ocarina. The students\ninvolved were 24 fourth- and fifth-grade students in a blended class in a small rural K-8 school.\nFor six weeks, students learned how to read and play nursery rhymes using their ocarinas to\nuse as a tool to learn the staff notes on the treble clef. Students' other skills during the unit\nwere rhythm reading skills, song recognition, and aural skills, such as repeating songs and scales. They\nperformed a 15-bar melody using standard music notation and using color-coded fingering\ncharts as reference for the notes. The music classes were taught in person, with 30-minute classes\nthree days a week for six weeks. They started their songs during the fourth week and performed\nthem during the last week of the study. Students were asked to submit exit tickets periodically\nduring the study to assess their progress in learning to read notes on the staff and ocarina\nfingerings. We had several playtests and written tests during this time to help identify which\nskills the students had mastered. The findings of the study showed nearly 52% of students could\npass a post-test of 80% or higher of just staff notes knowledge, 14% scored 50%-60%, and 33%\nscored under 60% on their final written assessment. Most students did score above 70% on all\nplaytests, while 30% needed to retake a section of the playtests. The results of the study have\nimportant implications for music teachers."
],
"dcterms:license": [
"CC-BY-NC (attribution, non-commercial)"
],
"bibo:degree": [
"action_research",
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Ocarina, Classroom instruction"
],
"SKOS:note": [
"Xiaopeng Gong",
"Jean Elliot"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13680",
"dcterms:title": [
"Increase Student Engagement in High School Business Classes Through Providing Real-Life Connections to Students"
],
"dcterms:creator": [
"Nadia J. Ceballos McLeod"
],
"dcterms:date": [
"6/14/2024"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"This action research paper aims to “Increase Student Engagement in High School Business Classes Through Providing Real-Life Connections to Students” using bell hook’s engagement pedagogy theory. This study evaluates students' responses to different engagement strategies to promote learning and connect what they learn with their life environment.\nThe data collected during the study show positive results using lesson plans, visuals, videos, games, pair-and-share, and group discussions. A student survey reflected an increase in the levels of positive engagement in classroom instruction, which was a great accomplishment. There was also a definite establishment of connectivity between concepts learned by the students and how they translated them to their real-life environment. As a teacher, I know there is always room for improvement, and we must continue to evolve and grow as our students keep evolving and changing."
],
"bibo:degree": [
"action_research",
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Engagement, Business, Connections"
],
"SKOS:note": [
"Xiaopeng Gong",
"Jennifer Dixon"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13679",
"dcterms:title": [
"A Study of Culturally Responsive Teaching Practices"
],
"dcterms:creator": [
"Melanie Oakes"
],
"dcterms:date": [
"6/14/2024"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"This action research project explores the implementation and impact of culturally responsive teaching practices in a high school English Language Arts classroom. The purpose of this project is to study how relevant content and application and if it motivates students to connect and engage in class. The methodology of this project is reflecting on classroom artifacts such as observation data, personal journals, and instructional materials. The findings were a mix of positive student responses to content they could personally engage with and relate to, but it did not significantly affect student output or motivation for completion of work."
],
"bibo:degree": [
"action_research",
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Culturally responsive teaching, culturally relevant teaching, motivation and engagement"
],
"SKOS:note": [
"Joshua Schulze",
"Brandis Piper"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13678",
"dcterms:title": [
"Bravery in Teaching: Climate Science Reality"
],
"dcterms:creator": [
"Mel Spring"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"In an era where the impacts of climate change are increasingly\nundeniable, the need to cultivate environmental stewardship and critical thinking\namong students has never been more pressing. This action research project,\ntitled \"Bravery in Teaching: Climate Science Reality,\" aims to explore and\nevaluate the integration of climate science into the middle school curriculum,\nwith a specific focus on 7th-grade students. The project is driven by the\nhypothesis that a comprehensive understanding of climate science, when woven\ninto the fabric of everyday learning, can empower students with the knowledge,\nskills, and attitudes necessary to navigate and address the complexities of the\nglobal climate crisis."
],
"bibo:degree": [
"action_research",
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Climate change, integration with lessons, middle school"
],
"SKOS:note": [
"Marie LeJeune",
"Michael Jennings",
"Joshua Schulze"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13677",
"dcterms:title": [
"Using a Multi-Genre Approach to Teaching Literature: Enhancing Motivation and Engagement"
],
"dcterms:creator": [
"Maya Hatton"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"(project does not require an abstract) This project was to learn more about how a multi-genre approach to teaching literature would influence student engagement and motivation. The results were that not all students are the same, nor do they have the same needs in the classroom. My conclusions from this project was that teacher reflection is essential for student growth, and that dynamic texts and points of view always need to be provided during learning segments to amplify the overll quality of learning in a classroom."
],
"bibo:degree": [
"action_research",
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"multi-genre literature, motivating students, individualized education"
],
"SKOS:note": [
"Joshua Schulze",
"Tracy Velez"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13676",
"dcterms:title": [
"Reading Motivation in Students"
],
"dcterms:creator": [
"Mary Driskell"
],
"dcterms:date": [
"6/14/2024"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"In my action research project, I will ask the following question: As a new teacher, how can I utilize book clubs for students who often have trouble reading any assigned books given out by their English Language Arts teachers? Book clubs consist of groups of 4 to 5 students who discuss what book they are reading by answering questions prepared by the teacher and any questions a student is curious about answering based off of the book they are reading. The purpose of this project is to examine the effectiveness of book clubs, and the goal is to help students discuss what they are reading with their book club groups. This goal ties to InTasc Standards #2 and #8, which will be discussed at length in this project. \nSo, book clubs are a classroom technique I implemented to help meet the needs of all my students. I learned how book clubs are a great way to encourage collaboration amongst students. As a new teacher, I was able to utilize book clubs in my 8th grade English Language Arts class by helping students to work together to solve difficult or subjective questions on their discussion handouts. My project focuses on the novel Animal Farm written by George Orwell."
],
"bibo:degree": [
"action_research",
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Reading Motivation, Motivation, Book Clubs"
],
"SKOS:note": [
"Joshua Schulze",
"Laura Kolodziejczak"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13675",
"dcterms:title": [
"A Place for Everyone: Exploring Diversity, Inclusivity and Culturally Relevant Pedagogy in the Theatre Classroom"
],
"dcterms:creator": [
"Madeline Williams"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"This Action Research Project focuses on the year I spent as a teacher candidate in the theatre department that offered class to students in grades 9 through 12. I primarily explored the diversity in theatre curriculum and reflected on my own inclusive practices and implementation of Culturally Relevant Pedagogy. Through the analysis of collected artifacts I have been able to reflect on the initial design of my curriculum, lesson plans and activities and how they can be improved when implemented and taught in the classroom. I can conclude that the framework is present throughout my curriculum and lesson plans but only at an initial level. There are many missed opportunities that would have allowed for deeper connections to the student’s interests and ideas when looking at performance styles and patterns across them. I have to find the balance between fostering positive rapport with my students and asking them to engage with their outside interests in the classroom. I can also conclude that there is the opportunity for students to be exposed to diverse theatre practitioners but that as a leader in the classroom I need to make more intentional space to discuss their work and its importance in both historical and modern forms of theatre."
],
"bibo:degree": [
"action_research",
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Theatre, Curriculum, Diversity"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13674",
"dcterms:title": [
"Implementing Inquiry-Based Learning in Social Studies"
],
"dcterms:creator": [
"Lindsey Shriner"
],
"dcterms:date": [
"6/14/2024"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"This research paper examines the instructional strategies and student outcomes of\ninquiry-based learning (IBL) in social studies. The desired student outcome is to increase student\nengagement in social studies. When considering my research question, I came to the conclusion\nthat I would like to find how to implement inquiry-based learning to raise perceived value, or\nrelevance, as a way to increase engagement, in my students’ relationship with social studies. In\nconnection with the INTASC standards, this question responds to standard #8: Instructional\nStrategies. I often find that students do not enjoy social studies and I think that a large part of the\ndisdain for it is that people find it irrelevant and removed from their lives. I find that social\nstudies is the exact opposite; it is exactly the point, to study and learn about the historical events\nthat led us to our current and future moments. In integrating more inquiry-based learning,\nstudents not only improve their awareness in life, but are allowed the option to dive into their\nown curiosities and make history and the world around them more relevant.\nFindings of the study showed there was an increase in student engagement in the content\nthrough the implementation of inquiry-based learning instruction. This was due to an increase in\nstudent responsibility and decision-making in their learning, as outlined in the principles of\ninquiry-based learning. Student engagement increased with less structure placed on the\ninstruction and when students were asked to think more critically and engage with the content.\nThrough integrating more inquiry-based learning, students not only improve their awareness in\nlife, but are allowed the option to dive into their own curiosities and make history and the world\naround them more relevant."
],
"bibo:degree": [
"action_research",
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"inquiry-based learning"
],
"SKOS:note": [
"Xiaopeng Gong",
"Tyler Bentley"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13673",
"dcterms:title": [
"Breaking Barriers: A critical exploration of race, curriculum, and inclusivity"
],
"dcterms:creator": [
"Lindsey Rivenes-Howard"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"This action research project explores the intersection of teaching practices, inclusivity, and diverse perspectives within the classroom environment. Grounded in the standards outlined by the Council of Chief State School Officers' InTASC Model Core Teaching Standards and an in-depth analysis of Critical Race Theory, the project aims to evaluate and adjust instructional methods with the classroom to ensure equitable representation and foster inclusive learning environments. Through assessment and reflection, the project addresses implicit biases, promotes fair representation for all students, and integrates diverse perspectives into classroom discussions and learning materials. The findings from this research inform a comprehensive approach to teaching that prioritizes cultural responsiveness and empowers students to engage meaningfully with content and discourse, while presenting a path for continual growth and improvement. Ultimately, this project underscores the importance of continual reflection and adaptation in promoting student success and cultivating a positive and inclusive educational experience."
],
"bibo:degree": [
"action_research",
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Critical Race Theory"
],
"SKOS:note": [
"Joshua Schulze",
"Mair LeJeune"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13672",
"dcterms:title": [
"Critical Media Literacy Instruction in the Secondary Classroom"
],
"dcterms:creator": [
"Lance Lilly"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"This paper documents an action research project performed by the author in pursuit of a Master of Arts in Teaching. The purpose of this project was to provide data for analysis and reflection to help refine and improve the author’s teaching practice. The action research was conducted in a high school social studies course, and focused on evaluating the success of various critical media literacy instruction strategies in a secondary classroom. The project utilized scholarship and literature examining critical media literacy, specifically, as it pertains to adolescents and their education. Three questions were developed to analyze and evaluate the research data: (1) What tasks interest and engage the students? (2) Which tasks allow students to practice and demonstrate critical analysis? (3) How can the importance and relevance of critical media literacy be effectively communicated to students? The results of the analysis and evaluation of the data sources were used to develop specific recommendations and revisions for the author’s future instruction of critical media literacy."
],
"bibo:degree": [
"action_research",
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"critical media literacy, critical analysis"
],
"SKOS:note": [
"Joshua Schulze",
"Amy Bowden"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13671",
"dcterms:title": [
"Songwriters in the Round: Centering Student Voices and Decolonizing Curriculum in the Secondary Music Classroom"
],
"dcterms:creator": [
"Kevin Fox"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"Engaging students’ personal and cultural background and interests are crucial components of effective pedagogy and curriculum, especially as educators aim to improve the equity and accessibility of music courses. Utilizing the unique funds of knowledge students bring to the classroom has become a critical aspect of lesson planning and assessment for teachers across content areas. In this action research project, I aim to analyze how I engage student background and interests in traditional and non-traditional secondary music courses. My findings suggest that while I was successful in implementing student funds of knowledge and engaging both formal and informal content knowledge, the methods and purpose of each differed across traditional and non-traditional music courses. While a transformative approach to teaching inspired my planning and assessment, there is still more to be done for spreading more accessible forms of music education and teaching from unique cultural viewpoints."
],
"dcterms:license": [
"CC-BY-NC (attribution, non-commercial)"
],
"bibo:degree": [
"action_research",
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"culturally relevant pedagogy, universal design of learning, music education"
],
"SKOS:note": [
"Joshua Schulze",
"Silas Hassrick"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13670",
"dcterms:title": [
"An Investigation On The Effects Of Culturally Relevant Pedagogy On Low-Income Rural Students In The Science Classroom"
],
"dcterms:creator": [
"Jesse McMillin"
],
"dcterms:date": [
"12/1/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"This action research investigates the effects of Gloria Ladson-Billings’ Culturally\nRelevant Pedagogy (CRP) framework on the academic outcomes of low-income rural students in a science classroom. CRP is a conceptualization of teaching that emphasizes three major themes: the commitment to student academic growth, the development of students cultural competence, and the cultivation of critical sociopolitical awareness. Through a four-week unit on the Sun-Earth-Moon system, this research examines how integrating CRP principles can enhance student engagement, promote academic growth, and connect key subject matter to students’ lives. This research was conducted in a Title 1 rural middle school in a classroom of sixteen 8th-grade students of diverse backgrounds academic needs and backgrounds. Findings from this research suggest that culturally relevant teaching strategies, such as incorporating indigenous storytelling and multimodal learning activities, significantly improve students’ interest and understanding of key scientific concepts. This research highlights the importance of CRP in addressing the unique challenges faced by low-income students and provides insight into how this framework translates from urban settings into a rural context."
],
"dcterms:license": [
"CC-BY (attribution)"
],
"bibo:degree": [
"action_research",
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Culturally Relevant Pedagogy, Science Teaching, Low-income Learners"
],
"SKOS:note": [
"Xiaopeng Gong",
"Tana Garcia"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13669",
"dcterms:title": [
"The Use of Technology Guided by the SAMR Model in the World Language Classroom to Increase Student Engagement"
],
"dcterms:creator": [
"Jenny Workman"
],
"dcterms:date": [
"6/14/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"This research paper explores the implementation of technology in the Spanish classroom\nand if the use of technology increases student engagement. As I planned lessons, I used the\nSAMR Model developed by Rueben Puentedura to guide my decisions on when and what type of\ntechnology to use to deepen student learning and increase engagement. My research question\nguiding my study is: Does the appropriate use of technology increase student engagement in the\nhigh school world language classroom? What types of technology do the students benefit from\nthe most? In my lessons, I used several forms of technology: Google Slides, Kahoot, Quizlet,\nBlooket, YouTube videos, Book Creator, recorded student interviews, Google Earth, and various\nwebsites like myspanishplans.org and Google images. I also explored ChatGPT to create several\nlessons. . As I collected data during the four-week period, I studied two groups of students in a\nSpanish 1 high school classroom. I measured three different types of engagement, behavioral,\ncognitive, and emotional. I also kept a teaching journal for observations, highlighted areas in my\nlesson plans where I used the SAMR Model to guide my planning, and at the conclusion of the\nstudy, I gave a student survey to obtain student feedback. The results showed that using\ntechnology in the classroom increases student engagement. Findings of the study should\nencourage other teachers to implement technology in the world language classroom.\nKeywords: world language, technology, SAMR Model, engagement"
],
"bibo:degree": [
"action_research",
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Xioapeng Gong",
"Dana Loso"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13668",
"dcterms:title": [
"Traditional VS. Suzuki Method: Which Method Of Teaching Is More Effective for Beginning Strings"
],
"dcterms:creator": [
"Gregory Eggleston"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"This research paper dives into the differences between the Suzuki method, and the Traditional method of teaching beginning strings in a public school setting. The literature included professional insights on both teaching methods, as well as activities and strategies used within each teaching method that previous teachers have used to find success. The literature also covered building lesson plans and effective pacing for music instruction. Through reading the literature I discovered that the core of the Suzuki Method in the beginning stages is largely focused on teaching/learning by ear, and the core of the traditional method is learning through reading musical notation. Therefore, I crafted lesson sequences, exit tickets, and analysis documents to understand these two teaching methods and how they affected my classroom instruction, and the student’s education. My goal was to improve each student’s ear for intonation. It was found that using the Suzuki method that students were more likely to focus on the intonation and their finger placement rather than the notes they were playing. When learning using the Traditional method, students were less focused on intonation and more focused on the note names in the book. This resulted in less consistent intonation when using the traditional method. At the end students were also asked which style they preferred learning in, and 10/16 students stated that they would rather learn using the traditional method even though their intonation was not as strong. I recommend that all teachers start their beginning strings classes by teaching students by ear, before moving into the traditional method. This way, students get a stronger foundation of intonation before they get distracted while reading musical notation."
],
"bibo:degree": [
"action_research",
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Xiaopeng Gong",
"Richard Greenwood"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13667",
"dcterms:title": [
"BREAD AND ROSES: ON THE POWER OF CLASS STRUGGLE UNIONISM FOR TEACHERS AND STUDENTS IN THE 21ST CENTURY"
],
"dcterms:creator": [
"Geovanny Tolentino"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"This paper is an action research project that examines the efficacy of an English Language Development teacher’s strategies to promote class struggle unionism and socialist theory in the classroom. The study also explores the implications of pursuing such a pedagogy. Is it effective? Is it professional? Do other educators view it as worthwhile? Is this approach reconcilable with a standards-based, inquiry-oriented curriculum? The research focuses on the teacher’s instructional methods in one designated ELD class. The educator, who has been teaching for two and a half years on a restricted license, specifically hoped to explore the efficacy of strategies in regards to Multilingual Learners of English (MLEs), who he saw as among the most exploited groups in a capitalist organization of the economy. After teaching his lessons and reviewing data samples, the teacher concluded that students are capable of learning dense concepts derived from socialist theory, including class formation, class struggle, and class struggle unionism. The most effective ways to accomplish this include sheltered strategies, multicultural representation, and open-ended discussion. A full chronology of the paper includes a philosophy of education, literature review, research methods, the presentation of findings, and a conclusion."
],
"bibo:degree": [
"action_research",
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"class struggle, pedagogy, unions, labor movement, Multilingual Learners of English, strikes"
],
"SKOS:note": [
"Joshua Schulze",
"Kenneth Carano"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13666",
"dcterms:title": [
"Supporting Students Mental and Emotional Well-being through the Implementation of Social Emotional Learning"
],
"dcterms:creator": [
"Garrett Netter"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"Social Emotional Learning is a strategy that has been at the forefront of new academic\npractices throughout the United States and the world. The inclusion of Social Emotional\nLearning into the classroom can greatly aid students in their lasting endeavors in many aspects such as students cognitive ability (Brackett and Rivers, 2014), many of the life skills needed for students' futures (Brush et al., 2021) and helps students develop and better understand their social, emotional and mental health (Domitrovich et al., 2022) . This research examined the effects of integrating SEL practices to social studies teaching in high school classrooms. Results showed that there was a slight difference between the class that had Social Emotional Learning implemented and the class that did not."
],
"bibo:degree": [
"action_research",
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Social Emotional Learning"
],
"SKOS:note": [
"Xiaopeng Gong",
"Ryan McCormack"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13665",
"dcterms:title": [
"Teaching with Culturally Sustaining Music in the Elementary Music Classroom"
],
"dcterms:creator": [
"Elijah A. Thompson"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"In this project, I am investigating the impact of using repertoire and instruments from non-American countries to teach elementary music. I am exploring how students learn better or worse or differently by using materials from America versus from other countries. Some music or instruments will be from cultures the students are already familiar with or a part of, and others will be from cultures that they have not experienced much of before."
],
"bibo:degree": [
"action_research",
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Culturally Sustaining, World Music"
],
"SKOS:note": [
"Joshua Schulze",
"Rich Hernández"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13664",
"dcterms:title": [
"Fostering in the 21st Century Technology in the High School English Language Arts Classroom"
],
"dcterms:creator": [
"Baylee Groom"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"My ARP is over using technology in the classroom. I focused on how much that technology is used in classrooms, who is more likely to use technology in their classroom and the different ways of providing students with access to technology. Technology isn't something that is going away. It is always going to be advancing for the better which means it is up to the teachers to help equip our students with those skills. The students who are born in this generation and generations to come are going to be expected to use this technology in their workspace when they graduate. If they are not taught how to use it now they will be behind where their employers want them to be. This is why it is up to the teachers and schools to reflect on their teaching and figure out new and innovative ways of bringing technology into the classroom."
],
"bibo:degree": [
"action_research",
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Digital Natives, Infographic, InTASC"
],
"SKOS:note": [
"Joshua Schulze",
"Anna Grewe Davey"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13663",
"dcterms:title": [
"Responsibly Performing Music From Diverse Cultures"
],
"dcterms:creator": [
"Anna C. Smoll"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"ABSTRACT This Action Research Project explores culturally responsive teaching practices in secondary choral education. This capstone project explores my teaching philosophy and examines resources for responsibly performing diverse cultural music. Research methods include a survey of my choral music library and my last three years of choral music programming to analyze the diversity of countries, cultures, and languages represented. Findings reveal trends of overrepresented White and Western choral music with opportunities for inclusion in many areas. Keywords: Music Education, Diversity in Music Education, Culturally Responsive Music Education"
],
"bibo:degree": [
"action_research",
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Music Education, Diversity in Education, Culturally Responsive Education"
],
"SKOS:note": [
"Joshua Schulze",
"Danika Locey"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13662",
"dcterms:title": [
"Teaching Business Education and Career and Technical Education to Diverse Learners"
],
"dcterms:creator": [
"Abraham Diaz"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, 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."
],
"dcterms:abstract": [
"In this action research project, the topic will discuss teaching business education and other Career and Technical Education (CTE) fundamentals and literacy to diverse or multilinguistic students. The year-long research will divide the project into five chapters, an introduction, annotated bibliography, the project design, findings, and project reflection. The goal of the project is to discover the causes of diverse students not wanting to enroll in CTE coursework, such as business literacy courses. With the identified goal, it articulated three questions that will be answered. The first question will determine how I am going to provide instructional support for my diverse students choosing to participate in a business literacy or Career and Technical Education (CTE) fundamentals course? Another question will be what various methods would I offer in my culturally responsive classroom to my students? The last question will reveal where I have the ability to decrease the discontinuity existing for my diverse students in a business literacy class? The questions will be answered with scholarly articles by subject matter experts, data collections, and other evidence to support my claims."
],
"bibo:degree": [
"action_research",
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"CTE, diverse students"
],
"SKOS:note": [
"Joshua Schulze",
"Jonathan Hohm"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13643",
"o:resource_class": "dctype:MovingImage",
"dcterms:title": [
"Living History II: The Middle Years 1911-1982"
],
"dcterms:creator": [
"WOU Digital Production Services",
"Deborah Rezell"
],
"dcterms:description": [
"WouTV presents Living History II: The Middle Years 1911 to 1982, featuring host Professor Henry Hughes, Professor Emeritus Gary Huxford and several key members of the Western Oregon campus community. This video chronicles the growth and development of Western Oregon University from its reopening as Oregon Normal School in 1911 to the end of Gerald Leinwand’s administration and was funded by a grant from the WOU Foundation. Recorded May 2024."
],
"dcterms:date": [
"2024-06-28"
],
"dcterms:type": [
"Image; MovingImage"
],
"dcterms:identifier": [
"video062824"
],
"dcterms:rights": [
"In copyright",
"https://rightsstatements.org/page/InC/1.0/?language=en"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13641",
"dcterms:title": [
"2024 Academic Excellence Showcase Proceedings"
],
"dcterms:date": [
"2024-05-30"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"aes_2024"
],
"dcterms:language": [
"eng"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13638",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"Toward More Equitable Interpreter Training"
],
"dcterms:creator": [
"Sara Pressler Yurkovic"
],
"dcterms:subject": [
"American Sign Language",
"diversity",
"interpreting"
],
"dcterms:date": [
"3/22/2024"
],
"dcterms:type": [
"Text",
"Image; StillImage"
],
"dcterms:identifier": [
"grad_051324b"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 3/29/2024, 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": [
"The demographics of ASL-English interpreters in the U.S. do not align with those of the American deaf population or of the U.S. population in general, with most interpreters being White, cisgender women. This discrepancy can leave consumers of interpreting services without culturally or experientially appropriate interpreting services and means that the field of interpreting is not generally welcoming to those outside of the current norm. Former interpreting students were surveyed and interviewed regarding their experiences in interpreter training programs. Participants were asked about the resources, strategies, and topics they had access to or desired as a part of their education, as well as interactions or experiences that hindered their success. In this paper, the strategies noted as helpful to a marginalized interpreter’s development are identified. These methods are shared as suggestions to interpreting faculty and staff as they seek to make their interpreting programs more equitable for all students."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney",
"Grace Casanova-Artl",
"Royce Carpenter"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13636",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"Imposter Syndrome, Confidence, Self-Talk, Oh My! The Benefits of Positive Self-Talk for Interpreters"
],
"dcterms:creator": [
"Jenna M. Vascimini Protheroe"
],
"dcterms:subject": [
"American Sign Language",
"interpreting",
"imposter syndrome"
],
"dcterms:date": [
"3/1/2024"
],
"dcterms:type": [
"Text",
"Image; StillImage"
],
"dcterms:identifier": [
"grad_051324a"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 3/29/2024, 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": [
"During my journey toward becoming an interpreter, I have discovered the complex relationship between confidence and imposter syndrome. This connection has had a strong impact on my short history as an American Sign Language (ASL)/English interpreter. In this action research project, I collected and analyzed data on the effects of positive self-talk before, during, and after interpreting jobs, and how this mindfulness can boost confidence, thereby decreasing imposter syndrome symptoms among interpreters. These data were collected via my personal journal over the course of nine months. Additionally, I discovered the effects of negative self-talk, and how that has impact as well. The goal of this action research was to shed light on the importance of positive self-talk for increasing confidence and self-esteem and for reducing imposter syndrome among interpreters."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney",
"Amanda Smith"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13627",
"o:resource_class": "dctype:Image",
"dcterms:title": [
"Jay Kenton"
],
"dcterms:description": [
"Interim WOU president Jay Kenton poses in front of a bush."
],
"dcterms:date": [
"2020"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka_032724b"
],
"dcterms:rights": [
"Copyright not evaluated.",
"http://rightsstatements.org/vocab/CNE/1.0/"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13625",
"o:resource_class": "dctype:Image",
"dcterms:title": [
"Jesse Peters"
],
"dcterms:description": [
"WOU President Jesse Peters sits at a desk in the president's office."
],
"dcterms:date": [
"2023"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka_032724a"
],
"dcterms:rights": [
"Copyright not evaluated.",
"http://rightsstatements.org/vocab/CNE/1.0/"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13622",
"o:resource_class": "dctype:StillImage",
"dcterms:title": [
"2003 Drag Queen"
],
"dcterms:subject": [
"Drag",
"Queen",
"Show",
"LGBT"
],
"dcterms:description": [
"Drag Queen at Western Oregon University's 2003 Drag Show. Hosted by the Triangle Alliance, this fundraising event aimed to raise money for an LGBT Resource Center on campus.\n(72dpi, pixel dimensions- width: 1200, height: 1792)"
],
"dcterms:date": [
"2003-01-29"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"Omeka/13622"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 03/21/2024, the copyright for this item has not been investigated by Hamersly Library.\nhttp://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13620",
"o:resource_class": "dctype:StillImage",
"dcterms:title": [
"Hawaii Club Dancers"
],
"dcterms:subject": [
"Hawaiian dancing",
"Hawaii club",
"Dance"
],
"dcterms:description": [
"Hawaii Club dancers.\n(600 dpi, pixel dimensions- width: 2962, height: 2355)"
],
"dcterms:date": [
"~1970s"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"Omeka/13620"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 03/20/2024, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13618",
"o:resource_class": "dctype:StillImage",
"dcterms:title": [
"J.B.V Butler Portrait"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"J.B.V Butler",
"Joseph Varnum Bradly Butler",
"ONS",
"Oregon State Normal School"
],
"dcterms:description": [
"Joseph Bradly Varnum (J.B.V) Butler portrait.\n(600 dpi, pixel dimensions- width: 2448, height: 2952)"
],
"dcterms:date": [
"~1922"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"Omeka/13618"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 03/12/2024, the copyright for this item has not been investigated by Hamersly Library.\nhttp://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13616",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"Fostering Latine Leadership in Organizations"
],
"dcterms:creator": [
"Priscila España"
],
"dcterms:subject": [
"leadership",
"ethnic diversity"
],
"dcterms:date": [
"2023"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"honors_20240228"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 02/28/2024, 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/"
],
"dcterms:abstract": [
"Despite recent efforts to diversify higher education and government, there is still an underrepresentation of ethnic diversity at these institutions and organizations, particularly regarding leadership. As leadership skills become more prevalent in various organizations, and given the impact these institutions have on society, it is imperative that organizations make an effort to foster leadership development for Latines and other marginalized communities. Through the examination of five books on leadership, a personal reflection of my own experiences in leadership, and a final reflection of my future in leadership, the goal of this project is to provide Latine students wanting to become leaders, and organizations looking to foster Latine leadership, with the resources and knowledge to do so."
],
"bibo:degree": [
"Undergraduate Honors Thesis/Project"
],
"VIVO:departmentOrSchool": [
"Honors"
],
"SKOS:note": [
"Emily Plec"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13611",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"Impact of Exposure to Type of Instagram User on Self-Esteem of Young Adults: An Experimental Study"
],
"dcterms:creator": [
"Claire Elise Ann Grieb"
],
"dcterms:subject": [
"Instagram",
"Self-esteem"
],
"dcterms:date": [
"2022-12-15"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, 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/"
],
"dcterms:abstract": [
"The current study examines the effects of social media on self-esteem, comparing the impact of Influencers compared to typical individual postings. It was hypothesized that self-esteem scores would decrease for participants shown “Influencer” photos from high-profile accounts with over 10,000 followers or more, compared to exposure to “typical” accounts with less than 1,000 followers. Participants included 96 college students including 81 women, 12 men, and three non-binary individuals, ranging in age from 18-54 years (M age = 23.21 years, SD= 8.46). Participants were asked to complete the Rosenberg Self-Esteem Test (Rosenberg, 1965) before and after being randomly assigned to view “Influencer” or “typical” photos. Contrary to predictions, individuals exposed to influencer photos did not show decreases in self-esteem more so than individuals exposed to typical photos Mixed ANOVA F (1, 94) = .13, p > .05, η2 = .00. The current study showed that exposure to influencer photos did not decrease self-esteem."
],
"bibo:degree": [
"Undergraduate Honors Thesis"
],
"VIVO:departmentOrSchool": [
"Honors"
],
"SKOS:note": [
"Chehalis Strapp"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13608",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"The Impact of Studying Abroad on Language Acquisition"
],
"dcterms:creator": [
"Skyler Hanson"
],
"dcterms:subject": [
"study abroad",
"language acquisition"
],
"dcterms:date": [
"Jun-23",
"2023-06-15"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, 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/"
],
"dcterms:abstract": [
"As a student with former study abroad experience I can appreciate some of the many positives and negatives to learning another language through study abroad. In my opinion, studying abroad is one of the best ways to learn a second language because it immerses the learner in the language and surrounds them with lots of native speakers who can help with learning the language quickly and effectively. Language acquisition, host families, and active communication in a second language are all directly related to studying abroad and will all be examined through a variety of sources and studies. Language acquisition shows the academic advantages a person has gained from studying abroad because it indicates the capacity the person has to perceive and comprehend the language. In this experiential learning project, I will focus on my own experience studying abroad, comparing it with research from experts in the field. Studying abroad has such a large impact on language acquisition because the student is immersed in the language and culture, and because of that is able to experience benefits that will be highlighted through my own study abroad experience."
],
"bibo:degree": [
"Honors Thesis"
],
"SKOS:note": [
"Claudia Costagliola"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13607",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"Labeling In The Queer Community: Does it Cause More Harm Than Good?"
],
"dcterms:creator": [
"Sharon Mann"
],
"dcterms:subject": [
"identity",
"exclusion"
],
"dcterms:date": [
"Jun-23",
"2023-06-15"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, 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/"
],
"dcterms:abstract": [
"Since the legalization of same-sex marriage in the United States in 2015, there has been a paradigm shift in views from the LGBT community toward the usage of labels to define one's sexual identity or gender identity. Many factors could be behind why some individuals feel that labels are helpful and some do not, such as one's background. Factors such as socioeconomic background, ethnicity, cultural identity, gender, and even age can be attributed to the divide in viewpoints, which has, in turn, caused a divide within the community. This divide has caused debate over many topics within the LGBTQIA+ community, causing some individuals to feel excluded because of their views on label usage. This paper will examine the viewpoints within the LGBTQIA+ community toward the usage of labels. I will evaluate the extent of the discourse with the community, seeking to determine whether label usage is due to factors such as individuals' backgrounds or something else. Then I will use the evidence I have found from my sources to attempt to explain the main factors behind why people are so divided on the topic of label usage within the LGBT community. At the end of my paper, I hope to understand better and explain why some people find labels beneficial while others might find them harmful and what we can learn from those reactions."
],
"bibo:degree": [
"Honors Thesis"
],
"SKOS:note": [
"Dana Schowalter"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13586",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"Teaching Empathy Through Children’s Literature: A Birthday Party for Weasel"
],
"dcterms:creator": [
"Savannah Jossi"
],
"dcterms:subject": [
"conflict resolution",
"children's literature"
],
"dcterms:date": [
"Jun-23",
"2023-06-15"
],
"dcterms:type": [
"Text",
"Image;Still Image"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, 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/"
],
"dcterms:abstract": [
"In recent years, the tensions between opposing groups, whether political, ideological, religious, or otherwise, have grown increasingly more contentious. Any realist must accept that those with rival ideologies cannot agree on everything, however, that does not mean that they cannot strive for peaceful coexistence. This is a lesson that must be taught to younger generations if we ever hope to overcome these conflicts that divide us. The beginning of this journey is an increase in empathy, an endeavor which I will contribute to with a children’s book that teaches the importance of finding common ground with those whom it might seem most difficult to do so. This book will be based on research of empathy and the impact that children’s literature has on young minds. I will be designing characters and scenarios that will provide children with an example of a conflict that they may be able to recognize from their own experiences. The illustrations that I create for the story will not only support this storyline, but emphasize the emotional states of the characters so that readers are better able to empathize with their situation. My work will result in a picture book designed to exemplify to children how they can empathize with others and use that ability to resolve conflict."
],
"bibo:degree": [
"Honors Thesis"
],
"SKOS:note": [
"Marie LeJeune"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13585",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"The Ethical Implications of CRISPR/Cas Technology"
],
"dcterms:creator": [
"Sabrina Sam"
],
"dcterms:subject": [
"gene editing",
"ethics"
],
"dcterms:date": [
"Jun-23",
"2023-06-15"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, 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/"
],
"dcterms:abstract": [
"A fairly new and prevalent medical treatment is known as CRISPR/Cas, which utilizes enzymes to edit genes within a patient to help alleviate symptoms of a disease, or even cure it. These new ways of treatment are viewed as less harmful in the long run because there are fewer risks compared to traditional treatments of genetic larger diseases. However, the ethics behind this treatment are divided. Many believe there should be no gene-editing human intervention when it comes to treating diseases; others think it is a viable option for those who truly need it. In addition this technology is currently very expensive. This gives rise to ethical questions about the equity of its use and the fair access of this technique to all socioeconomic groups within our society. Furthermore, there are other potential unethical uses of this technology such as for personal enhancement or for the creation of designer babies (i.e. picking and choosing which features will appear in offspring) that have ethical implications."
],
"bibo:degree": [
"Honors Thesis"
],
"SKOS:note": [
"Patricia Flatt"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13584",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"The Roles and Responsibilities of Adults in Youth Extracurricular Activities"
],
"dcterms:creator": [
"Neil Zimmerly"
],
"dcterms:subject": [
"extracurricular programs",
"child development"
],
"dcterms:date": [
"Jun-23",
"2023-06-15"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, 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/"
],
"dcterms:abstract": [
"After-school activities have many confirmed benefits for students of all ages. Solid programs can help kids find lifelong passion or help them stay in the classroom. Unfortunately, not all programs are well run and the kids do not have the ability to change their environment. That means the responsibility for running an effective program for kids falls upon the adults in charge. Numerous studies have already shown the positive benefits of extracurricular programs. This thesis explores some of the ways that parents, coaches, mentors, teachers, and other facilitators can foster positive relationships with children and create an environment that encourages growth and development."
],
"bibo:degree": [
"Honors Thesis"
],
"SKOS:note": [
"Kenneth Carano",
"Marcus Wenzel"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13583",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"Fewer Managers, More Leaders"
],
"dcterms:creator": [
"Micah McLeish"
],
"dcterms:subject": [
"management",
"leadership"
],
"dcterms:date": [
"Jun-23",
"2023-06-15"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, 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/"
],
"dcterms:abstract": [
"There are thousands of books and articles claiming to have the answers to the correct paths of leadership. My goal in this project has been to create a leadership portfolio that models what I have experienced and learned from others to be the best leadership qualities for a physical therapy business. I began by compiling and reading five core texts, focusing on the factors of leadership I identified as most important, including decisiveness, resilience, model leadership, and empathy. Besides these core texts, I gained insight from my own experiences and from discussing leadership values with people in positions of leadership at my jobs. These two channels of information culminate in a final section on future leadership opportunities and some concluding remarks on the ways – and mindset – that could help anyone become a great leader."
],
"bibo:degree": [
"Honors Thesis"
],
"SKOS:note": [
"Jeffrey Armstrong"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13582",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"The Relationship Between Mental Illness’ “Invisible” Phenomena vs. the “Visible” Disability: A Scientific Study"
],
"dcterms:creator": [
"Mariana Contreras"
],
"dcterms:subject": [
"discrimination",
"mental illness"
],
"dcterms:date": [
"Jun-23",
"2023-06-15"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, 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/"
],
"dcterms:abstract": [
"The study aims to determine if there are stigmas and/or discrimination elicited on individuals with a mental illness, a physical disability, or both, and to determine whether individuals face stigma and discrimination at the same level (frequency and amount). A prominent emphasis was placed on whether individuals will be more likely to have a bias toward something visible (physical disability) compared to something invisible (mental illness). There was a mean age of 22.61 (SD=7.15), and data was obtained from 55 individuals (41 females, 10 males, and 4 non-binary/third gender). The participants were randomly assigned to read a vignette with an assigned picture and then completed a “Perceptions,” “Social Attitudes,” and “Attitudes” Questionnaire. One-way ANOVA’s were used in order to conclude that there was not a significant difference in perceptions (stigma) & attitudes; F(3,49)=.184, p=.907; F(3, 49)=.356, p=.785. However, there were significant differences for the social attitudes questionnaires: F(3,27)= 4.021, p=.012. These findings suggest that there could be a decrease in stigmas and attitudes towards individuals with mental illnesses and physical disabilities in some areas while suggesting there are still negative social attitudes that need to be addressed in other areas. This study suggests that further research on their similarities and differences should be conducted to understand what stigmas individuals face, and how these stigmas can be tackled."
],
"bibo:degree": [
"Honors Thesis"
],
"SKOS:note": [
"Brent King"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13581",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"The Impact of the Language of Background Music on Information Retention"
],
"dcterms:creator": [
"Mardee Willman"
],
"dcterms:subject": [
"information retention",
"music"
],
"dcterms:date": [
"Jun-23",
"2023-06-15"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, 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/"
],
"dcterms:abstract": [
"Previous studies on information retention in the presence of background music have been inconsistent and inconclusive. The purpose of the current study was to explore a niche in this research domain to determine if the language of the background music has an impact on the amount of information retained. I predicted that participants who listened to English lyrics would retain less information than participants who listened to Japanese lyrics (as the non-native lyrics will require less attention), and participants in both lyric conditions would retain less than participants in the no-lyrics condition. Participants (N = 82) were randomly assigned to listen to a music track with either English lyrics, Japanese lyrics, or no lyrics while reading a passage from “Little Women” by Louisa May Alcott and then take a short quiz regarding what they read. The results did not support the predictions; no differences were found between the three conditions. Implications and directions for future research are discussed."
],
"bibo:degree": [
"Honors Thesis"
],
"SKOS:note": [
"Jaime Cloud"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13580",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"Consent and Divorce in Icelandic Law Codes and Sagas"
],
"dcterms:creator": [
"Maddie Lehrer"
],
"dcterms:subject": [
"divorce",
"Iceland"
],
"dcterms:date": [
"Jun-23",
"2023-06-15"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, 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/"
],
"dcterms:abstract": [
"The Icelandic sagas and law codes often complicate modern assumptions that Viking women had access to substantial social and political power. The Icelandic sagas shape modern understanding of medieval Icelandic tradition and law, including the institution of marriage. This institution built families, transferred wealth, and created alliances within Norse society. The sagas, written mostly in the thirteenth and fourteenth centuries, portray a different image of women’s roles than the eleventh-century Icelandic law codes. The tenth-century introduction of Catholicism influenced the writing of both the sagas and law codes, and the way women’s roles were defined within them. One way to explore this complication in the sagas and law codes is by focusing on marriage and divorce. Historians study the way Norse unions began and ended to understand women’s roles, positions, and dexterity within the marriages and betrothals in Viking age. This analysis discusses women’s rights in marital consent and divorce, using Icelandic family sagas, historical kings’ sagas, and Grágás, the first Icelandic law code. This analysis defines women’s roles in the process of consent and divorce in both law codes and Icelandic sagas, analyzes the discrepancies between the two, and explores the Catholic Church’s moral influence on divorce and consent."
],
"bibo:degree": [
"Honors Thesis"
],
"SKOS:note": [
"Elizabeth Swedo"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13579",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"Early Language Exposure: Impacts of Using Sign Language with Babies"
],
"dcterms:creator": [
"Lindsay Brady"
],
"dcterms:subject": [
"language acquisition",
"sign language"
],
"dcterms:date": [
"Jun-23",
"2023-06-15"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, 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/"
],
"dcterms:abstract": [
"This paper examines the impact of using baby sign language with young children in the United States of America. At this time, several studies have strongly encouraged parents to sign with their children due to the long list of potential benefits, whereas others have argued that this method produced no real or lasting impact. Incorporating research-based evidence, this thesis demonstrates how using baby sign language with children can be a useful tool while also clarifying to prospective parents that several of the benefits of this practice are not guaranteed. It also urges the inclusion of the Deaf community’s input on the matter–a perspective that is generally overlooked on this topic–due to this being crucial for implementing best practices while signing with children. Several concerns of gaps and limitations in the current research are raised, allowing for improvement in future research."
],
"bibo:degree": [
"Honors Thesis"
],
"SKOS:note": [
"Brent Redpath"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13578",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"Growth Through Leadership: A Leadership Portfolio"
],
"dcterms:creator": [
"Kayley Arpaia"
],
"dcterms:subject": [
"leadership"
],
"dcterms:date": [
"Jun-23",
"2023-06-15"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, 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/"
],
"dcterms:abstract": [
"This thesis is a full account of my journey through leadership at an institution of higher education. It is an account of my highs, lows, and everything in between. I started my journey imagining myself as anything but a leader, and now I can’t imagine having not contributed to my campus community in that capacity. This thesis is for those who are interested in learning more about leadership and how it can impact your journey in college. It begins with reflections on some of the few important texts that I believe every leader should familiarize themselves with, moves through my time becoming a leader, and concludes with a look to the future. Every leader has a different path, just as every leader has their own unique leadership style. This thesis is in part, an account of me finding my own path, and within it, my own leadership style. This, however, does not mean I am finished. Each day I continue to learn, grow, and strive to better myself. I hope that this body of work finds you, and helps you to grow in your leadership, or at the very least gives you new insight on your own journey."
],
"bibo:degree": [
"Honors Thesis"
],
"SKOS:note": [
"Megan Habermann-Guthrie"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13577",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"The Relationship between Stress and Test Performance"
],
"dcterms:creator": [
"Kaitlyn Duncanson"
],
"dcterms:subject": [
"stress",
"education"
],
"dcterms:date": [
"Jun-23",
"2023-06-15"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, 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/"
],
"dcterms:abstract": [
"Stress is a present factor in testing situations that hinders people's ability to perform. The present study sought to determine how noise stress affects test performance. It was hypothesized that, in the presence of stress, the participants' test performance would be different than when not in the presence of stress. Twenty-eight undergraduate students. To determine how stress affects test performance, participants were randomly assigned to one of two conditions. Either they took the Stroop Color-Word test with noise stress or no noise stress. Non-significant results were found when comparing the test scores between the two conditions, t(26)= -1.21, p>.05, d=.46. Similarly, non-significant results were found when comparing the stress scores between the two conditions t(22)=0.56, p>.05, d=.23. These results suggest that the noise stress was not high enough to affect test scores or that stress does not affect test performance."
],
"bibo:degree": [
"Honors Thesis"
],
"SKOS:note": [
"Jay Schwartz"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13576",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"ReNew Clothing: More than a Logo"
],
"dcterms:creator": [
"Julianna Tinker"
],
"dcterms:subject": [
"aesthetics",
"branding"
],
"dcterms:date": [
"Jun-23",
"2023-06-15"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, 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/"
],
"dcterms:abstract": [
"This thesis will explore the creation of a brand identity for a sustainable clothing and lifestyle company. Brand identity is a key aspect of success and a large portion of a brand's overall value. Along with the value of sustainable and ethical clothing production, this project will emphasize the value of design as a communication tool. The project will begin with a discussion on the research surrounding sustainability, visual communication, and branding. This will include looking at branding and design strategies of existing sustainable companies. Next, the project will feature development of the brand including name and concept. The creation of the brand identity will include the making of a logo, color palette, a business card, and an app mockup. Through the creation and development of these visual elements, this thesis will explore the importance of aesthetics, in the success of a company. I will conclude with a discussion and reflection of the design process. The outcome of this thesis is the creation of a sustainable clothing and lifestyle brand, as well as its brand identity."
],
"bibo:degree": [
"Honors Thesis"
],
"SKOS:note": [
"Tiara Good"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13575",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"Teacher Burnout: Central Causes and Preventative Measures"
],
"dcterms:creator": [
"Emily Biamont"
],
"dcterms:subject": [
"education",
"burnout"
],
"dcterms:date": [
"Jun-23",
"2023-06-15"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, 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/"
],
"dcterms:abstract": [
"Discusses the main causes and preventative measures for teacher burnout in a public K-12 setting."
],
"bibo:degree": [
"Honors Thesis"
],
"SKOS:note": [
"Chloe Hughes"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13574",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"Experimental Plant Curtain’s Effect on Turtle Basking"
],
"dcterms:creator": [
"Emil Ricci"
],
"dcterms:subject": [
"habitat restoration",
"turtles"
],
"dcterms:description": [
"This paper was also presented as a coference talk, which can be viewed at https://youtu.be/CZC1cFiB1_E"
],
"dcterms:date": [
"Jun-23",
"2023-06-15"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, 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/"
],
"dcterms:abstract": [
"Freshwater turtles have faced a variety of challenges including the loss of habitat and the loss of basking structures throughout urban landscapes. These urban areas can be restored with the addition of basking habitat and are highly valuable in urban areas with high visitor usage. This creates a potential conflict between effectively restoring basking habitat and possible disturbance of the animals. We examined this conflict and experimentally tested a potential resolution at the semi-urbanized Minto Brown Island Park, in Salem, Oregon. Examination of basking behavior of turtles (Red-eared Sliders, Northwestern Pond Turtles, and Western Painted Turtles) in response to human recreation in this park suggest that turtles may avoid sites with large numbers of people, raising the question whether basking structures currently being deployed could be improved to shield turtles from people. We determine the effect of a curtain of plants on the basking rates of turtles. Basking is a behavior that turtles exhibit where they exit the water and rest in the sun absorbing its thermal energy. It is integral to maintaining turtles’ thermoregulation. Other studies determined there was a correlation in the basking time of turtles with the presence of a wall of visibility between the turtles and predators. This was only ever seen in an observational system of study. In this study we experimentally modified basking structures at three different sites varying in number of recreationists. At each site we deployed two basking structures: a control structure based on the current structure design with an added floating ring of PVC, and an experimentally modified platform with plants (Carex and Juncus plugs) planted in the PVC ring, creating a blind. Use of the structures was quantified utilizing a camera monitoring system where images were taken every 15 minutes from 7 am to 7 pm between April 22nd and October 16th. We also remotely recorded light and temperature levels on the platform. The temperatures and light levels were not significantly different between the platform types. The planted platform was shown to have higher turtle presence across all sights compared to the bare platform. At one of the sites there was a high number of juvenile turtle sightings, with a significant association of juvenile turtles with the modified platforms. Overall the modified platforms had a significant association with turtle presence, suggesting that these platforms could be a valuable tool in ongoing efforts to restore habitats for threatened turtle species"
],
"bibo:degree": [
"Honors Thesis"
],
"SKOS:note": [
"Gareth Hopkins"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13573",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"Becoming a Better Coach Through Leadership"
],
"dcterms:creator": [
"Dustyn McKenney"
],
"dcterms:subject": [
"coaching",
"leadership"
],
"dcterms:date": [
"Jun-23",
"2023-06-15"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, 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/"
],
"dcterms:abstract": [
"Being a coach is a profession that requires great leadership abilities. Knowing what qualities and strategies make a good leader and how to utilize them can help coaches in their profession, as well as in other everyday aspects of life. En route to my future career as a coach, this project will help to explore questions such as: What lessons should a prospective coach learn? What practices lead to consistent and sustainable success, not just in sports but in life? In order to answer these questions, I will examine texts on leadership as well as my own experiences. It is important to understand that there are different leadership styles that are useful in different situations, so an array of leadership abilities is important. I will analyze different styles of leadership from motivational leaders and successful coaches, while also reflecting on the current successes and shortcomings of my leadership ability, and learning how I can adapt my leadership style to different situations. The aim of this project is to become a better leader now and in the future, along with gaining a better understanding of different types of leadership. When I am done, I will have produced a report on multiple leadership books, as well as a reflection on my past experiences as a leader, where I can examine my successes and shortcomings. Those two sections will help me create the final section, where I will discuss how my new leadership abilities will help me to be a better leader and coach in the future."
],
"bibo:degree": [
"Honors Thesis"
],
"SKOS:note": [
"Anna Mahony"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13572",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"The Relationship Between Strength and Cardiovascular Capacity: A Personal Wellness Project"
],
"dcterms:creator": [
"Dane Kiger"
],
"dcterms:subject": [
"wellness",
"cardiovascular health"
],
"dcterms:date": [
"Jun-23",
"2023-06-15"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, 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/"
],
"dcterms:abstract": [
"The relationship between strength and cardiovascular capacity is often counterintuitive. A focus on one will, generally, lead to a decrease in the other. There are sports, however, that require a balance between strength and cardiovascular endurance. Finding this balance is a very difficult and fragile task due to the differences in body type and function required for both of these fitness modalities. To explore the relationship between these two aspects of fitness, I will undertake a wellness training plan to uncover how to maximize my strength and cardio concurrently and efficiently. Since strength and cardio can counteract each other, there has to be a knowledgeable plan in place to increase both at the same time. This project will require outside research that will inform the best practices of my training plan. To implement a research-based training plan, I will need to discover the movements and time domains that will produce the most out of my cardiovascular and strength potential. This will require me to find the scientific basis behind strength training on its own, cardiovascular capacity on its own, and how they interact together. Along with this, finding examples of athletes, who have been successful in the fields of both strength and cardiovascular capacity, will provide real world examples for me to learn from. To physically test this information I will be competing in a real life CrossFit competition which tests both strength and cardiovascular capacity. This competition will begin on February 25, 2023, and go on for three weeks. There will be three to four workouts released over the three week period, and they will either test maximum output strength, cardiovascular endurance, muscular endurance, or a mixture of these. The workouts are scored by measuring total weight, time completed, or reps completed. My scores from these workouts will be compared to the rest of the field, which is worldwide in scope. The top ten percent will move on to quarterfinals, and the top ten from quarterfinals will move on to semifinals. From this point, the most elite CrossFit athletes in the world move on to the CrossFit Games. This year I will be able to make it to quarterfinals, so my comparative data will be representative of the first two stages of this competition. My research-based training plan will hopefully put me on the right track to improve my strength and cardiovascular capacity and prepare me for success in this CrossFit competition. Will implementing the information of the research into my training benefit the results of my competition? If not, what are the reasons that things didn’t go as well as I had hoped? The goal is for this wellness project to give me insight into the relationship between strength and cardiovascular capacity and, subsequently, help me to improve at both aspects. Lastly, the results of the competition should allow me to make some final conclusions about this tricky relationship. This project should be able to shed some light on the relationship between strength and cardiovascular capacity so that they are no longer seen as counterintuitive, but as counterparts instead."
],
"bibo:degree": [
"Honors Thesis"
],
"SKOS:note": [
"Dave Plotts"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13571",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"Can Religion Negate the Validity of Morality?"
],
"dcterms:creator": [
"Cheyenne Hamilton"
],
"dcterms:subject": [
"morality",
"religion"
],
"dcterms:date": [
"Jun-23",
"2023-06-15"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, 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/"
],
"dcterms:abstract": [
"For this thesis I choose to look at moral motivation and how it can be tied to Christianity as a monotheistic religion. More specifically, I will analyze selected philosophical writings of Socrates, David Hume, and Immanuel Kant to determine whether or not (or to what extent) attributes in the Christine doctrine render the concept of moral decisions invalid. Does, for instance, the concept of an omnipotent and omnipresent God invalidate the idea of individuals being capable of “pure” morality – doing moral things for the sake of being moral versus to avoid possible divine punishment. This project will not be made up of specific hypothetical examples or situations; nor will I discuss specific types of people and the effect circumstance could have on the decision. Rather, the main focus will be whether, philosophically, the perceived threat of divine wrath is enough of a motivator to make a decision no longer moral in its own aspect according to the philosophical definitions of morality established by Socrates, Hume, and Kant."
],
"bibo:degree": [
"Honors Thesis"
],
"SKOS:note": [
"Ryan Hickerson"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13570",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"Removing Roadblocks For Families In Math Education"
],
"dcterms:creator": [
"Britain Schneider"
],
"dcterms:subject": [
"mathematics",
"education"
],
"dcterms:date": [
"Jun-23",
"2023-06-15"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, 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/"
],
"dcterms:abstract": [
"The importance of math in our everyday lives is evident in most things that we do, from calculating bills, to watching sports, to determining the amount of time it takes to complete a task. If these tasks require using foundational math skills then our question is, “How do we improve the connection between classroom instruction of mathematics and the home unit?” There are academic practices that teachers can use inside their classrooms which also translate to tools that they can send home to families to encourage partnership between classroom instruction and the home unit. Examples of these tools include family math nights that bring everyone together to partake in math activities, weekly letters home that inform parents of what is being taught in the classroom and give support for continued learning at home, and math games that help students see the joy in learning math wherever they are. This thesis will analyze how these mathematical practices for 8 year olds are important not only for teachers and families, but for school administrators, legislative leaders, and curriculum designers."
],
"bibo:degree": [
"Honors Thesis"
],
"SKOS:note": [
"Kait Hodgin"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13569",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"Gender Equality and Inclusivity In the Computer Science Field"
],
"dcterms:creator": [
"Antonia Morales"
],
"dcterms:subject": [
"gender equality",
"computer science"
],
"dcterms:date": [
"Jun-23",
"2023-06-15"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, 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/"
],
"dcterms:abstract": [
"Statistics show there are significantly fewer women in computer science careers. Based on the lack of women in this field, it is likely there is a stigma around women in computer science. Though there has been growth in the number of women pursuing the computer science field, this has not always been the case and the divide is still significantly large. This thesis examines the recent statistics, investigates the obstacles that women face, and highlights potential solutions to improving equality in this field. To understand the divide women face in computer science, learning what obstacles present themselves and when these obstacles occur can lead to a stronger comprehension of the problem at hand and how the raised solutions can work to close the gap. Once there is an understanding of these common obstacles, it is necessary to see how particular solutions can affect outcomes. Including real-life examples of the obstacles and experiences being discussed in research provides a stronger understanding of what it is like to be a woman in STEM and demonstrates the necessity of improving this field. By examining the past and present, this research can illustrate the importance of making computer science more equal and inclusive to all."
],
"bibo:degree": [
"Honors Thesis"
],
"SKOS:note": [
"Breeann Flesch"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13568",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"The Women’s War of 1929: Nationalism and Women in Nigeria"
],
"dcterms:creator": [
"Amanda Larios"
],
"dcterms:subject": [
"history",
"Nigeria"
],
"dcterms:date": [
"Jun-23",
"2023-06-15"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, 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/"
],
"dcterms:abstract": [
"The Women’s War of 1929 in Nigeria, a protest primarily conducted by indigenous women against taxation rumors, was an event that had a significant impact on the Nigerian colonial government and subsequent rising nationalism. Despite this, indigenous women have been woefully underrepresented in the historical narrative of Nigerian nationalism. This study has two aims: to argue that the Women’s War of 1929 was a catalyst for Nigerian nationalism, and to examine how these women have and have not been included in the narrative. This study employs court records alongside historiographic literature to achieve these goals, examining the evidence through a postcolonial and feminist lens. Some common trends in the historiography include: presenting women as significant actors in the War but not as influencers of nationalism; presenting the War as an expression of or catalyst for nationalism but diminishing the role that women played; and mentioning the War only as a footnote in nationalist histories, often without mentioning the women and/or referring to the event as an example of early colonial resistance rather than as an example of or catalyst for true nationalism."
],
"bibo:degree": [
"Honors Thesis"
],
"SKOS:note": [
"Patricia Goldsworthy-Bishop"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13567",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"Looking Into the Eyes of the Artist: A look Into Self Portraits"
],
"dcterms:creator": [
"Aisia Carrillo"
],
"dcterms:subject": [
"self portrait"
],
"dcterms:date": [
"Jun-23",
"2023-06-15"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, 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/"
],
"dcterms:abstract": [
"My interest in this project is something I have had for most of my life. I have always been interested in art and creating things that are unique to me. Unlike before, my parents greatly encouraged this interest because I had shown extreme interest in it. I took my first art class in middle school, and that was where I got a good idea of what I liked besides saying that I liked \"art\" in general. I liked drawing, specifically with a pencil. From there, I took more classes in high school that helped grow my interest in drawing and the different styles of creating pictures and images. To narrow down my interest in portraits that would come later in my first year of college where I made my first self-portrait. It was not something I was particularly proud of. However, it has been something that has driven this need to practice this ability and eventually create a piece I am proud to say is mine. Today I am currently an art major. I have taken many drawing classes to continue to practice drawing and hone my artistic skill. This class was my inspiration for following the idea of portraiture. I have found an interest in creating the human form as I see it before me, and a readily\navailable model is one's self. As a person, I will constantly be changing as I get older, especially in my views of myself. By creating a self-portrait, I will have a piece that not only depicts me as I am today but will hold a piece of today's self to look back on in the future that will most likely not be able to be recreated."
],
"bibo:degree": [
"Honors Thesis"
],
"SKOS:note": [
"Gregory Poulin"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13499",
"dcterms:title": [
"Logan Doerfler Interview 2023"
],
"dcterms:creator": [
"Carson Yon",
"Grace Smith",
"Stephanie McKenzie",
"Ben Loverin"
],
"dcterms:description": [
"Logan Doerfler is the Director of the WOU Veterans Resource Center. In this interview, he describes how he became involved in the center as a student, and later as its Director. He describes the mission of the center, its evolving range of activities and the center's engagement with the university."
],
"dcterms:contributor": [
"Logan Doerfler"
],
"dcterms:date": [
"2023-10-30"
],
"dcterms:type": [
"Oral History",
"Text",
"Image; StillImage",
"Audio"
],
"dcterms:language": [
"eng"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13496",
"dcterms:title": [
"Steve Scheck Interview 2023"
],
"dcterms:creator": [
"Hallie Tasker",
"Isaac Mayhugh",
"Jandika Borden",
"Alex Fawcett",
"Juno Debry",
"Katie Altheide"
],
"dcterms:description": [
"In this interview, Professor Stephen Scheck describes how the WOU Veterans Resource Center was created through the initiative of Professor Bud Brown (Criminal Justice). As Dean of the College of Arts and Sciences and later WOU Provost, Professor Scheck worked with Bud Brown to establish the center."
],
"dcterms:contributor": [
"Steve Scheck"
],
"dcterms:date": [
"2023-11-03"
],
"dcterms:type": [
"Oral History",
"Text",
"Image; StillImage",
"Audio"
],
"dcterms:language": [
"eng"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13493",
"dcterms:title": [
"Dio Watson Interview 2023"
],
"dcterms:creator": [
"Katie Altheide",
"Ellie Osborn",
"Jillian Barnhurst",
"Gabe Grecny"
],
"dcterms:description": [
"In this interview, Dio Watson describes how he became involved in the WOU Veterans Resource Center and his current work for the center."
],
"dcterms:contributor": [
"Dio Watson"
],
"dcterms:date": [
"2023-11-08"
],
"dcterms:type": [
"Oral History",
"Text",
"Image; StillImage",
"Audio"
],
"dcterms:language": [
"eng"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13490",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"Walking to Reduce Stress Among VRS Interpreters"
],
"dcterms:creator": [
"Mychal J. Hadrich"
],
"dcterms:subject": [
"Video Relay Service",
"Occupational Stress",
"Job Demands - Resource"
],
"dcterms:date": [
"12/1/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:abstract": [
"Video relay service (VRS) interpreters experience many unique stressors not found in other interpreting settings. These stressors include long hours of sitting in front of a computer screen, managing high call volumes, interpreting difficult or emotionally charged conversations, and serving in dual roles of interpreter and customer service representative. Research has shown that high stress levels can lead to increased risks of heart disease, stroke, and burnout. Additionally, burnout can cause decreased job satisfaction, increased absenteeism, and attrition within the VRS industry. Despite the unique dynamics VRS interpreters confront, the Federal Communications Commission (FCC) and VRS providers continue to operate with standards that contradict the code of professional conduct, a set of ethical standards set forth by the Registry of Interpreters for the Deaf (RID). \n\nIn this paper, the job demands-resources model (Demerouti et al., 2001) was applied to identify specific stressors in the VRS industry. The frequency and perceived efficacy of various break-time activities interpreters often engage in to reduce stress was analyzed. Finally, I discuss recommendations on the findings about the effect walking breaks had on VRS interpreters’ stress levels using self-reported data and the Work Stress Questionnaire."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney",
"Laura Ellington-Sayen",
"Marlee Dyce"
],
"curation:type": [
"Thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13483",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"Mark Van Steeter Interview 2023"
],
"dcterms:creator": [
"Carson Yon",
"Luke Condie",
"Anya Kramer",
"Abraham Lewis"
],
"dcterms:description": [
"In a short interview, Mark Van Steeter discusses his experiences working as an Associate Professor of Geography at Western Oregon University. He describes his typical day as well as some of his thoughts on his time at the university."
],
"dcterms:contributor": [
"Mark Van Steeter"
],
"dcterms:date": [
"10/25/2023"
],
"dcterms:identifier": [
"oralhistoriesofwou/37"
],
"dcterms:coverage": [
"6p.",
"00:12:14"
],
"dcterms:bibliographicCitation": [
"Mark Van Steeter, interviewed by Carson Yon, Luke Condie, Anya Kramer, and Abraham Lewis, Western Oregon University Oral Histories, Hamersly Library, Western Oregon University, October 25th, 2023"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13482",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"Veronica Magallon-Smith Interview 2023"
],
"dcterms:creator": [
"Alex Huynh",
"Natalie Montalvo",
"Ryan Tiger",
"Mervi Foster"
],
"dcterms:description": [
"In a short interview, Veronica Magallon-Smith discusses her experiences growing up in a family of migrant workers from Mexico and up to her days working as an office specialist for WOU’s Arts and Humanities department. She describes her responsibilities and interactions with students, and explaining how she arrived at Western Oregon University as well as her previous work experiences at an Oregon Newspaper and a hospital. She hopes to pursue education as an alternative to migrant work and expand her knowledge. WOU was a step towards achieving this goal."
],
"dcterms:contributor": [
"Veronica Magallon-Smith"
],
"dcterms:date": [
"11/13/2000"
],
"dcterms:identifier": [
"oralhistoriesofwou/38"
],
"dcterms:coverage": [
"15p.",
"00:23:21"
],
"dcterms:bibliographicCitation": [
"Veronica Magallon-Smith"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13481",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"Debbie Braun Interview 2023"
],
"dcterms:creator": [
"Brittany Lucas",
"Danial Adams",
"Gabe Grecny",
"Kincaid Parsons"
],
"dcterms:description": [
"In a short interview, Debbie Braun explains some of her experiences and duties in the last 23 years as Administrative Assistant to the Dean. She has done a lot of work behind the scenes following her motto, \"if what you do is worth doing, then do it well.\" She also explained some of her plans for after retirement, like volunteering to help elementary students and infants."
],
"dcterms:contributor": [
"Debbie Braun"
],
"dcterms:date": [
"11/9/2023"
],
"dcterms:identifier": [
"oralhistoriesofwou/39"
],
"dcterms:coverage": [
"8p",
"00:12:43"
],
"dcterms:bibliographicCitation": [
"Debbie Braun, interviewed by Brittany Lucas, Danial Adams, Gabe Grecny, and Kincaid Parsons, Western Oregon University Oral Histories, Hamersly Library, Western Oregon University, November 9, 2023."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13475",
"dcterms:title": [
"Investigating the Work of ASL Interpreters in Postsecondary Settings"
],
"dcterms:creator": [
"Andrew Weaver"
],
"dcterms:subject": [
"Deaf college students",
"interpreting",
"work profile"
],
"dcterms:date": [
"12/8/2023"
],
"dcterms:type": [
"Thesis",
"Text"
],
"dcterms:language": [
"eng",
"sgn-US"
],
"dcterms:abstract": [
"When talking about educational interpreting, the conversation most often refers to interpreting in the K-12 setting. Due to the demands of interpreting for school-age deaf consumers, there is a lot of research dedicated to interpreting in K-12. Not as much research has been dedicated to interpreting in colleges and universities, yet many challenges faced by deaf students and interpreters remain in this setting. Some challenges include the availability of interpreters, the experience of interpreters, and the demands of various postsecondary settings (from community college to university to vocational schools to pre-college). The findings of this research support demarcating postsecondary as a unique subfield based on the advanced linguistic demands, diverse consumer populations, and the institutional structure of higher education that outline the interpreter’s role and process."
],
"SKOS:note": [
"Amanda Smith",
"Stacey Rainey",
"Deloris Piper"
],
"curation:type": [
"Master of Arts in Interpreting Studies"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13474",
"dcterms:title": [
"Self-Efficacy Among Students in Professional Development"
],
"dcterms:creator": [
"Aidan Mack"
],
"dcterms:subject": [
"Self-Efficacy",
"Interpreting students",
"Interpreter education Program"
],
"dcterms:date": [
"12/6/2023"
],
"dcterms:type": [
"Thesis",
"Text",
"Images; StillImages"
],
"dcterms:language": [
"eng"
],
"dcterms:abstract": [
"Many developing ASL-English interpreting students enter the workforce with limited bilingual proficiency, cultural and linguistic competence, experience, network or community connections, or interpreting skills. Yet, most interpreting jobs require extensive bilingualism, decision-making abilities, high-demand cognitive processes, and interpreting skills. Moreover, Deaf consumers often express dissatisfaction with entry-level interpreters who do not meet these requirements. Interpreter educators need more time to cover all the necessary skills for interpreting students to gain bilingual fluency and interpreting skills before they graduate. However, an interpreter education program cannot hold back interpreting students indefinitely until they are fully prepared for the workforce. As a result, newly graduated interpreters must continue to develop their bilingual proficiency, cultural and linguistic competencies, and interpreting abilities independently.\nIn this study, I investigated whether prioritizing strengthening students’ self-efficacy for continuous skill-building is more effective for interpreting educators, given limited teaching time. Based on mixed methods research, this study gathered data through pre/post surveys using Likert scales and reflection papers based on observation and pattern analysis. Qualitative and quantitative data were collected. The aim of this study is to answer two research questions: How will students use their self-efficacy in terms of confidence, effort, and resiliency—in addition to their fear and anxiety—to navigate the transition from developing to highly qualified interpreters? Moreover, how important is it for interpreting educators to help students develop their self-efficacy to successfully transition from developing to highly qualified interpreters?"
],
"dcterms:license": [
"CC-BY (attribution)"
],
"SKOS:note": [
"Amanda Smith",
"Elisa Maroney",
"Stephanie Clark"
],
"curation:type": [
"Master of Arts in Teaching (initial licensure)"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13473",
"dcterms:title": [
"Courage as Vulnerability: An Autoethnographic Action Research Project of a Novice Interpreter"
],
"dcterms:creator": [
"Malia Wong"
],
"dcterms:subject": [
"interpersonal",
"self-efficacy",
"demand-control schema"
],
"dcterms:date": [
"12/1/2023"
],
"dcterms:type": [
"Action Research Project",
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:abstract": [
"There is a significant gap in the literature on the concept of “courage” in the translation and interpreting field. The goal of this auto-ethnographic action research project was to begin the discussion on courage in interpreting from the lived experience of a novice interpreter. Novice interpreters face low levels of confidence (Moore, 2020) and personal distress can lead to burnout, a common factor for interpreters leaving the profession early (Schwenke, 2015). This research is based on Dean and Pollard's Demand-Control Schema (DC-S; 2013), specifically focusing on intrapersonal demands and liberal controls. For six months, I used qualitative data methods to 1) journal my experiences post-assignment during internship, and 2) journal general thoughts about my professional development journey. My results indicated that courage showed up as vulnerability, while the opposite of courage included coping mechanisms such as freezing and inauthenticity. I hope this study sparks future research on courage and vulnerability to combat the high burnout rate in the translation and interpreting profession."
],
"SKOS:note": [
"Elisa Maroney",
"Amanda Smith"
],
"curation:type": [
"Master of Arts in Interpreting Studies"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13472",
"dcterms:title": [
"Learning on the Job: A Professional and Ethical Profile of Washington State Interpreters"
],
"dcterms:creator": [
"Emily J. Sielen"
],
"dcterms:subject": [
"moral development",
"community interpreting",
"occupational profile"
],
"dcterms:date": [
"12/1/2023"
],
"dcterms:type": [
"Thesis",
"Text",
"Images; StillImages"
],
"dcterms:language": [
"eng"
],
"dcterms:abstract": [
"Spoken language community interpreters in Washington State represent a diverse occupational group, and yet, little is known about their educational and training background as a whole. National trends to advance the standing of the profession through increased foundational training and certification have an attenuated impact for Washington’s occupational group due to the legislative landscape in which these professionals operate. This study sought to examine the professional and ethical decision-making skills of interpreters through a mixed-methods design: foundational (bedrock) decision-making schemas as measured by the Defining Issues Test (DIT; n=6), and decision making within the context of the interpreted encounter (intermediate concepts and surface-level concepts) with think-aloud interviews using interpreting vignettes (n=5). This information was analyzed in the greater occupational context, as described by responses to the Professional Profile and Demographics survey (n=115), to provide targeted recommendations for continued training in professional decision-making and ethics, particularly for those interpreters who fall into the profile of a “self-trained interpreter.” The DIT results showed that some self-trained and minimally trained interpreters develop advanced moral reasoning skills, while others do not. Interpreter interviews demonstrated that interpreters of all training backgrounds apply interpreting values to the context of interpreting, while also using normative messaging to describe their role."
],
"SKOS:note": [
"Amanda Smith",
"Kathleen Connolly",
"Jennifer Flamboe"
],
"curation:type": [
"Master of Arts in Interpreting Studies"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13471",
"dcterms:title": [
"The Comeback: A Reflection on My Interpreting Journey"
],
"dcterms:creator": [
"Orlando Nunez"
],
"dcterms:subject": [
"Court",
"Interpreting",
"Spanish"
],
"dcterms:date": [
"12/8/2023"
],
"dcterms:type": [
"Action Research Project",
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:abstract": [
"Court interpreters are needed in the state of Oregon. The issue is the number of people passing the court certification examination process is not enough to combat the demand; the Oregon Judicial Department reports an overall 18% pass rate. As a heritage Spanish speaker I believed that being raised with the ability to speak two languages would be an advantage and a guarantee to passing the court certification exams. I was wrong, this is a documentation of that process from September 1, 2022 when I was first introduced to the idea to November 1, 2023 when I received the results of my oral exam the second time. Two timelines are included: my first attempt and second attempt to become court certified. Relevant literature of key legislation for the right to have an interpreter, the court certification process, skills and knowledge needed to be an effective interpreter, and mental fatigue and motivation have been documented. Themes were collected from reflections done after key events of the process. Recommendations are included at the end of this paper. The final goal of this research is to provide information and personal perspective to better prepare interpreters like me to take and pass the court interpreting certification process."
],
"SKOS:note": [
"Amanda R. Smith",
"Elisa M. Maroney"
],
"curation:type": [
"Master of Arts in Interpreting Studies"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13469",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"The Role of Social Identity in a Population's Adoption of Prosocial Common-Pool Behavior"
],
"dcterms:creator": [
"Garry Sotnik",
"Serhii Choporov",
"Thaddeus Shannon"
],
"dcterms:subject": [
"Agent-Based Model",
"Commitment",
"Multilevel Group Selection",
"Multilevel Neighborhood Selection",
"Prosocial Common-Pool Behavior",
"Social Identity"
],
"dcterms:publisher": [
"European Social Simulation Association"
],
"dcterms:date": [
"06/30/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:relation": [
"Journal of Artificial Societies and Social Simulation"
],
"dcterms:rights": [
"n/a"
],
"dcterms:abstract": [
"Prosocial common-pool behavior – subtractable and non-excludable behavior that benefits others – is essential for the survival of any population of social individuals. The behavior, however, usually carries a cost to those who contribute it, placing them at a disadvantage with respect to those who freeride – those who do not contribute but still benefit. How populations sustain existing or adopt new prosocial common-pool behaviors remains unclear. We introduce a theoretical agent-based model and use it to study the role of social identity in a population’s adoption of such behavior. Social identity is relevant because it influences the behavior of individuals in a group, including their willingness to behave prosocially. Our model simulates the emergence of multiple and dynamic social identities of agents within self-organizing groups. Our simulation results suggest that the role of social identity may depend substantially on the density of the population and the commitment level of population members to their groups; that the relationship between density, commitment, and adoption may be nuanced; that, under lower density levels, mobility between groups may be essential; and that the persistence and adoption of prosocial behavior in a population may be overwhelmingly driven by individuals who are highly committed to their groups. The results caution against the influence of two looming worldwide trends – an increase in population density and a decrease in group commitment. The results suggest that, when combined, these two trends may produce the lowest adoption levels of prosocial behavior, the adverse and population-wide repercussions of which could be catastrophic. Finally, our results suggest that social identity may play a helpful role in offsetting the consequences of these trends, implying a need for further empirical and experimental study of the subject and future consideration of incorporating the role of social identity into policy analysis and design."
],
"dcterms:bibliographicCitation": [
"Sotnik, Garry, Choporov, Serhii and Shannon, Thaddeus (2023) 'The Role of Social Identity in a Population's Adoption of Prosocial Common-Pool Behavior' Journal of Artificial Societies and Social Simulation 26 (3) 10 . 10.18564/jasss.5132"
],
"dcterms:license": [
"Creative Commons Attribution 4.0",
"https://creativecommons.org/licenses/by/4.0/"
],
"bibo:doi": [
"10.18564/jasss.5132"
],
"bibo:issue": [
"3"
],
"bibo:volume": [
"26"
],
"VIVO:departmentOrSchool": [
"Computer Science"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13466",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"“It makes you feel like more of a person:” The leisure reading habits of university students in the US and UK and how academic libraries can support them"
],
"dcterms:creator": [
"Elizabeth Brookbank"
],
"dcterms:subject": [
"Reading habits",
"Leisure reading",
"Recreational reading",
"University students",
"Readers’ advisory"
],
"dcterms:description": [
"This is an Accepted Manuscript of an article published by Taylor &I Francis in Undergraduate and Research Libraries on November 3, 2033, available at: https://doi.org/10.1080/10691316.2023.2261918"
],
"dcterms:publisher": [
"Taylor & Francis Group, LLC"
],
"dcterms:date": [
"November 3, 2023"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:relation": [
"College and Undergraduate Libraries"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 12/05/2023, this item is in copyright, which is held by Elizabeth Brookbank. 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 brookbanke@wou.edu",
"In Copyright"
],
"dcterms:abstract": [
"A study that explores the leisure reading habits and leisure collection use patterns of university students in the United States and United Kingdom. Ninety-eight students on ten university campuses (five in each country) were interviewed about their reading habits and observations were conducted at each campus. Results demonstrated that most university students interviewed do read for leisure, despite the persistent narrative in academic literature and popular media to the contrary. It does not necessarily follow that student readers will use their university library for this purpose simply because it has a leisure collection. Future research on student reading"
],
"dcterms:bibliographicCitation": [
"Elizabeth Brookbank (2023) “It makes you feel like more of a person:” The leisure reading habits of university students in the US and UK and how academic libraries can support them, College & Undergraduate Libraries, 30:3, 53-94, DOI: 10.1080/10691316.2023.2261918"
],
"bibo:doi": [
"10.1080/10691316.2023.2261918"
],
"bibo:issue": [
"3"
],
"bibo:pageEnd": [
"94"
],
"bibo:pageStart": [
"53"
],
"bibo:volume": [
"30"
],
"VIVO:departmentOrSchool": [
"Library and Academic Innovation"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13463",
"dcterms:title": [
"Homeland Insecurity: Truman, Hoover, and Intelligence"
],
"dcterms:creator": [
"Joshua N. Woods"
],
"dcterms:subject": [
"Federal Bureau of Intelligence",
"Central Intelligence Agency",
"J. Edgar Hoover",
"Harry S. Truman"
],
"dcterms:date": [
"June 6, 2008"
],
"dcterms:type": [
"Text",
"Paper"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 11/30/2023, this item is in copyright, which is held by Joshua N. Woods. 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 joshua.n.woods@gmail.com.",
"IN COPYRIGHT"
],
"dcterms:abstract": [
"The Cold War period in the United States was a tumultuous time of change, hampered by a spirit of fear and anxiety which came as a reaction to the violence of the Second World War. The change in leadership of the federal government at the end of the war disrupted the programs of Federal Bureau of Investigation (FBI) Director J. Edgar Hoover once President Harry S. Truman founded the Central Intelligence Agency (CIA) in early 1946. Recently released FBI documents provide new evidence demonstrating how the relationships between these leaders affected the development of the intelligence community including the creation of the National Security Council (NSC). The uneasy relationship between President Truman and J. Edgar Hoover in the late 1940s and early 1950s provided checks and balances for both men whose goals included expansion of power for their individual offices."
],
"VIVO:departmentOrSchool": [
"History"
],
"SKOS:note": [
"David Doellinger",
"Kim Jensen"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13461",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"A Little Goes a Long Way: Incremental Growth through Community Fostered Leadership (Full Issue)"
],
"dcterms:description": [
"The full issue of interpreting case studies created by 2023 Masters of Arts in Interpreting Studies students at Western Oregon University."
],
"dcterms:date": [
"11/27/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"maiscasestudies_2023_1"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 11/22/2023, 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/"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13451",
"dcterms:title": [
"Organically Grown: A Profile of Stephanie Clark"
],
"dcterms:creator": [
"Elizabeth Adler"
],
"dcterms:subject": [
"leadership",
"interpreting",
"Deaf community",
"interpreter education",
"American Sign Language"
],
"dcterms:date": [
"11/22/2023"
],
"dcterms:type": [
"Text",
"Image; MovingImage"
],
"dcterms:identifier": [
"maiscasestudies_2023_2"
],
"dcterms:language": [
"eng",
"sgn-US"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 11/22/2023, 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/"
],
"dcterms:abstract": [
"Born and raised by Deaf parents, Stephanie Clark is a stalwart of the Massachusetts’ Deaf community. As a Deaf interpreter, she has contributed to the field through teaching, mentoring, program development, and civil engagement. Interpreters in Massachusetts and beyond have benefitted from Clark’s leadership and commitment to raising standards of access and equity. She was raised by the Deaf community, and in return, she continues to give back through her involvement with statewide and national Deaf organizational government. In all the ways that she supports the betterment of the profession and access to quality interpreting, it is always with the Deaf community in her heart and mind. This piece is part of a collaborative project at Western Oregon University that highlights leaders in the ASL/English Interpreting field"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13450",
"dcterms:title": [
"A Little Goes a Long Way: Incremental Growth Through Community Fostered Leadership"
],
"dcterms:creator": [
"Elizabeth Adler",
"Pamela Bernkrant",
"ShaCarol Stewart"
],
"dcterms:date": [
"11/22/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 11/22/2023, 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/"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13449",
"dcterms:title": [
"A Leader Like Me: Resourceful Raven"
],
"dcterms:creator": [
"ShaCarol Stewart"
],
"dcterms:subject": [
"Leadership",
"teaching",
"interpreting"
],
"dcterms:date": [
"11/22/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"maiscasestudies_2023_3"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 11/22/2023, 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/"
],
"dcterms:abstract": [
"Raven Sheridan is just one of many leaders that “doesn’t consider themselves a leader.” However, she has been such to this author as her past journey has paralleled my current journey. Throughout Raven’s journey in the profession of interpreting, there have been highs, lows, accomplishments, setbacks, and pivots. Nonetheless, through it all, she is in a position of wide-ranging influence within her career. This case study will look at her challenges and how through initiative and resourcefulness, Raven managed to become a leader, ten-fold, without even realizing it."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13448",
"dcterms:title": [
"Shannon Simon: What \"Little\" I've Contributed"
],
"dcterms:creator": [
"Pamela Bernkrant"
],
"dcterms:subject": [
"Deaf education",
"interpreter training",
"Educational Interpreter Project",
"American Sign Language",
"interpreter education"
],
"dcterms:date": [
"11/22/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"maiscasestudies_2023_4"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 11/22/2023, 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/"
],
"dcterms:abstract": [
"Shannon Simon has dedicated her life to Deaf education and educational interpreter professional development in Florida. She was present for many groundbreaking developments in interpreting history such as the legitimization of American Sign Language (ASL) and the surge of interpreter demand in the 1970s. Her years of experience have given her a valuable perspective that avoids the fleeting debates around which communication philosophy is superior and instead promotes the inclusion and implementation of what provides the most success on an individual level. Her humble but determined approach aligns beautifully with the collectivist values of the Deaf community she has served for fifty years."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13447",
"dcterms:title": [
"Sarah Houston: The Roots of a Leader"
],
"dcterms:creator": [
"Megan Seipke-Dame"
],
"dcterms:subject": [
"leadership",
"mentoring",
"CODA",
"interpreting"
],
"dcterms:date": [
"11/22/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"maiscasestudies_2023_5"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 11/22/2023, 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/"
],
"dcterms:abstract": [
"Sarah Houston is a mentor and leader who comes from humble beginnings and chooses to give back to her communities through service and dedication. Working to elevate oppressed communities, she has come to embody the characteristics of an effective leader while inspiring others to do the same. Her grassroots approach to leadership is paving the way to supporting members of oppressed populations as they seek entry into, and advancement within, the field of signed language interpreting."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13446",
"dcterms:title": [
"Helene Stankus: Leading by Example"
],
"dcterms:creator": [
"Erin Seipke-Brown"
],
"dcterms:subject": [
"interpreting",
"Deaf community",
"growth mindset",
"leadership",
"American Sign Language"
],
"dcterms:date": [
"11/22/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"maiscasestudies_2023_6"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 11/22/2023, 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/"
],
"dcterms:abstract": [
"Helene Stankus does not consider herself a leader, yet throughout her career, she has unwittingly exemplified leadership across all aspects of her practice. She has spent the past three decades embodying the traits of growth mindset, perseverance, and teamwork within her education and her practice. She has cultivated a reputation of integrity and high standards that are well regarded among students and colleagues alike. Helene is leading by example, personifying professional practice within the field of interpreting."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13445",
"dcterms:title": [
"Kendra Keller: Trailblazer of self-care in interpreting field"
],
"dcterms:creator": [
"Daniel Gough"
],
"dcterms:subject": [
"interpreting",
"mentoring",
"demand control schema",
"advocacy"
],
"dcterms:date": [
"11/22/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"maiscasestudies_2023_7"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 11/22/2023, 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/"
],
"dcterms:abstract": [
"This article is part of a project which aims to recognize and honor leaders in the interpreting and interpreter education fields. I chose to recognize interpreter and teacher Kendra Keller. She is visible around my community in various ways. She serves numerous interpreters through interpreting, workshops, mentoring, and teaching. Self-care in interpreting is a priority for Kendra. She is one of the trailblazers in self-care in the interpreting field. She still actively practices, studies, and encourages other interpreters to do the same with a positive growth mindset."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13444",
"dcterms:title": [
"Educational Not Unqualified"
],
"dcterms:creator": [
"Caren Carr"
],
"dcterms:subject": [
"Alabama",
"interpreting"
],
"dcterms:date": [
"11/22/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"maiscasestudies_2023_8"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 11/22/2023, 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/"
],
"dcterms:abstract": [
"Interpreters can have twenty years of experience or twenty iterations of one year of experience. The most incredible interpreters create true dynamic equivalence across languages, cultures, and settings. The ability to create a seamless flow of communication stems from a drive to never stop learning. This article recognizes the long lasting impact of Pat Smartt’s interpreting career. Smartt is a paragon of educational interpreting in the state of Alabama. Smartt’s fervent diligence models the commitment to interpreting excellence that all interpreters should seek to emulate."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13334",
"dcterms:title": [
"Fourth Grade Reading Intervention Plan"
],
"dcterms:creator": [
"Crystal Krahmer"
],
"dcterms:subject": [
"Intervention",
"Reading",
"Learning loss"
],
"dcterms:date": [
"8/1/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Due to the rising number of students who are falling more and more behind in reading since Covid-19, this project looks into the research behind that. It examines the learning loss and gaps that we are seeing among elementary age students. It highlights common themes that arise from the research, while shedding light on what districts are doing to try to overcome these learning losses and gaps. The main part of this Professional Project was to create an intervention plan for my own fourth grade students that I have noticed are having a lot of struggles when it comes to their reading. I provide data on what I have seen in the previous years working with them, as well as an intervention plan that I feel will best fit their needs for the upcoming school year. My hope for this project is that it can provide motivation and insight for other educators who may be noticing these same issues among their elementary students, and give them an example of how they can go about creating their own plan."
],
"bibo:degree": [
"Master of Science in Education: Reading"
],
"SKOS:note": [
"Joshua Schulze",
"Marie LeJeune",
"Cindy Ryan"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13333",
"dcterms:title": [
"Implementing Culturally Relevant Pedagogy in a Rural Classroom"
],
"dcterms:creator": [
"Ryan J Kildea"
],
"dcterms:subject": [
"cultrually relevant pedagogy",
"science education",
"junior high"
],
"dcterms:date": [
"8/4/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This action research project seeks to understand how culturally relevant pedagogy can be implemented in a rural classroom. The goal of the research project is to find ways to connect with rural students' cultures and real lives while also helping them develop cultural competency. The research setting takes place in a 7th grade classroom in a rural Oregon town of about 10,000 residents. The topic for this study was chosen based on two factors. First, many students at the junior high school exhibit many racist behaviors and frequently engage in racist language. Second, many students express a lack of connection between their real lives and the curriculum. This project was developed to work towards connecting curriculum with students' real lives while simultaneously teaching them the benefits of a diverse society to reduce racist behaviors at the school."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Melanie Landon-Hays",
"Joshua Schulze",
"Lin Wu"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13332",
"dcterms:title": [
"School-Wide English Learning Middle School Professional Development"
],
"dcterms:creator": [
"Amanda Maddux"
],
"dcterms:subject": [
"ELD",
"SWEL",
"PD"
],
"dcterms:date": [
"8/4/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"I have created a professional development for the middle school level of how to implement a new English Language Development Program."
],
"bibo:degree": [
"Master of Science in Education"
],
"SKOS:note": [
"Joshua Shulze",
"Carmen Caceda",
"Marie LeJune"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13331",
"dcterms:title": [
"Using American Sign Language (ASL) as an Inclusive Teaching Strategy within the Preschool Setting"
],
"dcterms:creator": [
"Grace Meacham"
],
"dcterms:subject": [
"Transitions",
"Program Structure",
"Inclusivity"
],
"dcterms:date": [
"8/4/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"My paper discusses the use of ASL within the preschool classroom. I begin by explaining the history of ASL and connecting it to teaching practices. Then I examine the literature surrounding the use of ASL, reflect on my own teaching practices, and present my project findings."
],
"bibo:degree": [
"Master of Science in Education: Early Childhood Education"
],
"SKOS:note": [
"Andrea Emerson",
"Cindy Ryan",
"Erin Trine"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13330",
"dcterms:title": [
"Is Art the Answer?: The Effects of Burnout and Art as Therapy for Interpreters"
],
"dcterms:creator": [
"Libby Byrne"
],
"dcterms:subject": [
"burnout",
"stress",
"art as therapy"
],
"dcterms:date": [
"8/1/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:abstract": [
"This action research will explore the use of art as therapy and the theoretical framework of\nmetacognitive practice in relation to stress and burnout. As a novice interpreter, I understand that the demands and stress can take a toll on interpreters. Copious amounts of stress on the body can lead to underperformance, lack of motivation, and draining of one’s physical, emotional, and mental well-being. My goal was to examine and analyze my symptoms of stress and burnout in correlation to art as therapy. The action research covers burnout among interpreters and how self-care methods, particularly art as therapy, can help prevent and reduce burnout symptoms.This study was conducted through reflective journaling and perceived stress surveys after completing art as therapy activities. It includes the effects of burnout, what art as therapy is, its different forms, and how utilizing this self-care technique can be a beneficial tool to reduce stress and prevent burnout. This action research documents results indicating lowered stress and burnout symptoms after engaging in art as therapy activities."
],
"dcterms:license": [
"CC-BY-NC (attribution, non-commercial)"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith",
"Elisa Maroney"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13329",
"dcterms:title": [
"Evaluating Equity: An Analysis of the Community Music Center's After School Program"
],
"dcterms:creator": [
"Carly D'Amato"
],
"dcterms:subject": [
"Equity",
"SEL",
"Music"
],
"dcterms:date": [
"8/4/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"During this project, entitled \"Evaluating Equity: An Analysis of the Community Music Center's After-School Program, I will be analyzing the practices and policies of an afterschool music program, called the Community Music Center (the CMC), created in partnership with my local school district. I created an Equity Rubric to determine whether the CMC was operating a successful and equitable program for students."
],
"bibo:degree": [
"Master of Science in Education: Curriculum and Instruction"
],
"SKOS:note": [
"Joshua Schultze",
"Allison Boles",
"Carmen Caceda"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13328",
"dcterms:title": [
"Empowering Emergent Bilingual Learners through Scaffolded Critical Thinking Classroom Activities"
],
"dcterms:creator": [
"Carolyn Lipnick"
],
"dcterms:subject": [
"critical thinking",
"emergent bilinguals",
"middle school"
],
"dcterms:date": [
"8/1/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This project focuses on increasing engagement and achievement among emergent bilingual students by teaching critical thinking skills. The teacher created five lessons using a high challenge, high support framework and tracked students' progress through work samples, grades, and observation notes."
],
"bibo:degree": [
"Master of Science in Education: ESOL"
],
"SKOS:note": [
"Joshua Schulze",
"Maria Dantas-Whitney",
"Lin Wu"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13327",
"dcterms:title": [
"“What is going on up there?”: A self-study on the long-term effects of mild traumatic brain injury and the cognitive processing for sign language interpreting"
],
"dcterms:creator": [
"Alexis Ferdig"
],
"dcterms:date": [
"8/4/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Research suggests that the long-term effects of mild traumatic brain injury (mTBI) can disrupt one’s ability to perform cognitive tasks effectively. As a recent graduate entering the professional field of interpreting, I sought to discover how a history of mTBI and the long-term effects influence the cognitive processing required for interpreting. As I progressed and improved my technical skills, I began interpreting as an intern with interpreter mentors. This self-study on my interpreting work collected data through multiple data sets. Self-reported data were collected outside the interpreted assignment through self-guided journaling, think-aloud protocols, and spreadsheet symptom logging. An additional source of data, in the form of written notes taken during the interpreted assignment, confirmed what was revealed in other data analyses. Data were organized and analyzed manually using qualitative analysis software to identify themes, patterns, and relationships among the findings. The findings reveal that aspects of my cognitive process is impacted by the long-term effects of mTBI and can be mitigated through various action steps. Control options were discovered and/or incorporated into my practice with the goal of discovering ways to combat the long-term effects of mTBI that impact my cognitive process."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney",
"Amanda Smith"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13326",
"dcterms:title": [
"Literature Circle Curriculum"
],
"dcterms:creator": [
"Natalie Shreve"
],
"dcterms:subject": [
"Literature Circle",
"High School ELA",
"Lesson Plans"
],
"dcterms:date": [
"8/4/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:abstract": [
"In the current post-COVID19 high school English classroom, students are struggling with several things; there is a lack of engagement in reading, students struggle to collaborate and discuss with each other, and many have limited empathy and perspective for identities different than their own. Many educators are struggling with supporting students within these areas, and while there is limited research on the recent experience of teaching throughout a pandemic, teachers and students alike know that this is a tough time in education. As a high school English teacher myself, I hope to address this unique set of challenges through curriculum design and instructional choices; literature circles, which are centered on building students’ collaborative and communicative skills as well as bringing in diverse young adult text sets, can help students in these areas. My project includes a curriculum map for a literature circle unit within a high school English classroom, relevant Common Core State Standards, detailed lesson plans for a 40-day unit, linked materials and descriptions, and a list of novel suggestions. My hope is that my project will help teachers feel confident in implementing literature circles within their teaching, and that my materials and curriculum map and lessons can support teachers and students in a post-pandemic world."
],
"dcterms:license": [
"CC-BY (attribution)"
],
"bibo:degree": [
"Master of Science in Education: Curriculum and Instruction"
],
"SKOS:note": [
"Marie LeJeune",
"Joshua Schulze",
"Erika Fitzyounger"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13325",
"dcterms:title": [
"Taking the first step: Working and studying as an interpreter experiencing executive dysfunction"
],
"dcterms:creator": [
"Emmerson Preuss"
],
"dcterms:subject": [
"Executive Dysfunction",
"Neurodivergence",
"ASL Interpreting"
],
"dcterms:date": [
"8/1/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:abstract": [
"I am an interpreter with multiple invisible disabilities–namely anxiety, autism, and ADHD–which include executive dysfunction as a part of their diagnosis. This action research project follows my experiences throughout my time in Western Oregon’s MAIS program, including both academic work and fieldwork. During that time, evidence of executive dysfunction was recorded along with my thoughts and feelings about my ability to tackle various personal and professional tasks. Motivations are examined based on the results of my study under the main categories of internal versus external and level of identification with those tasks. Effects of executive dysfunction were identified in my interpreting work with both emotional and cognitive elements."
],
"dcterms:license": [
"CC-BY-NC (attribution, non-commercial)"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney",
"Erin Trine"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13324",
"dcterms:title": [
"The Next Steps: Transitioning from Student to Practicing Professional in ASL/English Interpreting"
],
"dcterms:creator": [
"Mara F. Isaacson"
],
"dcterms:subject": [
"interpreting",
"American Sign Language",
"school-to-work gap"
],
"dcterms:date": [
"8/1/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"As recent graduates begin their journey from newly established interpreters to qualified practicing professionals within the field of American Sign Language (ASL) - English Interpreting, the professional requirements can often feel uncertain and overwhelming. Moreover, having a comprehensive understanding of the crucial checkpoints that lead to\nachieving field-ready status is simply a single component within the school-to-work\ngap for new interpreters. Additionally, knowing where to search for the tools and resources\nthat are available supports to graduates in this position is another disparity within the\ninterpreting realm. These core responsibilities and duties for success as a field-ready interpreter are the most common struggles that newly graduated interpreters face after graduation. The purpose of this action research study is to explore the impact of mentorship on my ability to combat these core issues as I navigate the school-to-work gap, in addition to its effects on the growth of my required technical skills in becoming career ready."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda R. Smith",
"Elisa M. Maroney"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13323",
"dcterms:title": [
"\"Will I Ever Feel Ready?\" How to Prepare for the ASL Interpreting Field"
],
"dcterms:creator": [
"Ashlynne M Setness"
],
"dcterms:subject": [
"readiness",
"interpreting",
"confidence"
],
"dcterms:date": [
"8/4/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"During my time in graduate school at Western Oregon University, I received plenty of opportunities for gaining professional field experience to improve my skills with the support of my professors and other interpreters. Nevertheless, I found myself asking the question “Will I ever feel ready?” regarding working as an interpreting professional. In this action research project, I ask the following research question: How did practices of self-care, paired with technical skill development, impact my sense of readiness in entering the field of signed language interpreting? In this project, I will look at activities that students, recent graduates, and novice interpreters entering the profession can utilize to feel more confident in their abilities and feel “ready”. The results may help students and novice interpreters find strategies for readiness. At the same time, it will demonstrate more ways to feel more prepared and confident to enter the profession with improved skills."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies: Theory and Practice"
],
"SKOS:note": [
"Amanda Smith",
"Elisa Maroney"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13322",
"dcterms:title": [
"I'm a Failure: Identifying, Challenging, and Reframing Cognitive Distortions in the Interpreting Profession"
],
"dcterms:creator": [
"Terricka D. Cabrera"
],
"dcterms:subject": [
"ASL interpreting",
"self-talk",
"self-doubt"
],
"dcterms:date": [
"8/12/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This action research project investigates the effects of identifying, challenging, and reframing cognitive distortions (negative self-talk) on interpreter anxiety and self-doubt. Previous literature on the subject have discussed interpreters’ well-being, the implications of workplace anxiety and self-doubt, the barriers in the field as an interpreter of color, and how negative self-talk can manifest itself in interpreting. Data was collected and analyzed for eleven weeks from November to June 2023 using a modified version of Beck’s (1970, as cited in Burns, 1980) Daily Record of Dysfunctional Thoughts. The results showed that identifying, challenging, and reframing cognitive distortions did mitigate feelings of self-doubt and anxiety whenever there was a triggering event. Overall, this action research project pinpointed the roots of my self-doubt and anxiety as well as techniques to challenge and reframe my way of thinking. This finding indicates that incorporating self-talk into my self-care routine can lead to a long, successful, and fulfilling career."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney",
"Amanda Smith",
"Audrey Ramirez-Loudenback"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13321",
"dcterms:title": [
"Hip Hop Mind in the Music Classroom"
],
"dcterms:creator": [
"Tamara Maximovich"
],
"dcterms:subject": [
"Hip Hop Pedagogy",
"Action Research",
"Music Education"
],
"dcterms:date": [
"11/19/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"eng"
],
"dcterms:abstract": [
"This essay is an action research project intended to answer the following research questions:\nHow can each tenet of Hip Hop Pedagogy be effectively used as a framework in my classroom to help students enjoy school and take deep interest in their own development? And Music classrooms are sometimes viewed by students as “old fashioned”. So how can Hip Hop Pedagogy bring music education into the future and rekindle student excitement in their own musical growth? Literature on music education is reviewed and used to inform this project. Data was collected from a middle school choir classroom and analyzed to answer these questions and help me become a better teacher."
],
"dcterms:license": [
"CC-BY-NC-SA (attribution, non-commercial, share alike)"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Xiaopeng Gong",
"James Reddan"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13320",
"dcterms:title": [
"Increasing Opportunities for Integrating Makerspaces into Rural Elementary Schools Professional Project"
],
"dcterms:creator": [
"Edward M Nichols"
],
"dcterms:subject": [
"makerspace",
"professional development",
"engagement"
],
"dcterms:date": [
"6/1/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This professional project explores the potential benefits and challenges of integrating makerspaces into rural elementary schools. Makerspaces offer experiential learning opportunities beyond worksheets and screen time, a more student-driven approach supported by both the tenets of constructivism and constructionism. This learning style can deepen students' understanding of core concepts and engagement in STEM and other academic subjects. School-based makerspaces also benefit students by introducing 21st-century skills such as communication, collaboration, and problem-solving in elementary schools. The maker movement, which began in the early 2000s, encourages participants to design, build, and experiment with various materials and tools. Adopting a school setting provides an integrated education option for schools and their teachers. While makerspaces have become increasingly popular in urban and suburban areas, rural schools face unique challenges when implementing them. \n\n Drawing on existing literature and information collected from rural school educators allows the identification of critical strategies for overcoming these challenges and increasing opportunities for integrating makerspaces into rural elementary schools. Creating a dynamic website to support educators in bringing maker education to their schools is outlined. This site contains resources for funding, lessons, projects, and research to support implementation. Educators are also encouraged to have a voice by asking questions and posting resources themselves. In addition, I have also facilitated multiple professional development sessions designed to familiarize rural teachers with the implementation of makerspaces. Through careful planning, collaboration, and creative use of resources, makerspaces can be integrated into rural schools. When successful, this integration provides students with engaging and enriching learning experiences that prepare them for success in a rapidly changing world."
],
"bibo:degree": [
"Master of Science in Education: STEM Education"
],
"SKOS:note": [
"Joshua Schulze",
"Gregory Zobel",
"Cristina Trecha"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13319",
"dcterms:title": [
"Supporting Students’ and Educators’ Mental Health and Emotional Needs Using Culturally Responsive Pedagogy"
],
"dcterms:creator": [
"Jessica Anne Lane"
],
"dcterms:subject": [
"culturally responsive pedagogy",
"mental health",
"language arts"
],
"dcterms:date": [
"6/16/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:abstract": [
"The use of focused relationship-building exercises can be of benefit to all students, regardless of background or situation, as it helps promote a sense of community in the classroom and provides a space where students feel seen and heard, beyond just the academic. Language arts classrooms are uniquely positioned to foster these environments, as students explore different facets of the human experience through literature. The core philosophical goal of assisting students’ in the development of strong and stable mental health in the context of the English language arts classroom is supported by culturally responsive pedagogy, as affirming and supporting students while creating bonds and building relationships is shown to increase their connection to their educational community.\nWith the implementation of relationship-building exercises in the classroom, it would be of benefit to ascertain whether such exercises have a measurable impact on students’ classroom engagement, both socially and academically. Exploring and analyzing this activity can help inform future classroom methods wherein educators use an expanded awareness of the impact of such actions to develop teaching and relational methods to benefit students."
],
"dcterms:license": [
"CC-BY-NC-ND (attribution, non-commercial, no derivatives)"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Xiaopeng Gong",
"Lin Wu",
"Hillary Fouts"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13318",
"dcterms:title": [
"Factors Contributing to Educational Interpreter Turnover"
],
"dcterms:creator": [
"Miranda Mayeux"
],
"dcterms:subject": [
": educational interpreting",
"employment",
"turnover"
],
"dcterms:date": [
"6/17/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"The purpose of this study was to identify the contributing factors of employee turnover among a specialized group within the field of education: sign language interpreters. More aptly named educational interpreters, these professionals work to provide sign language interpretation services to D/deaf and Hard-of-Hearing students within a mainstream K–12 setting. In this study, why interpreters previously employed as educational interpreters or sign language facilitators within the Dallas-Fort Worth geographical area left their jobs was explored. The study sought connections between potential burnout and educational interpreter turnover, as well as specific factors related to their separation from school districts."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney",
"Amanda Smith",
"Jordan Ward"
],
"curation:type": [
"Thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13317",
"dcterms:title": [
"Equity begins by owning what is ugly: discussing race, culture, and identity through storytelling and culturally sustaining pedagogy"
],
"dcterms:creator": [
"Tobias Z. King"
],
"dcterms:subject": [
"Culturally sustaining pedagogy",
"critical self-reflection",
"autoethnographic literary inquiry"
],
"dcterms:date": [
"6/17/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This professional project is about the application of culturally sustaining pedagogy upon my own teaching practice for the benefit of a more inclusive and culturally congruent educational experience."
],
"bibo:degree": [
"Master of Science in Education: Curriculum and Instruction"
],
"SKOS:note": [
"Joshua Schulze",
"Carmen Caceda",
"Ryan Topper"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13316",
"dcterms:title": [
"Culturally Responsive Pedagogy and Teaching Literacy Skills in Math Class"
],
"dcterms:creator": [
"Robert A Krause Jr"
],
"dcterms:date": [
"6/1/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"The purpose of the action research project was to determine Culturally Responsive teaching strategies in the classroom as well as what strategies best support students developing literacy skills in a mathematics classroom. Through a literature review, I was able to gain a better understanding of these strategies and how to use them in my classroom. I focus on the following three research questions: 1) What Culturally responsive pedagogy will help create a Culturally responsive environment in my classroom? 2) What Culturally responsive teaching strategies will I implement in my teaching to better support all students? 3) What strategies are the most effective in developing students' literacy skills in my mathematics classroom? To answer these questions, I analyzed my lesson plans, observations, and personal journals. The goal was through answering these questions was to gain a better understanding of which strategies students responded well to and which allowed them to grow in their mathematical and literacy knowledge."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Joshua Shulze",
"Tara Heikila"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13315",
"dcterms:title": [
"Using Culturally Relevant Teaching to Develop Critical Thinking in Secondary Chemistry"
],
"dcterms:creator": [
"Emily Hamel"
],
"dcterms:subject": [
"culturally relevant pedagogy",
"culturally relevant science instruction",
"culturally relevant chemistry instruction"
],
"dcterms:date": [
"6/17/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This action research was conducted in order to enhance student engagement and critical thinking skills in a rural, secondary chemistry classroom. Culturally relevant pedagogy was used as a framework for designing curriculum and incorporating new practices into teaching an inquiry unit about chemical reactions and environmental pollution. After a literature review was conducted to gather evidence of culturally relevant practices in the science classroom, three types of qualitative data were gathered during the teaching of the unit designed around culturally relevant framework. A qualitative analysis was conducted on the three sources of data (journal entries, formal observation feedback, and student artifacts). The results expressed three themes: Lived experiences and real-world applications in student engagement; Genuine critical thinking opportunities in inquiry; and \nCounter-narratives and perspectives in the solutions aspect of inquiry. It was discovered that student engagement increased when the science content surrounded one common theme for the unit, and when content is contextualized with students' experiences and background knowledge. Further, supporting student responses with feedback that encourages critical thinking engaged students in developing their critical thinking skills, which were then applied when considering other perspectives and scientific thinking from other cultures in the formation of solutions in inquiry."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Xiaopeng Gong",
"Jennifer Hampel"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13314",
"dcterms:title": [
"Self-Reported Readiness to Work and Self-Assessed Fluency in Hearing, Emergent, Second Modality-Second Language (M2L2) American Sign Language (ASL)-English Interpreters"
],
"dcterms:creator": [
"Crystal Rojas"
],
"dcterms:subject": [
"M2L2 ASL interpreter fluency",
"ASL interpreter work readiness",
"ASL interpreter education"
],
"dcterms:date": [
"6/1/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"The largest group of American Sign Language (ASL) interpreters are working into their second modality-second language (M2L2). They are working into a language they most likely did not grow up with and were first exposed to in college. This population is not likely to be fluent upon graduation and are most likely to face a gap in their skills. There is ample research on ASL interpreters and the gap. This group has been researched and spoken about, however, there is little to no information on their perspective regarding their own fluency and readiness. A survey was conducted to see how this group rated their ASL fluency and work readiness. Most of the 55 M2L2 ASL-English interpreters surveyed felt they were not fluent when they entered the field, however more than half felt they were ready and cited positive feedback from their professors, mentors, peers, and the deaf community as reasons they felt ready."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney",
"Amanda Smith",
"Audrey Ramirez-Loudenback"
],
"curation:type": [
"Thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13313",
"dcterms:title": [
"Promoting Self-Efficacy in Writing: A Middle School Narrative Writing Unit"
],
"dcterms:creator": [
"Mary Katelyn Lowman"
],
"dcterms:subject": [
"writing anxiety",
"narrative writing",
"self efficacy"
],
"dcterms:date": [
"6/17/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Students who demonstrate self-efficacy in writing are more likely to persevere through challenging writing assignments, revise and edit their work, and set writing goals. They are motivated to learn and improve. Students who lack self-efficacy in writing lack these intrinsic skills. When assigned a writing piece, they often complain or simply stare blankly at their papers, unsure of how to even begin. These students’ issues do not stem solely from a fear of poor grades in writing but rather from a number of practical writing deficiencies: difficulties organizing thoughts, hand cramps while writing, or difficulties envisioning the audience. These issues, and many more, can often lead to procrastination, stress, and writer's block. Writing anxiety and apprehension are particularly prevalent in Emergent Bilingual learners because they may lack both writing and linguistic skills to confidently complete a writing task. This writing unit aims to address these issues by having students complete short writing assignments, targeting narrative writing skills, culminating in a final fictional narrative, building in peer feedback, revision, and reflection. The unit uses the process-genre approach to teaching writing as the framework and includes explicit strategy instruction to build students’ writing confidence."
],
"bibo:degree": [
"Master of Science in Education: Curriculum and Instruction"
],
"SKOS:note": [
"Joshua Schulze",
"Valerie Brooks",
"Julia Drizin"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13312",
"dcterms:title": [
"Culturally Relevant Teaching, From Theory to Practice in a Secondary Health Class"
],
"dcterms:creator": [
"Kristine Rosentrater"
],
"dcterms:subject": [
"Culturally Relevant Teaching",
"Secondary",
"Health Education"
],
"dcterms:date": [
"6/1/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Culturally Relevant Teaching is a theory driven by the teachers' ability to relate the content of their classroom to the cultural backgrounds of their students. As a health teacher, I set out to discover if I could make Culturally Relevant Teaching more than a theory. Through the use of the cycle of effective teaching: Lesson planning, teaching methods, and assessments, I examine if CRT will go from theory to actionable practice in my secondary health classroom."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Xiaopeng Gong",
"Loren Wisniewski"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13311",
"dcterms:title": [
"Teaching Academic Writing to High School English Language Learners Using a Genre Based Pedagogy"
],
"dcterms:creator": [
"Lory Cruz-Esquivel"
],
"dcterms:subject": [
"Genre Based Pedagogy",
"Writing Instruction",
"Academic Language"
],
"dcterms:date": [
"6/17/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"sgn-US",
"eng"
],
"dcterms:abstract": [
"Analyzing a text, identifying key ideas, and connecting ideas with transitions… These are just a few of the writing tasks students are given that without the proper support can be difficult to achieve. Many students including English Language Learners (ELLs) experience a lack of access to mastering the kinds of academic language needed to succeed in and out of the classroom. This professional project set out to investigate the effectiveness of an instructional guide created in response to the academic writing needs of ELLs. The instructional guide was implemented in a stand alone high school English Language Development classroom over the course of 10 weeks. Throughout the instructional period, students engaged in academic writing tasks using a genre based approach to demystify the genre features of informative texts in order to create their own informative magazine article. Results from the implementation were used to inform not only the instructional development of the guide, but also to voice and advocate for access to meaningful writing instruction that is culturally and linguistically responsive to ELLs."
],
"dcterms:license": [
"CC-BY-NC (attribution, non-commercial)"
],
"bibo:degree": [
"Master of Science in Education: Curriculum and Instruction"
],
"SKOS:note": [
"Joshua Schulze",
"Maria Dantas-Whitney",
"Amy Bowden"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13310",
"dcterms:title": [
"Classroom Libraries and Instructional Strategies"
],
"dcterms:creator": [
"Kaitlynn Cantu"
],
"dcterms:subject": [
"classroom libraries",
"instructional strategies"
],
"dcterms:date": [
"6/16/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"The purpose of this Action Research Project is for an educator to create, implement, and analyze a project within a classroom setting. This project was to explore the effectiveness and engagement of a library within classroom instruction. Specifically, this research examined the instructional strategies of including the library’s contents within instruction. The research also examined the creation and organization of the classroom library. My work will be reviewed and critiqued to use better instructional strategies and engagements to create an effective classroom library."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Joshua Schulze",
"Carmen Deol"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13309",
"dcterms:title": [
"How Social Emotional Learning and Restorative Justice Practices Cultivate an Inclusive Drama Classroom"
],
"dcterms:creator": [
"Delaney Barbour"
],
"dcterms:subject": [
"theatre",
"restorative justice",
"middle school"
],
"dcterms:date": [
"6/1/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"During the course of this Action Research Project, or ARP, I studied the relationship of restorative justice practices and the community, inclusivity, and social emotional learning of a middle school drama classroom. My classes began every day in an intentional restorative justice circle over the research period, answered a predetermined check-in question, and wrote reflections in a personal journal. In order to gather data on the effect of the morning circles, I had them make journal entries, I answered daily journal entries, and recorded supervising teachers’ observations. In addition to those data points, I collected two anonymous surveys, one at the beginning of the research period and one at the end. These various forms of data collected revealed an overall positive trend towards students’ feelings of belonging, community, and inclusivity from the introduction of the restorative justice circles to the end of the data collection period. Limitations I encountered included disruptions in class time for mandatory state testing and lockdowns in response to various threats. However, even with those limitations in mind, the overall effect that restorative circles had on students’ sense of belonging and community was positive."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Marie LeJeune",
"Joshua Shulze",
"Nicole Accuardi"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13308",
"dcterms:title": [
"Building Curriculum from OER: An Online US History Unit"
],
"dcterms:creator": [
"MaKaila Hiddleston"
],
"dcterms:subject": [
"K-12",
"Curriculum",
"UDL"
],
"dcterms:date": [
"5/17/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"eng"
],
"dcterms:abstract": [
"My project explores the uses of Open Educational Resources (OER) in the K-12 Educational Landscape. Upon discovering the gaps in education that OER could cover and bridge, I decided to create a cohesive unit comprised entirely of OER. The purpose of this project was to create a resource for teachers to utilize when searching for online content for instruction, clear up any confusion about OER, and show that OER can be used within the Universal Design for Learning framework. I created a website for teachers to access in order to learn more about OER and utilize the unit I created from OER."
],
"dcterms:license": [
"CC-BY-NC (attribution, non-commercial)"
],
"bibo:degree": [
"Master of Science in Education: Curriculum and Instruction"
],
"SKOS:note": [
"Joshua Schulze",
"Marie LeJeune",
"Gregory Zobel"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13307",
"dcterms:title": [
"Addressing Disruptive and Aggressive Tendencies in Elementary Education: Effective Behavioral Interventions for Students"
],
"dcterms:creator": [
"Sydney LaMont"
],
"dcterms:subject": [
"Behavioral interventions",
"elementary behavior",
"classroom management"
],
"dcterms:date": [
"6/17/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This professional project discusses the effectiveness of behavioral interventions within the scope of elementary education. The author goes through to describe previous interventions that have been studied and their success rate. She also describes her professional experience with a select few interventions in accordance with her own students."
],
"bibo:degree": [
"Master of Science in Education: Early Childhood Education"
],
"SKOS:note": [
"Joshua Schulze",
"Ya-Fang Cheng",
"Katrina Hovey"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13306",
"dcterms:title": [
"Middle School Emergent Bilinguals and their Classmates use Storytelling in the Social Studies Classroom to Promote Learning and an Inclusive Learning Environment"
],
"dcterms:creator": [
"Hayden Tedrow"
],
"dcterms:subject": [
"emergent bilinguals",
"storytelling"
],
"dcterms:date": [
"6/17/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Emergent bilinguals are an underserved population in many middle school social studies classrooms. They encounter the double-demands of understanding the content of social studies while also developing English language skills. Storytelling serves as a universally-human pedagogical strategy that teachers can use to ensure equitable teaching strategies within their classrooms. In this professional project, students used narrative writing as well as dramatic performance as a means to make meaning of complex social studies texts. Language lessons were embedded throughout the course of the social studies instruction. The results of this project were shared with other social studies teachers within the local PLC to better equip these teachers for meeting the needs of emergent bilinguals."
],
"bibo:degree": [
"Master of Science in Education: Reading"
],
"SKOS:note": [
"Joshua Schulze",
"Chloe Hughes",
"Marcus Wenzel"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13305",
"dcterms:title": [
"Effects of Proper Intervention on Elementary Aged Students"
],
"dcterms:creator": [
"Shelby Faherty"
],
"dcterms:subject": [
"literacy intervention",
"RTI"
],
"dcterms:date": [
"6/17/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This project showcases the importance of literacy education within a rural school district. This project takes you through the process in which was followed to bring an intervention system into a school that lacked a complete one."
],
"bibo:degree": [
"Master of Science in Education: Literacy Education"
],
"SKOS:note": [
"Joshua Schulze",
"Marie LeJeune",
"Amy Bowden"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13304",
"dcterms:title": [
"Teacher Mentoring and Retention"
],
"dcterms:creator": [
"Brittany Kauffman"
],
"dcterms:subject": [
"Teacher",
"Mentoring",
"Retention"
],
"dcterms:date": [
"6/17/0023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"A look at the correlation between quality teacher mentor programs and their effect on teacher retention. This project focuses on shifting our current mentor program to a more beneficial program for new teachers and also providing resources and support for new teachers."
],
"bibo:degree": [
"Master of Science in Education: Curriculum and Instruction"
],
"SKOS:note": [
"Joshua Schulze",
"Dana Ulveland",
"Stephanie Waters"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13303",
"dcterms:title": [
"Increasing Student Ownership in the General Music Classroom"
],
"dcterms:creator": [
"Christiana Zollner"
],
"dcterms:date": [
"6/1/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"How can a teacher increase student ownership in the music curriculum? This is the essential question guiding the action research in this paper. The elementary general music classroom can be uncomfortable when not all students feel musically inclined yet they are still required to attend class, participate, and be graded in their musical ability. On top of music class, many schools require the music teacher to put on a community performance where students sing for their families. While music can be one of the purest forms of self-expression, such conditions could cause students to feel forced into unwanted activities that do not express who they are.\nThrough using critical pedagogical techniques such as inviting students to form different aspects of their own music program, teachers can create a curriculum with their students that better represents who they are. Research has shown that when music is taught in more communal ways where students are given more choice as to how to participate or at what level, they are more successful in the music classroom.\nFor my research I invited students to contribute to their upcoming music program in a multitude of open-ended ways and journaled my classroom observations as well as collected data surrounding how many students elected to speak or solo at the concert, data on the varied ways that students contributed to the program, data on how students were feeling and what they were looking forward to, and how and when students were engaged. The data I collected will be a firm foundation from which to continue the work or continually getting ideas and feedback from students and implementing them into the curriculum to create a program that comes from the students."
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13302",
"dcterms:title": [
"How Inclusion Can Benefit General and SPED Students"
],
"dcterms:creator": [
"Miykayah Risseeuw"
],
"dcterms:date": [
"6/17/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Struggling students isn’t something new. In fact, I would say that high school students today are struggling more so today than they have in decades. After political turmoil, a pandemic, war, and overall unrest in our country and the world, it’s no surprise that school isn’t the first thing students put effort and energy into. With many students with mental health issues, a struggling home life, and/or issues in understanding the lessons, I wanted to see if some of the resources and accommodations those with IEPs and 504s needed in my class could help other students as well. \nThis research centered around creating a safe and inclusive environment while allowing students to demonstrate their learning in diverse ways. The data collected consisted of journal entries, informal and formal assessments, observations, and feedback."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13301",
"dcterms:title": [
"The Effects of Video Demonstrations in Education"
],
"dcterms:creator": [
"Emily Hickman Tarbell"
],
"dcterms:subject": [
"Video Demonstrations",
"Virtual learning",
"Technology in the classroom"
],
"dcterms:date": [
"6/16/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This professional project explores the benefits of video demonstrations towards English Language Learners (ELLs), students with disabilities, absent students, and colleagues. It explains how these videos can make instruction easier and provide a leadership opportunity between content PLCs."
],
"bibo:degree": [
"Master of Science in Education: STEM Education"
],
"SKOS:note": [
"Joshua Schulze",
"Michael Hofmann",
"Melada Reichman"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13300",
"dcterms:title": [
"Teaching Music in Today's Classrooms: Issues of Equity, Inclusion, and Classroom Climate"
],
"dcterms:creator": [
"Drew E Medak"
],
"dcterms:subject": [
"Music Equity",
"Jazz Education",
"Classroom Climate",
"Retention"
],
"dcterms:date": [
"6/17/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"The purpose of this study is to critically examine the issues of equity, retention, and motivation in today’s music classrooms, and also examine my own teaching practices in order to ask myself these questions: Am I fostering a life-long love and curiosity for music for all my students as well as giving them relevant skills to enter the ever-changing job market if they choose to do so? Or am I still resorting to the methods my former music teachers used to develop unhealthy attitudes about music and holding unrealistic expectations about their future as a musician?\nAs you read this study, you will see my research questions addressed throughout:\nHow will I navigate through being a music educator when all of these “old-school” achievement-based expectations are still put in place by many school districts?\nHow can I teach my kids healthy competition in conjunction with learning how to love music and create a healthy learning environment?\nWhat are better ways I can advocate, help, and support all my students that really need it while still maintaining a steady momentum in the classroom and goals that every student can feel great about achieving?"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Joshua Schulze",
"Patrick Limbert"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13299",
"dcterms:title": [
"It’s Not Just About the Art: Helping Students Become Active Learners Through a Culturally Responsive Arts Curriculum"
],
"dcterms:creator": [
"Teresa L. Hire"
],
"dcterms:subject": [
"culturally responsive teaching",
"middle school visual art",
"participatory pedagogy"
],
"dcterms:date": [
"6/17/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Culturally responsive arts curriculum research in a racially/ethnically diverse Title I middle school arts classroom found that student engagement and participation increased after implementing lessons that connected to various cultural funds of knowledge. Connections to student background experiences included exploratory lessons on: planting seeds and visually documenting growth and transplanting seedlings to school garden; exploring Pacific Islander culture, patterns, and symbolism in Samoan tapa cloth designs with a survey of personal student identity; and hands-on exploration of form by using generational familiarity with Lego toys to create the illusion of 3D form on paper and digitally, as well as inventing and modeling new Lego pieces in clay. Increased engagement was documented in student sketchbooks, artistic projects, exit tickets, student reflections, and teacher observations. Literature in the field of culturally responsive teaching outlined by Geneva Gay (2000), and her five tenets, was used as the pedagogical framework to provide novel examples for teachers to implement in a middle school visual art classroom. In the closing reflection of the action research project, teachers will discover that a meaningful arts curriculum “is not just about the art”."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Xiaopeng Gong",
"Paula Booth"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13298",
"dcterms:title": [
"Increasing Academic Engagement Using Universal Design for Learning in a High School English Language Arts Classroom"
],
"dcterms:creator": [
"Alisha Jordan"
],
"dcterms:subject": [
"Integrating UDL",
"Multiple means of representation",
"engagement strategies"
],
"dcterms:date": [
"6/17/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Everyone learns differently. In a classroom of 37 students, the range of learning styles and preferences is large. Engaging each and every student within an English Language Arts classroom can be challenging, especially when considering a post-pandemic demographic. These students are quick to understand difficult concepts, but also quick to lose interest in academic settings. Engagement is the key to having a successful and fulfilling educational experience. Without academic engagement, students are left without motivation to pursue higher degrees of understanding within any given content area. Using Universal Design for Learning, a framework designed to engage all students in methods that capture the abilities of each individual, can increase academic engagement among high school students, thus increasing academic successes.\nIn this study, a variety of data sources were analyzed to determine the effectiveness of Universal Design for Learning as an engagement framework strategy. Critical analysis about the formatting of lesson and unit plans, analytic memos, and student feedback provided the basis of the effectiveness of Universal Design for Learning within an 11th grade English Language Arts classroom."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Marie LeJeune",
"Melanie Landon-Hayes"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13297",
"dcterms:title": [
"Language Focused Professional Development for Educators Serving Emerging Bilingual Students"
],
"dcterms:creator": [
"Maribel Ortiz"
],
"dcterms:subject": [
"Bilingual Education",
"Emerging Bilinguals",
"Professional Development"
],
"dcterms:date": [
"6/17/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Language-Focused Professional Development for Educators Serving Emerging Bilingual Students - A project that looks into the importance of bilingual educators receiving professional development in Spanish and about Spanish so that emerging bilingual learners receive high-quality instruction."
],
"bibo:degree": [
"Master of Science in Education: Reading"
],
"SKOS:note": [
"Joshua Schulze",
"Chloë Hughes",
"Verónica Montes"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13296",
"dcterms:title": [
"EMPOWER: Orientation Modules for Pre-Education Freshmen at Western Oregon University"
],
"dcterms:creator": [
"Kolbie Kopp"
],
"dcterms:date": [
"6/17/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"The transition from high school to college is a challenging time for many. According to the literature, one of the greatest barriers students face during this time is college preparedness, which results in various academic, social, and psychological needs. To add to that, the transition and adjustment experience is increasingly more complex for those who are a Student of Color, low-income, or first-generation. Fortunately, research suggests that new student orientations are a means of meeting students’ needs and positively impacting their transition and adjustment experience. Therefore, this professional project aims to better meet the needs of incoming Pre-Education freshmen at Western Oregon University by revamping our current orientation system. With personal observations and the observations of others, research performed in the literature review, and knowledge of learning, motivation, and instructional design theories as the guiding light, over the course of five weeks I developed an asynchronous orientation with various modules. While feedback supporting the effectiveness of the orientation was not able to be gathered due to time constraints, a system to collect feedback has been implemented. As students begin to complete the orientation, feedback collected will be used to update the modules each year to ensure we are successfully meeting students' diverse needs and in turn, aiding in their successful transition and adjustment experience."
],
"bibo:degree": [
"Master of Science in Education: Interdisciplinary Professional Studies"
],
"SKOS:note": [
"Joshua Schulze",
"Olivia Flores",
"Gregory Zobel"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13295",
"dcterms:title": [
"Incorporating Music, Movement, and Activity Based Methodology into a Traditional Science Lecture"
],
"dcterms:creator": [
"Travis Torgerson"
],
"dcterms:subject": [
"Music",
"Movement",
"and Activity Based"
],
"dcterms:date": [
"6/17/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"I teach biology, fish and wildlife science, agriculture science, and social dance. What I would like to focus on for my project is how music, interactions, and physical activity (such as dance) help people with trouble focusing. \nI will look at how music and physical activity cannot only help people focus but can increase the power of belief in themselves that allows them to focus. What I would like to do for my project is to pick a science-related project in the realm of my expertise like fish and wildlife, agriculture, etc., and figure out how to make a lesson plan that is designed to teach about the subject incorporating music and dance to help one’s focus and learning about the subject along with their motivation and self-belief. \nI think it could be a useful tool to tie music and social interactions such as dance into learning a serious subject such as wildlife education and or agriculture education. The lesson will be an eight-lesson series that incorporates music and movement/physical activity into learning about physical science for a unit about motion."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Joshua Schulze",
"Lila Reid",
"Randall Dana Ulveland"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13294",
"dcterms:title": [
"Revising a Fourth-Grade Math Unit Using Self-Paced and Blended Learning Strategies"
],
"dcterms:creator": [
"Arriel Robinson"
],
"dcterms:subject": [
"Modern Classroom",
"Modern Classroom Instruction"
],
"dcterms:date": [
"6/16/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"The COVID-19 Pandemic highlighted the learning gaps between students and their academic needs. It also widened the gap between student abilities and has pushed for teaching and learning to adjust. Research has shown that, in most cases, implementing a self-paced and blended learning model within various content areas helps to improve student scores and attitudes. However, much of this research is focused on grade levels above the elementary level. In this Professional Project, I revise and implement my district's adopted math curriculum to fit this style of teaching and learning better within a 4th-grade classroom setting."
],
"bibo:degree": [
"Master of Science in Education: Curriculum and Instruction"
],
"SKOS:note": [
"Joshua Schulze",
"Randall (Dana) Ulveland",
"Gregory Zobel"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13293",
"dcterms:title": [
"Utilizing Direct Phonemic Awareness Instruction to Support Intervention in a Title Ⅰ First- Grade Classroom"
],
"dcterms:creator": [
"Sapphire Dorfman"
],
"dcterms:subject": [
"Phonemic awareness",
"phoneme-graphing mapping",
"intervention"
],
"dcterms:date": [
"6/17/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This project follows my journey as an early-years educator and my experience implementing direct phonemic awareness instruction into my classroom. For many years, research has supported the use of direct and explicit phonemic awareness instruction into the classroom setting to support reading acquisition in beginning readers. To accomplish this, the Heggerty (2022) and the UFLI (2022) curriculums were implemented in a first grade classroom setting. Growth and literacy development for the students and myself were highlighted by the use of vignettes and supporting images. Reflections on the project showed a positive correlation between direct phonemic awareness instruction and overall literacy development. Advocacy and professional development opportunities are proposed as future endeavors to educate others about the importance of phonemic awareness instruction."
],
"bibo:degree": [
"Master of Science in Education: Reading"
],
"SKOS:note": [
"Joshua Schulze",
"Marie LeJeune",
"Chloe Hughes"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13292",
"dcterms:title": [
"Creating and Implementing a Website to Enhance the Socialization and Participation within a High School Anime Club"
],
"dcterms:creator": [
"Jessica N. Patty"
],
"dcterms:subject": [
"effects of COVID-19",
"after school clubs",
"social-emotional skills and technology"
],
"dcterms:date": [
"6/17/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"eng"
],
"dcterms:abstract": [
"As a club advisor at Reynolds High School, I created an Anime Club website which was introduced to students to enhance their in-person participation during our weekly club meetings, as well as increase social-emotional learning by bringing high interest topics to students virtually, that they then discussed face-to-face with their peers. I chose creating a website for the Anime Club as my project because I want to help my students to socialize with one another in person, by implementing discussions and activities during club meetings and referring to the club website as an anchor to something we all have access to, as well as sharpen my skills in educational technology."
],
"dcterms:license": [
"CC-BY (attribution)"
],
"bibo:degree": [
"Master of Science in Education: Curriculum and Instruction"
],
"SKOS:note": [
"Joshua Schulze",
"Madeline Hunt",
"Kevin Helfman"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13291",
"dcterms:title": [
"Exploring Co-Teaching in an Integrated ELA/ELD Secondary Classroom"
],
"dcterms:creator": [
"Cierra M. La Bounty"
],
"dcterms:subject": [
"Co-Teaching",
"Collaborative Teaching",
"Emergent-Bilinguals"
],
"dcterms:date": [
"6/17/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Co-teaching refers to a model in which two educators work together to teach students in the classroom setting. Co-teaching has been found to benefit both educators and students, however co-teaching can also present a variety of challenges. The research and analysis in this project focuses on the impacts of co-teaching on a new career teacher’s experiences, and on what co-teaching looks like in a 6th grade integrated English Language Arts and English Language Development class. Additionally, the project explores the potential impacts of co-teaching on student learning, particularly students who are Emergent Bilinguals. The findings highlight how co-teaching has benefited me as a new teacher, how co-teaching is implemented in my school setting, and how it impacts students."
],
"bibo:degree": [
"Master of Science in Education: Curriculum and Instruction"
],
"SKOS:note": [
"Joshua Schulze",
"Alicia Wenzel",
"Jessica Dougherty"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13290",
"dcterms:title": [
"Are ITPs all that they’re cracked up to be? Evaluating the Role of Formal Education for Signed Language Interpreters in Brazil"
],
"dcterms:creator": [
"Elizabeth Lundquist"
],
"dcterms:subject": [
"Interpreter training Brazil",
"Libras"
],
"dcterms:date": [
"6/17/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This research aims to examine the history of interpreter education in Brazil and evaluate the importance of having formal training as a standard practice for interpreters. The intent of this research is to understand how beneficial formal education is in teaching the interpreting process by analyzing the quality of interpreting, the type of training, and the amount of training received by each interpreter. In this study, the type of interpreter education feasible in the Brazilian context is described, the process or phases of implementing this training is explored, and the practical steps necessary for a formal training program to be established in Brazil is discussed. This study used a mixed-method approach to survey and follow-up interviews."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith",
"Elisa Maroney",
"Colleen Jones"
],
"curation:type": [
"Thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13289",
"dcterms:title": [
"Where is the Power to Change the World? Using Storytelling to Achieve Quality Learning"
],
"dcterms:creator": [
"E James Omelina"
],
"dcterms:subject": [
"Storytelling",
"business",
"education"
],
"dcterms:date": [
"6/17/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"It’s festival time and everyone is singing and dancing. Rising to the stage, The High Aldwin approaches the four candidates for his apprenticeship. He intones, “Forget all you know, or all you think you know. All that you require is your intuition. The power to control the world is in which finger?” He then spreads his fingers out and invites the candidates to pick one. Each candidate chooses. Except Willow, he hesitates. He is seemingly ready to pick one of his own fingers but then he changes his mind and selects one of The High Aldwin’s fingers. The High Aldwin then declares that there will be no apprentice this year. (Howard, 1988) If you have ever seen Willow, you know the answer to this question. If you haven’t seen this marvelous collaboration between George Lucas, and Ron Howard, I highly recommend seeing it. I am going to spoil this scene at the beginning for those who haven’t seen it. In a later scene The High Aldwin answers the question for Willow. The answer is one of your own fingers.\nThe High Aldwin from Willow exemplifies INTASC standard 2. The teacher understands that each learner’s cognitive, linguistic, social, emotional, and physical development influences learning and knows how to make instructional decisions that build on the learns’ strength and needs. (Council of Chief State School Officers, 2011, p. 10) Storytelling is student based and I have decided to focus on this standard while answering the question, “Is quality learning achieved through storytelling?"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Joshua Schulze",
"Andrew Spellman"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13288",
"dcterms:title": [
"Creating Meaningful-Culturally Responsive Art Learning Experiences for Secondary Students"
],
"dcterms:creator": [
"Kimberley Tzung Mei Vu"
],
"dcterms:subject": [
"Visual Art Class",
"Pacific Northwest",
"CRT"
],
"dcterms:date": [
"6/16/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This action research documents my growth as a teacher during my teacher preparation program with a focus on how I can adjust the existing lesson plans to be more choice-driven and culturally responsive. With an increasing population of culturally and linguistically diverse students, there is a need to implement instruction that is responsive and meaningful to all students, and for students to gain exposure to different cultures so they can navigate socially, develop empathy, and be culturally competent in working with an increasingly diverse population. Providing an enriching curriculum in which differences can be celebrated in a classroom environment can be achieved by using a culturally responsive framework which will serve as a guide to my action research study. \nModifications that I will use to determine the effectiveness of my teaching and to find patterns to engage students' learning are choices for students, simplification of the instruction and project, providing additional language support, and infusing equity into my art lessons. Although these modifications have helped increase engagement within my classroom, there were areas in which can be greatly improved upon in my teaching practices. As a whole, this research has helped me to see which areas were lacking or could be further explored."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Marie LeJeune",
"Marie Zens",
"Melanie Landon-Hays"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13287",
"dcterms:title": [
"The Converse Podcast: A Podcast By Teachers, For Teachers"
],
"dcterms:creator": [
"Rhyan G. Shultis"
],
"dcterms:subject": [
"podcast",
"teaching",
"education"
],
"dcterms:date": [
"6/17/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"My project was the development and creation of a podcast geared for teachers to get advice to support their day-to-day tasks teaching. The episodes are backed by research and are conversational in nature, making it easy to listen and gain ideas/advice from."
],
"bibo:degree": [
"Master of Science in Education: Curriculum and Instruction"
],
"SKOS:note": [
"Joshua Schulze",
"Mandy Olsen",
"Marcus Wenzel"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13286",
"dcterms:title": [
"Mind the Gap: A Survey and Critical Analysis of Diversity-Related Competencies and Standards Within ASL/English Interpreter Education"
],
"dcterms:creator": [
"Nathan Brown"
],
"dcterms:subject": [
"Signed Language Interpreting",
"Adult Education and Teaching",
"Anti-Racism"
],
"dcterms:date": [
"6/1/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"In this thesis, American Sign Language/English interpreter educators were surveyed to better understand the institutions where they work and their self-perceived abilities and knowledge as related to their ability to prepare interpreters, with special emphasis on meeting the needs of a diverse student population and preparing them to work in a diverse world. This information was then examined through a framework of Critical Social Theory to review the current situation and where interpreter education needs to continue to develop. \nThe conclusion and results from the examination of survey data were then compared against other research to create a snapshot of progress made and potential for growth. The results show that interpreter educators have identified broad concepts of gaps in their instruction and that there are some available course materials and institutional support for progress in preparing interpreters to meet the needs of a diverse population. Yet looking critically at the self-assessed competencies, interpreter educators seem to broadly be overestimating their abilities based on incongruency in responses within this study and across other recent research. \nEducators and institutions should engage in further self-assessment and training to develop knowledge and awareness of gaps and to develop new skills, new materials, and new approaches for interpreter education. The success of diverse student populations, and of students in general, to be able to meet the needs of a diverse work environment relies on further improvement from educators and institutions."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa M. Maroney",
"Amanda R. Smith",
"Erica West Oyedele"
],
"curation:type": [
"Thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13285",
"dcterms:title": [
"Use of Engaged Pedagogy in Health Education"
],
"dcterms:creator": [
"Joseph Luco"
],
"dcterms:subject": [
"engaged pedagogy",
"holistic",
"engagement"
],
"dcterms:date": [
"6/16/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This research study takes a look at teaching students in a high school health education\nfrom the lens of engaged pedagogy. It examines how students respond to taking a holistic\napproach to teaching and relationship building. Examined within the research are strategies and techniques used to explore the effectiveness of engaging learning and participation. Data was collected and analyzed to determine if my approach accomplished what I set out to do. I highlight what worked and what did not. As a teacher the importance of being introspective and self-critical are vital to growing one’s own practice and mastery of instruction."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Xiaopeng Gong",
"Loren Wisniewski"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13284",
"dcterms:title": [
"Using Engaged Pedagogy to Foster Holistic Growth in a Physical Education Classroom"
],
"dcterms:creator": [
"McKenzie M. Hunt"
],
"dcterms:subject": [
"engaged pedagogy",
"physical education",
"elementary"
],
"dcterms:date": [
"6/17/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This research paper explores the implementation of engaged pedagogy, a teaching framework developed by bell Hooks, in the context of physical education (PE) to promote holistic growth among elementary school students. The study aims to create an environment that actively involves students in the learning process and connects classroom education to real-world issues. The three tenets of engaged pedagogy—holistic growth, embodied vulnerability, and connecting theory with practice—are examined through a literature review, focusing on their impact on student-teacher relationships and holistic development. The research question guiding this study is: \"How can I create an environment that promotes holistic growth in elementary physical education while using engaged pedagogy?\"\nTo investigate this question, the study adopts action research principles and employs various data collection methods, including self-study aligned with professional teacher standards, teacher artifacts, clinical teacher observation, and supervisor feedback. Additionally, data collection involves student journal entries, observation feedback from the clinical and supervisor teachers, and reflection notes by the researcher. The journal entries focus on students' emotions during lessons, their impact on classmates, and their perceived strengths. The observation feedback and reflection notes provide additional insights into the effectiveness of engaged pedagogy practices in promoting holistic growth"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Xiaopeng Gong",
"Corrine McGinnis"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13283",
"dcterms:title": [
"Helping Students Develop Agency in Secondary English Language Arts"
],
"dcterms:creator": [
"Erin Worley"
],
"dcterms:subject": [
"education",
"English Language Arts",
"agency"
],
"dcterms:date": [
"6/17/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Action research is a process wherein individuals study current literature regarding a subject, and then develop specific actions that can be taken to improve performance. In a MAT program, this research is designed to improve teaching strategies for novice educators. This Action Research Project is centered around my desire to increase student agency in secondary English Language Arts classrooms. Specifically, it focuses on how I can use differentiation, scaffolding, and other instructional strategies to motivate and engage students in the curriculum. As this is an Action Research Project, I am the main participant, and this project is designed to improve my own teaching through specific research and action. \n\tKeywords: education, English Language Arts, agency"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Joshua Schulze",
"Charlotte Riester"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13282",
"dcterms:title": [
"Critical pedagogy and physical education"
],
"dcterms:creator": [
"Ben Bauman"
],
"dcterms:subject": [
"physical education",
"critical pedagogy"
],
"dcterms:date": [
"6/16/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"The purpose of this action research project is to examine my own teaching practices and look at how I can improve those practices and make a learning environment that is both inclusive and challenging for all students. I specifically looked at how I can use the teachings and philosophies of Paolo Freire to improve the learning environment. Before collecting and analyzing data I took a deep dive into the workings of Freire and tried to find ways to incorporate those philosophies into my teaching. Some of the big takeaways that I found from the research were that the learning environment needs to be more student-centered and allow for discourse among students and teachers. I collected data through field notes, observations, and document analysis. I analyzed that data and found some interesting results and found some great ways to implement them into my teaching. Overall this process provided me with some great techniques and improved me as an educator."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Joshua Schulze",
"Kyla Van Voorst"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13281",
"dcterms:title": [
"Applying Humanistic Theory to a Secondary Mathematics Classroom"
],
"dcterms:creator": [
"Timothy R. Hartley"
],
"dcterms:subject": [
"Humanistic Theory",
"Secondary Mathematics",
"Self Efficacy"
],
"dcterms:date": [
"6/17/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Engaging students in a mathematics classroom can be a challenging process. With the variety of challenges students face daily, these challenges are factors that influence a student’s behavior and performance within the classroom. Humanistic Theory in the mathematics classroom allows teachers a framework with which to support their students through encouragement and building students’ motivation while continuing to teach mathematics on a daily basis.\n\tThe research I conducted focused on how I planned for the lessons I taught, the observational feedback given back to me from my university supervisor and two cooperating teachers, and my daily reflections from teaching days in my focus classroom. These observations are used as I use both quantitative and qualitative analysis to analyze my teaching practice, in my hope to become a better mathematics teacher."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Marie LeJeune",
"Melanie Landon-Hays"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13280",
"dcterms:title": [
"Employing Culturally Responsive Teaching and Student-Led Inquiry in Diverse Classrooms to Increase Engagement and Student Success"
],
"dcterms:creator": [
"Brian Bohannon"
],
"dcterms:subject": [
"Culturally Responsive Teaching",
"Student-led Inquiry"
],
"dcterms:date": [
"6/17/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"eng"
],
"dcterms:abstract": [
"The classroom is in all ways a diverse environment which is hard to adapt and control. Traditional educational models take that difficulty and ignore it – they do not adapt to the needs of their students. These systems reach fewer students, and inevitably the first students who are lost come from diverse backgrounds. Culturally Responsive Teaching (Gay, 2000) is a philosophical framework for learning environments that turns traditional systems on their heads. The goal of Culturally Responsive Teaching, as is the goal of this study, is to diversify the various curricula that students interact with in the school building. When done right, students engage at a higher rate, they identify more closely with the content, and are more likely to view themselves in a positive manner.\nThis research is a self-study in Culturally Responsive Teaching. Students will interact with a semester curriculum designed entirely around their own choice. Students will choose a topic and conduct subsequent research, eventually producing an argumentative essay. The curriculum design satisfies all parts of the learning environment’s English 12 standards map, while introducing elements of student choice that are otherwise impossible. Students have the opportunity to investigate their own backgrounds, cultures, hobbies, and interests in a new way, and the impacts this has on engagement will be measured in this study."
],
"dcterms:license": [
"CC-BY-ND (attribution, no derivatives)"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Marie Lejeune",
"Melanie Landon-Hays"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13279",
"dcterms:title": [
"Fostering Engagement Through Critical Literacy and Academic Literacy"
],
"dcterms:creator": [
"Taylor Mead"
],
"dcterms:subject": [
"Critical",
"Literacy",
"Engagement"
],
"dcterms:date": [
"6/17/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"In this action research project, I aim to enhance student engagement in my classroom by utilizing the Academic and Critical Literacy strategies I have learned throughout this process. To create a conducive environment for my students' meaningful learning experiences, I must ensure their active participation in learning. If I want my students to become individuals who challenge the world and advocate for justice, I must build their trust and establish a community that promotes student engagement. My personal teaching goal is to use my knowledge of Critical and cross-curricular academic literacy gained from this action research to boost student engagement and foster critically literate thinkers. This is where my journey to develop students into individuals who think critically and analytically begins."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Xiaopeng Gong",
"Jessica Dowdy"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13278",
"dcterms:title": [
"Promoting Student Engagement Through Culturally Relevant Lens in Secondary Mathematics Classrooms"
],
"dcterms:creator": [
"James Kelson"
],
"dcterms:subject": [
"Mathematics",
"Engagement",
"Culturally Relevant"
],
"dcterms:date": [
"6/17/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"In secondary mathematics classes, students lack engagement. In other fields, research shows that using a Culturally Relevant Pedagogy tends to increase student engagement rates from different cultural backgrounds. This action research is to determine the effectiveness of Culturally Relevant Pedagogy in secondary mathematics classrooms on student engagement. This compared a classroom that mirrored a classroom teaching method typically observed on the Western Coast. In my clinical experience, data was collected to determine which pedagogical approach displayed higher levels of engagement. Data collected was from informal and formal observations from my students, cooperating teacher, field supervisor, and my own reflections. This study found classrooms that use Culturally Relevant Pedagogies and more traditional classrooms have the same level of academic success and engagement. However, there is a slight increase in students feeling invited into the classroom and level of ownership and responsibility in the Culturally Relevant Classroom. This is shown in the openness of communication between the students and educators in the Culturally Relevant classroom compared to the traditional classroom where students’ communication is individualized. Planning and practicing Culturally Relevant Pedagogy also allows educators to understand their students and create meaningful, engaging, lessons and assessments."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Xiaopeng Gong",
"Michael Jennings"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13277",
"dcterms:title": [
"Cultural Paradigms in Music Education"
],
"dcterms:creator": [
"Ashley Wilson"
],
"dcterms:date": [
"6/17/0023"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Band is a highly differentiated subject in its nature and can become easily overwhelming\nto students who lack knowledge and skills to participate in activities in class. This can result in difficulty getting students to participate in activities and engage in manners that will make them successful. Cultural paradigms, the most important determinant of behaviors, dictate how a student may think and act in the classroom. Using culturally relevant pedagogy as a framework for understanding student learning patterns, this action research project sought to use culturally relevant strategies to promote higher levels of engagement and participation from all students in the music classroom. The belief is that students will have achieved academic success when engaged because their assets will have been used to connect prior knowledge to new knowledge, enabling them to make decisions and problem solve with little guidance.\n\nThis research included an investigation of my lesson plans and instructional strategies in\norder to increase participation and engagement in the music classroom. Using reflective\njournaling and observation methods, this analysis was compared to student learning patterns represented by behaviors exhibited in class."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Xiaopeng Gong",
"Danny Hunt"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13276",
"dcterms:title": [
"Feedback in the Classroom: How and Why?"
],
"dcterms:creator": [
"Shea White-Toney"
],
"dcterms:date": [
"6/17/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"In this professional project, I examine the importance of feedback in the classroom and outline the best practices as deemed by the relevant literature. In addition, I discuss the numerous challenges associated with giving feedback. For my study, I assigned a one-page paper to two different classes; in one class, I return feedback that is noted effective by the literature (i.e. timely, specific, non-judgemental, etc.), and in the other class, I give feedback that is deemed ineffective by the literature. One week later, I assigned a similar assignment and noted the differences in improvement between the two classes. These results are then analyzed and challenged."
],
"bibo:degree": [
"Master of Science in Education: Curriculum and Instruction"
],
"SKOS:note": [
"Joshua Schulze",
"Jessica Dougherty",
"Dana Ulveland"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13275",
"dcterms:title": [
"Implementing Multimodal Learning into Teachings and Assessments"
],
"dcterms:creator": [
"Brianna Mautner"
],
"dcterms:subject": [
"VARK",
"UDL",
"learning modalities"
],
"dcterms:date": [
"6/17/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Take a moment and reflect on a personal experience where you had to learn how to do something and/or process new information. Think about how the material was presented to you. Was it given verbally, or did it include information to read? When the material was provided, was there a moment when you thought, “I still do not get it.” \n\tEvery learner deserves an equitable opportunity in their learning environment, and this project shows how to support diverse learners, including visual, auditory, read/write, and kinesthetic learners. This professional project was developed to include multimodal learning and UDL strategies in teachings and assessments. The project consists of a unit plan for a 3rd-grade class that incorporates VARK theory and UDL throughout the five lessons. The unit explains how to differentiate instruction to meet all students' needs and provide opportunities for learners to succeed in the classroom."
],
"bibo:degree": [
"Master of Science in Education"
],
"SKOS:note": [
"Joshua Schulze",
"Gregory Zobel",
"Randall Ulveland"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13274",
"dcterms:title": [
"Engaging and Collaborative Learning in a 4th Grade Orchestra Classroom"
],
"dcterms:creator": [
"Kit Abrahamson"
],
"dcterms:subject": [
"classroom management",
"improvisation",
"composition"
],
"dcterms:date": [
"6/17/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"eng"
],
"dcterms:abstract": [
"Beginning string orchestra instruction often focuses on learning concert music; therefore time for creative and collaborative projects can get minimized. However, creative instruction through lessons in basic improvisation can enhance student engagement and collaborative learning opportunities even at the earliest level of instruction. This allows students to feel connected to creating music on a more personal level. This project explores the benefits of and preconditions for including improvisation and composition lessons in a beginning orchestra classroom."
],
"dcterms:license": [
"CC-BY-NC-SA (attribution, non-commercial, share alike)"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Joshua Schulze",
"James Reddan"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13273",
"dcterms:title": [
"Examining Literacy in Social Studies Classrooms: the Impact of Scaffolding Strategies and Relevant Narratives of People and Place"
],
"dcterms:creator": [
"Josey Koehn"
],
"dcterms:subject": [
"content area literacy",
"social studies",
"relevant narratives of place"
],
"dcterms:date": [
"6/17/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"My Action Research Project originated from my interest in addressing the need for increased literacy skills in secondary students within the social studies content area. Throughout my clinical practice, I studied the impact of scaffolded literacy instruction and incorporating narratives of figures with identities relevant to students' lives. I found that specifically targeting reading and writing skills through scaffolding help develop my classes' ability to achieve literacy learning goals. Furthermore, my research indicated that focusing on local and diverse figures helped enhance students' interest and engagement in complex social studies texts. I will utilize the findings from this action research to improve my future instructional practices in order to be an effective interdisciplinary educator."
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Joshua Schulze",
"June Morris",
"Hillary Fouts"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13272",
"dcterms:title": [
"The Importance of Literacy Based After School Clubs"
],
"dcterms:creator": [
"Marisa Eaton"
],
"dcterms:subject": [
"Creative writing",
"after school club",
"literacy"
],
"dcterms:date": [
"6/16/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage",
"ata (charts, tables, raw data files, etc.)"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, 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 by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This project features the creation and implementation of an after school creative writing club. The club took place over a 12 week period and featured an array of writing activities and projects. This projects focuses on the importance of literacy based after school enrichment, clubs as safe spaces for students, and the power of learning to write creatively. The purpose of this project is to express the need for further opportunities for students to grow as both academics and people. This project walks through the creation of the club, from start to finish, and reflects on the impact the club had on students."
],
"bibo:degree": [
"Master of Science in Education: Curriculum and Instruction"
],
"SKOS:note": [
"Joshua Schulze",
"Alicia Wenzel",
"Randall Ulveland"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13256",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"Introduction of the Post-Incarceration Success Index: A General Quantification of the Difficulties Faced by Reintegrated Peoples"
],
"dcterms:creator": [
"Michel-Ange Siaba, Stonehill College",
"Danielle M. Carkin Lacorazza, Stonehill College"
],
"dcterms:abstract": [
"Exiting incarceration and reentering society poses difficulties for many reintegrating peoples. These difficulties exist as collateral consequences, which have a direct impact on their overall quality of life and ability to seamlessly acclimatize to life beyond the walls. We propose an index that quantifies these difficulties through three dimensions: long and healthy living, the ability to earn and make a living, and social freedom. This study offers a new perspective for evaluating the efficacy of reentry efforts and policy and provides an easy-to-understand numerical description of each person's ability to reintegrate into a given state successfully. The paper also offers policy implications such an index could have and suggestions for future research."
],
"dcterms:available": [
"2023"
],
"bibo:identifier": [
"/jr3/vol2023/iss1/1/"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13223",
"dcterms:title": [
"2023 Academic Excellence Showcase"
],
"dcterms:description": [
"Proceedings from the 2023 Academic Excellence Showcase."
],
"dcterms:date": [
"2023-05-30"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"aes_2023_1"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/04/2023, 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/"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13218",
"dcterms:title": [
"Straub Family Plays on Beach"
],
"dcterms:creator": [
"Robert W. Straub Scrapbook"
],
"dcterms:description": [
"The Straub daughters (Jane, Patty, and Peg) and son Billy cartwheel and play together with mother Pat on the beach near Pacific City. The caption in the scrapbook reads \"Pacific City Discovered.\" This photograph was taken on the same day as the Mother's Day rally and hike in 1966."
],
"dcterms:date": [
"1966-05-08"
],
"dcterms:type": [
"Image"
],
"dcterms:identifier": [
"straub_photos/9"
],
"dcterms:source": [
"Robert W. Straub Collection, MSS 1"
],
"dcterms:language": [
"eng"
],
"dcterms:coverage": [
"Pacific City, OR"
],
"dcterms:rights": [
"The contents of this collection, including all images and text, are for personal, educational, and non-commercial use only. The contents of this collection may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"BIO:organization": [
"Western Oregon University Archives"
],
"BIO:keywords": [
"Pacific City, coast, cartwheel"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13210",
"dcterms:title": [
"Library Survey 2017 Executive Summary"
],
"dcterms:creator": [
"Janeanne Rockwell-Kincanon"
],
"dcterms:description": [
"Librarians created four similar surveys (for undergraduate students, graduate students, faculty, and staff) to evaluate the use and quality of the library’s collections, services, and facilities and to identify areas for improvement. The last such comprehensive survey was in 2006, using the LibQual+™ instrument. The 2017 surveys, using the SurveyMonkey software and taking less than 10 minutes to complete, were administered April 10-30, 2017, weeks 2-4 of the academic term. Solicitations to take the survey were multifaceted: emails to campus distribution lists and to faculty by divisions; postings to social media for the library and campus; slides on WOU Portal pages, postcards sent to employee and residential student mailboxes, and tabling with tablets at the Werner University Center. After completing the anonymous survey, participants were invited to enter their WOU username for a chance to win one of five $25 gift cards to The Press, the café inside Hamersly Library. The lead investigator was Janeanne Rockwell-Kincanon, Associate Professor & Public Services Librarian. IRB review was not sought since the purpose was internal program review."
],
"dcterms:date": [
"2-14-2018"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"hamlibrep/1"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"http://creativecommons.org/licenses/by/4.0/"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13202",
"dcterms:title": [
"Living History I: The Early Years 1853-1911"
],
"dcterms:creator": [
"WOU Digital Production Services",
"Deborah Rezell"
],
"dcterms:description": [
"Documentary featuring the creation of the city of Monmouth in 1853 and the start of Western Oregon University in 1856 as a Christian College. This project was made possible, in part, by funding from the Polk County Cultural Coalition. Produced in 2013 by WOU Digital Production Services (wouTV) at Western Oregon University."
],
"dcterms:date": [
"2013"
],
"dcterms:identifier": [
"campusvideos/2"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/21/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13201",
"dcterms:title": [
"Living History: Todd Hall, 1912-2012"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:description": [
"This six minute video tells the story of Todd Hall, the first women's dormitory on campus, built in 1912 and named after the Dean of Women Jessica Todd. This video was created using archival materials from WOU Archives and was created to commemorate the centennial celebration of Todd Hall."
],
"dcterms:date": [
"2012"
],
"dcterms:type": [
"Image; Moving Image"
],
"dcterms:identifier": [
"campusvideos/1"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13134",
"dcterms:title": [
"Seasonal Worker"
],
"dcterms:creator": [
"Denise Visuano"
],
"dcterms:description": [
"\"Hard worker, short season, then rest for another year.\" The star is used to light up the Giant Sequoia on Monmouth Avenue each December."
],
"dcterms:date": [
"2013"
],
"dcterms:type": [
"article"
],
"dcterms:identifier": [
"weekatwou/55"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"Monmouth, OR"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13133",
"dcterms:title": [
"Greetings"
],
"dcterms:creator": [
"Denise Visuano"
],
"dcterms:description": [
"Students greet one another near the swale on the north side of Ackerman Hall."
],
"dcterms:date": [
"2013"
],
"dcterms:type": [
"article"
],
"dcterms:identifier": [
"weekatwou/22"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"Monmouth, OR"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13132",
"dcterms:title": [
"Foggy Morning"
],
"dcterms:creator": [
"Denise Visuano"
],
"dcterms:description": [
"Foggy morning walk in the New Grove by Ackerman Hall."
],
"dcterms:date": [
"2013"
],
"dcterms:type": [
"article"
],
"dcterms:identifier": [
"weekatwou/17"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"Monmouth, OR"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13131",
"dcterms:title": [
"Field Practice"
],
"dcterms:creator": [
"Denise Visuano"
],
"dcterms:description": [
"A soccer player and other athletes on the Practice Fields take advantage of a break in the rain."
],
"dcterms:date": [
"2013"
],
"dcterms:type": [
"article"
],
"dcterms:identifier": [
"weekatwou/14"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"Monmouth, OR"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13130",
"dcterms:title": [
"Bench"
],
"dcterms:creator": [
"Natalie Wells"
],
"dcterms:description": [
"\"I took this picture in a crooked direction of the bend of the bench (located along Monmouth Avenue).\""
],
"dcterms:date": [
"1/27/2013 0:00"
],
"dcterms:type": [
"article"
],
"dcterms:identifier": [
"weekatwou/74"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"Monmouth, OR"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13129",
"dcterms:title": [
"Which Way?"
],
"dcterms:creator": [
"Mike Wells"
],
"dcterms:description": [
"Directional sign located on campus, also known as the MASH pole, a 1990 class gift, by the Information Technology Center (ITC) Building."
],
"dcterms:date": [
"1/27/2013 0:00"
],
"dcterms:type": [
"article"
],
"dcterms:identifier": [
"weekatwou/70"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"Monmouth, OR"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13128",
"dcterms:title": [
"Western Wolf Paw"
],
"dcterms:creator": [
"Natalie Wells"
],
"dcterms:description": [
"\"I took this picture of the big Christmas tree's roots.\" Giant Sequoia, 1887 class gift, located along Monmouth Avenue in front of Campbell Hall."
],
"dcterms:date": [
"1/27/2013 0:00"
],
"dcterms:type": [
"article"
],
"dcterms:identifier": [
"weekatwou/69"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"Monmouth, OR"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13127",
"dcterms:title": [
"View from Math"
],
"dcterms:creator": [
"Laurie Burton"
],
"dcterms:description": [
"A view of Hamersly Library from the Winters Building."
],
"dcterms:date": [
"1/27/2013 0:00"
],
"dcterms:type": [
"article"
],
"dcterms:identifier": [
"weekatwou/67"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"Monmouth, OR"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13126",
"dcterms:title": [
"Upside Down Tree"
],
"dcterms:creator": [
"Natalie Wells"
],
"dcterms:description": [
"\"This tree is the big Christmas tree on campus.\"\nI stood underneath it looking up.\" [Giant Sequoia, 1887 class gift, located on Monmouth Avenue by Campbell Hall]."
],
"dcterms:date": [
"1/27/2013 0:00"
],
"dcterms:type": [
"article"
],
"dcterms:identifier": [
"weekatwou/66"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"Monmouth, OR"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13125",
"dcterms:title": [
"Afternoon Sun"
],
"dcterms:creator": [
"Denise Visuano"
],
"dcterms:description": [
"Moss highlights behind the Werner University Center between Maaske and Winters Halls."
],
"dcterms:date": [
"1/27/2013 0:00"
],
"dcterms:type": [
"article"
],
"dcterms:identifier": [
"weekatwou/54"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"Monmouth, OR"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13124",
"dcterms:title": [
"Rain Drops"
],
"dcterms:creator": [
"Natalie Wells"
],
"dcterms:description": [
"\"I took this picture of it raining with a patch of grass behind it\" (Grass and puddle along Monmouth Avenue)."
],
"dcterms:date": [
"1/27/2013 0:00"
],
"dcterms:type": [
"article"
],
"dcterms:identifier": [
"weekatwou/53"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"Monmouth, OR"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13123",
"dcterms:title": [
"Sundial"
],
"dcterms:creator": [
"Denise Visuano"
],
"dcterms:description": [
"The sundial, a 1984 class gift, is located in front of Werner University Center."
],
"dcterms:date": [
"1/26/2013 0:00"
],
"dcterms:type": [
"article"
],
"dcterms:identifier": [
"weekatwou/63"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"Monmouth, OR"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13122",
"dcterms:title": [
"Sun on Brick"
],
"dcterms:creator": [
"Tom Bergeron"
],
"dcterms:description": [
"\"The sun finally broke through on Saturday.\" Administration Building visable through the trees on Monmouth Avenue."
],
"dcterms:date": [
"1/26/2013 0:00"
],
"dcterms:type": [
"article"
],
"dcterms:identifier": [
"weekatwou/62"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"Monmouth, OR"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13121",
"dcterms:title": [
"Winter Preview Day"
],
"dcterms:creator": [
"Cecilia Mihaylo"
],
"dcterms:description": [
"Inside the Werner University Center on Winter Preview Day."
],
"dcterms:date": [
"1/26/2013 0:00"
],
"dcterms:type": [
"article"
],
"dcterms:identifier": [
"weekatwou/46"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"Monmouth, OR"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13120",
"dcterms:title": [
"Moon Over Rice"
],
"dcterms:creator": [
"Tom Bergeron"
],
"dcterms:description": [
"Patrons congregate for a show on the night of a full moon over Rice Auditorium."
],
"dcterms:date": [
"1/26/2013 0:00"
],
"dcterms:type": [
"article"
],
"dcterms:identifier": [
"weekatwou/35"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"Monmouth, OR"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13119",
"dcterms:title": [
"In the Distance"
],
"dcterms:creator": [
"Erin Passehl"
],
"dcterms:description": [
"\"One of my favorite spots to read.\" Taken from the third floor of Hamersly Library looking west towards the Coastal Range."
],
"dcterms:date": [
"1/25/2013 0:00"
],
"dcterms:type": [
"article"
],
"dcterms:identifier": [
"weekatwou/68"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"Monmouth, OR"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13118",
"dcterms:title": [
"Study Time"
],
"dcterms:creator": [
"Kisty Rose"
],
"dcterms:description": [
"\"Studying is a major part of my experience as a college student here at Western Oregon University.\" Book stacks on the second floor of Hamersly Library."
],
"dcterms:date": [
"1/25/2013 0:00"
],
"dcterms:type": [
"article"
],
"dcterms:identifier": [
"weekatwou/61"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"Monmouth, OR"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13117",
"dcterms:title": [
"Silhouette Trees"
],
"dcterms:creator": [
"Daniel Tankersley"
],
"dcterms:description": [
"A grove of trees near the baseball field off Stadium Drive."
],
"dcterms:date": [
"1/25/2013 0:00"
],
"dcterms:type": [
"article"
],
"dcterms:identifier": [
"weekatwou/59"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"Monmouth, OR"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13116",
"dcterms:title": [
"Shadows and Reflections"
],
"dcterms:creator": [
"Jerrie Lee Parpart"
],
"dcterms:description": [
"\"Intrigued by bark and brick textures on the south side of the Old PE Building.\""
],
"dcterms:date": [
"1/25/2013 0:00"
],
"dcterms:type": [
"article"
],
"dcterms:identifier": [
"weekatwou/58"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"Monmouth, OR"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13115",
"dcterms:title": [
"Self Reflection's Progression"
],
"dcterms:creator": [
"Jerrie Lee Parpart"
],
"dcterms:description": [
"Part three of the Percent For Art triptych created by Colin Lambert and Peter Adams for Bellamy Hall in 2009."
],
"dcterms:date": [
"1/25/2013 0:00"
],
"dcterms:type": [
"article"
],
"dcterms:identifier": [
"weekatwou/56"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"Monmouth, OR"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13114",
"dcterms:title": [
"Welcome to Western"
],
"dcterms:creator": [
"Erin Passehl"
],
"dcterms:description": [
"A welcome sign to campus driving south on Monmouth Avenue."
],
"dcterms:date": [
"1/25/2013 0:00"
],
"dcterms:type": [
"article"
],
"dcterms:identifier": [
"weekatwou/50"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"Monmouth, OR"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13113",
"dcterms:title": [
"Beautiful Day for a Walk"
],
"dcterms:creator": [
"Erin Passehl"
],
"dcterms:description": [
"A young woman walks a dog near the baseball fields off Stadium Drive."
],
"dcterms:date": [
"1/25/2013 0:00"
],
"dcterms:type": [
"article"
],
"dcterms:identifier": [
"weekatwou/49"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"Monmouth, OR"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13112",
"dcterms:title": [
"DeVolder Family Science Center"
],
"dcterms:creator": [
"Erin Passehl"
],
"dcterms:description": [
"Construction of the DeVolder Family Science Center looking east."
],
"dcterms:date": [
"1/25/2013 0:00"
],
"dcterms:type": [
"article"
],
"dcterms:identifier": [
"weekatwou/48"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"Monmouth, OR"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13111",
"dcterms:title": [
"Sunny Friday"
],
"dcterms:creator": [
"Erin Passehl"
],
"dcterms:description": [
"The Health and Wellness Center and track looking east."
],
"dcterms:date": [
"1/25/2013 0:00"
],
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"weekatwou/47"
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"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
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{
"url": "https://wou.omeka.net/s/repository/item/13110",
"dcterms:title": [
"Jessica S. Todd Hall"
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"dcterms:creator": [
"Nancy Ganson"
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"Todd Hall from across Monmouth Avenue looking west."
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"1/25/2013 0:00"
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"dcterms:identifier": [
"weekatwou/44"
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{
"url": "https://wou.omeka.net/s/repository/item/13109",
"dcterms:title": [
"Old Meeting Place"
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"Jerrie Lee Parpart"
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"Pergola on the east side of Todd Hall, built in the early 1920s to disguise the Root Cellar and old Physical Plant."
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"1/25/2013 0:00"
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"dcterms:identifier": [
"weekatwou/41"
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"http://rightsstatements.org/vocab/NoC-US/1.0/"
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{
"url": "https://wou.omeka.net/s/repository/item/13108",
"dcterms:title": [
"Symbols of Fine Art & Dance"
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"Anna Holt"
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"\"While some students carve and chisel at sculptures, others ignite fires to finish ceramic sculptures in the Outdoor Studio (Peter & Gwen Stone Pavilion, foreground) - the dance students in Maple Hall (background) ignite the fire from within themselves carving and chiseling music into movement.\""
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"1/25/2013 0:00"
],
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"article"
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"dcterms:identifier": [
"weekatwou/40"
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"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
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"dcterms:spatial": [
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{
"url": "https://wou.omeka.net/s/repository/item/13107",
"dcterms:title": [
"Perspective Science"
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"Jerrie Lee Parpart"
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"Corridor to the Natural Science Building."
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"1/25/2013 0:00"
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"dcterms:type": [
"article"
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"dcterms:identifier": [
"weekatwou/38"
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"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
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"dcterms:spatial": [
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{
"url": "https://wou.omeka.net/s/repository/item/13106",
"dcterms:title": [
"Normal Reflections"
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"Jerrie Lee Parpart"
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"dcterms:description": [
"Campbell Hall (the old Normal School) shown in the reflection from the south side of Education Building."
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"1/25/2013 0:00"
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"dcterms:type": [
"article"
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"dcterms:identifier": [
"weekatwou/37"
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"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
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"dcterms:spatial": [
"Monmouth, OR"
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{
"url": "https://wou.omeka.net/s/repository/item/13105",
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"Sequoia"
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"Nancy Ganson"
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"The Giant Sequoia, a class gift from 1887, in front of Campbell Hall."
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"1/25/2013 0:00"
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"dcterms:type": [
"article"
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"dcterms:identifier": [
"weekatwou/34"
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"http://rightsstatements.org/vocab/NoC-US/1.0/"
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"dcterms:spatial": [
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},
{
"url": "https://wou.omeka.net/s/repository/item/13104",
"dcterms:title": [
"Lifts"
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"Jerrie Lee Parpart"
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"dcterms:description": [
"Construction is finished for the day on the DeVolder Family Science Building."
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"1/25/2013 0:00"
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"dcterms:identifier": [
"weekatwou/32"
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"http://rightsstatements.org/vocab/NoC-US/1.0/"
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"dcterms:spatial": [
"Monmouth, OR"
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{
"url": "https://wou.omeka.net/s/repository/item/13103",
"dcterms:title": [
"Birds"
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"dcterms:creator": [
"Stacy Henle"
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"dcterms:description": [
"Four bird relief sculptures created for the Percent For Art on the west side of Todd Hall. Artwork created by Suzanne Lee for the elevator addition in 2007."
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"1/25/2013 0:00"
],
"dcterms:type": [
"article"
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"dcterms:identifier": [
"weekatwou/29"
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"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
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"dcterms:spatial": [
"Monmouth, OR"
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{
"url": "https://wou.omeka.net/s/repository/item/13102",
"dcterms:title": [
"Cottage & Kiln"
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"dcterms:creator": [
"Stacy Henle"
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"dcterms:description": [
"The Peter & Gwen Stone Pavilion stands with The Cottage in the background."
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"1/25/2013 0:00"
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"article"
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"dcterms:identifier": [
"weekatwou/28"
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"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
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"dcterms:spatial": [
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{
"url": "https://wou.omeka.net/s/repository/item/13101",
"dcterms:title": [
"Oak Tree"
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"Stacy Henle"
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"Pin oak tree on the west side of Campbell Hall."
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"1/25/2013 0:00"
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"article"
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"dcterms:identifier": [
"weekatwou/27"
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"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
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"dcterms:spatial": [
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{
"url": "https://wou.omeka.net/s/repository/item/13100",
"dcterms:title": [
"May I have this Dance?"
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"dcterms:creator": [
"Stacy Henle"
],
"dcterms:description": [
"The dance studio located inside Maple Hall."
],
"dcterms:date": [
"1/25/2013 0:00"
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"article"
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"dcterms:identifier": [
"weekatwou/26"
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"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
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"dcterms:spatial": [
"Monmouth, OR"
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{
"url": "https://wou.omeka.net/s/repository/item/13099",
"dcterms:title": [
"Sequoia's Sister"
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"dcterms:creator": [
"Stacy Henle"
],
"dcterms:description": [
"View of the west entrance to the Werner University Center."
],
"dcterms:date": [
"1/25/2013 0:00"
],
"dcterms:type": [
"article"
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"dcterms:identifier": [
"weekatwou/25"
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"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"Monmouth, OR"
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},
{
"url": "https://wou.omeka.net/s/repository/item/13098",
"dcterms:title": [
"Hilbert"
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"dcterms:creator": [
"Laurie Burton"
],
"dcterms:description": [
"\"The squirrel's namesake (David Hilbert) is a famous mathematician.\" Taken inside of the Math and Nursing Building."
],
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"1/25/2013 0:00"
],
"dcterms:type": [
"article"
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"dcterms:identifier": [
"weekatwou/24"
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"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"Monmouth, OR"
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},
{
"url": "https://wou.omeka.net/s/repository/item/13097",
"dcterms:title": [
"Sundown Shadows Through the Tree"
],
"dcterms:creator": [
"Maren Anderson"
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"dcterms:description": [
"The Hamersly Library at sunset, looking through trees from a Maaske Building office."
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"dcterms:date": [
"1/25/2013 0:00"
],
"dcterms:type": [
"article"
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"dcterms:identifier": [
"weekatwou/23"
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"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
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},
{
"url": "https://wou.omeka.net/s/repository/item/13096",
"dcterms:title": [
"New Kind of Sculpture Garden"
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"dcterms:creator": [
"Jerrie Lee Parpart"
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"dcterms:description": [
"A Physical Plant project on the south side of the Information Technology Center (ITC)."
],
"dcterms:date": [
"1/25/2013 0:00"
],
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"article"
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"dcterms:identifier": [
"weekatwou/19"
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"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
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"dcterms:spatial": [
"Monmouth, OR"
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},
{
"url": "https://wou.omeka.net/s/repository/item/13095",
"dcterms:title": [
"Early Risers"
],
"dcterms:creator": [
"Denise Visuano"
],
"dcterms:description": [
"Birds in the morning fog near the Practice Fields."
],
"dcterms:date": [
"1/25/2013 0:00"
],
"dcterms:type": [
"article"
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"dcterms:identifier": [
"weekatwou/13"
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"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
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{
"url": "https://wou.omeka.net/s/repository/item/13094",
"dcterms:title": [
"Hamersly Library"
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"dcterms:creator": [
"Maren Anderson"
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"dcterms:description": [
"Hamersly Library as the sun sets from a Maaske Building office."
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"1/25/2013 0:00"
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"article"
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"dcterms:identifier": [
"weekatwou/12"
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"dcterms:rights": [
"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
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"dcterms:spatial": [
"Monmouth, OR"
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},
{
"url": "https://wou.omeka.net/s/repository/item/13093",
"dcterms:title": [
"Bad Moon Rising"
],
"dcterms:creator": [
"Rob Elmer"
],
"dcterms:description": [
"A moonrise behind Rice Auditorium."
],
"dcterms:date": [
"1/25/2013 0:00"
],
"dcterms:type": [
"article"
],
"dcterms:identifier": [
"weekatwou/10"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"Monmouth, OR"
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},
{
"url": "https://wou.omeka.net/s/repository/item/13092",
"dcterms:title": [
"WOU Sign"
],
"dcterms:creator": [
"Tom Burrell"
],
"dcterms:description": [
"A welcome to Western Oregon University sign taken at 7:15 a.m."
],
"dcterms:date": [
"1/24/2013 0:00"
],
"dcterms:type": [
"article"
],
"dcterms:identifier": [
"weekatwou/73"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"Monmouth, OR"
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},
{
"url": "https://wou.omeka.net/s/repository/item/13091",
"dcterms:title": [
"Moving Forward"
],
"dcterms:creator": [
"Jeff McNeill"
],
"dcterms:description": [
"\"This photo depicts the hurried and hectic life of a WOU student.\" Front of the Information Technology Center (ITC) taken from across Monmouth Avenue looking east."
],
"dcterms:date": [
"1/24/2013 0:00"
],
"dcterms:type": [
"article"
],
"dcterms:identifier": [
"weekatwou/72"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"Monmouth, OR"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13090",
"dcterms:title": [
"Stability"
],
"dcterms:creator": [
"Jeff McNeill"
],
"dcterms:description": [
"\"The strength of WOU\" (The trunk of the Giant Sequoia in front of Campbell Hall)."
],
"dcterms:date": [
"1/24/2013 0:00"
],
"dcterms:type": [
"article"
],
"dcterms:identifier": [
"weekatwou/71"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"Monmouth, OR"
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},
{
"url": "https://wou.omeka.net/s/repository/item/13089",
"dcterms:title": [
"Art Knows No Hour"
],
"dcterms:creator": [
"Anna Holt"
],
"dcterms:description": [
"\"Campbell Hall welcomes its art students at various hours of the day and night. By day the art students are easily spotted carrying black portfolio bags and boxes full of materials to paint, sculpt, draw create. The project due dates can be determined by lights shining through the beautiful windows late at night.\""
],
"dcterms:date": [
"1/24/2013 0:00"
],
"dcterms:type": [
"article"
],
"dcterms:identifier": [
"weekatwou/39"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"Monmouth, OR"
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},
{
"url": "https://wou.omeka.net/s/repository/item/13088",
"dcterms:title": [
"Morning Fog"
],
"dcterms:creator": [
"Tom Burrell"
],
"dcterms:description": [
"Following the wolf paws for walking safety, photograph taken at 7:15 a.m. on the way to class along Monmouth Avenue."
],
"dcterms:date": [
"1/24/2013 0:00"
],
"dcterms:type": [
"article"
],
"dcterms:identifier": [
"weekatwou/36"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"Monmouth, OR"
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},
{
"url": "https://wou.omeka.net/s/repository/item/13087",
"dcterms:title": [
"ITC Roof West"
],
"dcterms:creator": [
"Daniel Tankersley"
],
"dcterms:description": [
"A view of campus from the roof of the Information Technology Center (ITC) looking west."
],
"dcterms:date": [
"1/24/2013 0:00"
],
"dcterms:type": [
"article"
],
"dcterms:identifier": [
"weekatwou/31"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"Monmouth, OR"
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},
{
"url": "https://wou.omeka.net/s/repository/item/13086",
"dcterms:title": [
"ITC Roof East"
],
"dcterms:creator": [
"Daniel Tankersley"
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"dcterms:description": [
"A view of campus and Monmouth from the roof of the Information Technology Center (ITC) looking east."
],
"dcterms:date": [
"1/24/2013 0:00"
],
"dcterms:type": [
"article"
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"dcterms:identifier": [
"weekatwou/30"
],
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"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
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"dcterms:spatial": [
"Monmouth, OR"
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{
"url": "https://wou.omeka.net/s/repository/item/13085",
"dcterms:title": [
"Practice Field"
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"dcterms:creator": [
"Daniel Tankersley"
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"dcterms:description": [
"Night lights on the Intramural Recreation Field off Stadium Drive."
],
"dcterms:date": [
"1/23/2013 0:00"
],
"dcterms:type": [
"article"
],
"dcterms:identifier": [
"weekatwou/51"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
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"dcterms:spatial": [
"Monmouth, OR"
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},
{
"url": "https://wou.omeka.net/s/repository/item/13084",
"dcterms:title": [
"Sticker Evolution"
],
"dcterms:creator": [
"Denise Visuano"
],
"dcterms:description": [
"Parking permits over the last four years and a canine philosophy sticker that reads \"Wag more, bark less.\""
],
"dcterms:date": [
"1/22/2013 0:00"
],
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"article"
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"dcterms:identifier": [
"weekatwou/60"
],
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"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
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"dcterms:spatial": [
"Monmouth, OR"
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},
{
"url": "https://wou.omeka.net/s/repository/item/13083",
"dcterms:title": [
"Practice Field Moon"
],
"dcterms:creator": [
"Daniel Tankersley"
],
"dcterms:description": [
"Near full moon over the turf field by the Stadium."
],
"dcterms:date": [
"1/22/2013 0:00"
],
"dcterms:type": [
"article"
],
"dcterms:identifier": [
"weekatwou/52"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
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"dcterms:spatial": [
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},
{
"url": "https://wou.omeka.net/s/repository/item/13082",
"dcterms:title": [
"Buds"
],
"dcterms:creator": [
"Erin Passehl"
],
"dcterms:description": [
"\"Being from the Midwest, I am still surprised to see buds on trees in January.\" Trees located outside the back entrance of Werner University Center."
],
"dcterms:date": [
"1/22/2013 0:00"
],
"dcterms:type": [
"article"
],
"dcterms:identifier": [
"weekatwou/45"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/07/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
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"dcterms:spatial": [
"Monmouth, OR"
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},
{
"url": "https://wou.omeka.net/s/repository/item/13081",
"dcterms:title": [
"Methods of Communication"
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"dcterms:creator": [
"Erin Passehl"
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"“World War I and the Policing Power of the State” analyzes World War I legislative power combined with inculcating hyper-patriotic propaganda and how these factors contributed to violations of First Amendment rights. A review of various primary sources from World War I, such as war-time legislative orders and federal government propaganda campaigns, demonstrates examples of how these violations exacerbated division within American society, leading to mob activity and a proliferation of extra-legal vigilantism. Citizen turned against citizen as vigilante organizations such as the federally endorsed American Protective League spread across the country, enforcing federal will. During World War I, zealous patriotism campaigned by wealthy, white American men, transformed the federal government into a powerful and autocratic force and through implementation of patriotic based policies, coerced Americans into a wave of vigilantism and at the very least, reinforced certain social turbulences such as classism and racism. World War I distinguishes an era in which a new U.S. wartime government used legislative power and patriotic propaganda to further establish centralized control. This was made possible through the indoctrination of the patriot, the inculcation of blind obedience and a pledge to 100% Americanism."
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"dcterms:subject": [
"This chapter is from the Honors Thesis",
"\"A Cognitive Linguistic Approach to Phrasal Verbs",
"\""
],
"dcterms:date": [
"6/1/2017"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"english_studentpubs/1"
],
"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": [
"eng"
],
"curation:note": [
"Although ubiquitous in the English language, phrasal verbs are one of the most difficult constructions for English language learners to learn, as their meanings have traditionally been regarded as arbitrary and chaotic. However, recent developments in cognitive linguistics have shed light onto schematic motivations of phrasal verb meanings and thus present a number of pedagogical applications. The purpose of this handbook is to provide English language teachers with a foundation in the theory and pedagogical approaches to teaching phrasal verbs, using a cognitive linguistic framework."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12898",
"dcterms:title": [
"The Gut Microbiota of Helix aspersa"
],
"dcterms:creator": [
"Parker Smith",
"Michael Baltzley",
"S. Boomer"
],
"dcterms:subject": [
"microbiology",
"gut microbiome",
"metagenomics"
],
"dcterms:description": [
"This poster was presented at the Society for Integrative and Comparative Biology (SICB) Annual Meeting held January 4-8, 2017 in New Orleans, LA."
],
"dcterms:date": [
"1/4/2017"
],
"dcterms:type": [
"Text;Image;StillImage"
],
"dcterms:identifier": [
"biology_studentpubs/3"
],
"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/"
],
"dcterms:abstract": [
"The Gut Microbiota of Helix aspersa. The gut microbiota plays an important role in the host organism’s well-being, contributing to the host’s immunity and metabolism. An individual’s total gut microbiota is dynamic, fluctuating in response to changes in diet and environmental stressors; however, a host often has a subset of gut microorganisms, known as the core gut microbiome, which is consistent among individuals in a population. To study the gut microbiota, we are using the common garden snail, Helix aspersa, as our model organism. In the past, culture-based studies have been used to identify bacteria from the gut of Helix aspersa raised on processed food sources, which can alter the gut microbiota. Little has been done using metagenomics to determine the natural gut microbiota or identify a core microbiome. We analyzed 16S bacterial diversity in the feces of wild-caught snails using high-throughput Illumina sequencing of the V1 and V2 variable regions. Our results show a gut microbiota dominated by Gammaproteobacteria, particularly members of genus Buttiauxella. This finding was notable in that several early culture-based studies identified this genus as snail specific. More recent DNA-based work has identified this genus at low levels in soil and water environments. Given these data, we assessed the microbial community present on the snail food source, confirming low levels of Buttiauxella and high levels of Pseudomonas. This finding suggests that Helix selectively uptake microbes from their food-source and/or avoid potentially harmful Pseudomonas. We are using FISH microscopy and plating techniques to study changes in the gut microbiota of individual snails in response to changes in their feeding regimen, and exposure to antibiotics or bacterial stressors."
],
"VIVO:departmentOrSchool": [
"Biology"
],
"curation:note": [
"Michael Baltzley;S. M. Boomer"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12879",
"dcterms:title": [
"Deweese Family Portrait"
],
"dcterms:creator": [
"John Gray Brayton"
],
"dcterms:description": [
"George and Rachel Davidson Deweese pose in a studio with their daughter (name is unidentified). The Deweese Family traveled with the first wagon train along with Elijah Davidson Butler, son of Peter Butler, from Monmouth, Illinois to Oregon. Photograph is undated."
],
"dcterms:date": [
"18uu"
],
"dcterms:type": [
"Image;StillImage"
],
"dcterms:identifier": [
"butlerphotos/1"
],
"dcterms:source": [
"IHM-1987-021-084",
"Independence Heritage Museum"
],
"dcterms:rights": [
"The contents of this image are for personal, educational, and non-commercial use only. This image may not be reproduced in any form without the express permission of Independence Heritage Museum. For questions or permissions, please contact them at (503) 838-4989 or orheritage@minetfiber.com."
],
"curation:coordinates": [
"38.2975381, -122.286865"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12878",
"dcterms:title": [
"Alice Butler Portrait"
],
"dcterms:creator": [
"Undetermined."
],
"dcterms:description": [
"Alice Butler, daughter of Ira F.M. Butler, poses for a portrait, circa 1870s. Photograph is undated."
],
"dcterms:date": [
"1870~"
],
"dcterms:type": [
"Image;StillImage"
],
"dcterms:identifier": [
"butlerphotos/2"
],
"dcterms:source": [
"IHM-1987-021-075",
"Independence Heritage Museum"
],
"dcterms:rights": [
"The contents of this image are for personal, educational, and non-commercial use only. This image may not be reproduced in any form without the express permission of Independence Heritage Museum. For questions or permissions, please contact them at (503) 838-4989 or orheritage@minetfiber.com."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12877",
"dcterms:title": [
"Alice Butler Portrait"
],
"dcterms:creator": [
"Undetermined."
],
"dcterms:description": [
"Alice Butler, daughter of Ira F.M. Butler, poses for a portrait in a studio wearing a large necklace. Photograph is undated."
],
"dcterms:date": [
"18uu"
],
"dcterms:type": [
"Image;StillImage"
],
"dcterms:identifier": [
"butlerphotos/3"
],
"dcterms:source": [
"IHM-1987-021-072",
"Independence Heritage Museum"
],
"dcterms:rights": [
"The contents of this image are for personal, educational, and non-commercial use only. This image may not be reproduced in any form without the express permission of Independence Heritage Museum. For questions or permissions, please contact them at (503) 838-4989 or orheritage@minetfiber.com."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12876",
"dcterms:title": [
"Ralph Butler Portrait"
],
"dcterms:creator": [
"Undetermined."
],
"dcterms:description": [
"Ralph Butler, grandson of Ira F.M. Butler and son of Asa Butler, sits barefoot on a log outdoors, circa 1868."
],
"dcterms:date": [
"1868~"
],
"dcterms:type": [
"Image;StillImage"
],
"dcterms:identifier": [
"butlerphotos/4"
],
"dcterms:source": [
"IHM-1987-021-071",
"Independence Heritage Museum"
],
"dcterms:rights": [
"The contents of this image are for personal, educational, and non-commercial use only. This image may not be reproduced in any form without the express permission of Independence Heritage Museum. For questions or permissions, please contact them at (503) 838-4989 or orheritage@minetfiber.com."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12875",
"dcterms:title": [
"Newt Butler Portrait"
],
"dcterms:creator": [
"Rieman & Co."
],
"dcterms:description": [
"Newt Butler, son of Ira F.M. Butler, poses in a studio with sideburns and a mustache. Photograph is undated."
],
"dcterms:date": [
"18uu"
],
"dcterms:type": [
"Image;StillImage"
],
"dcterms:identifier": [
"butlerphotos/5"
],
"dcterms:source": [
"IHM-1987-021-059",
"Independence Heritage Museum"
],
"dcterms:rights": [
"The contents of this image are for personal, educational, and non-commercial use only. This image may not be reproduced in any form without the express permission of Independence Heritage Museum. For questions or permissions, please contact them at (503) 838-4989 or orheritage@minetfiber.com."
],
"curation:coordinates": [
"37.7749295, -122.4194155"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12874",
"dcterms:title": [
"Lena Butler Powell Portrait"
],
"dcterms:creator": [
"Undetermined."
],
"dcterms:description": [
"Lena Butler Powell, granddaughter of Ira F.M. Butler, poses in a studio wearing a locket, circa 1870."
],
"dcterms:date": [
"1870~"
],
"dcterms:type": [
"Image;StillImage"
],
"dcterms:identifier": [
"butlerphotos/6"
],
"dcterms:source": [
"IHM-1987-021-048",
"Independence Heritage Museum"
],
"dcterms:rights": [
"The contents of this image are for personal, educational, and non-commercial use only. This image may not be reproduced in any form without the express permission of Independence Heritage Museum. For questions or permissions, please contact them at (503) 838-4989 or orheritage@minetfiber.com."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12873",
"dcterms:title": [
"Young Women Group Portrait"
],
"dcterms:creator": [
"J. D. McGowan"
],
"dcterms:description": [
"Four women from founding Monmouth, Oregon families pose together in a studio circa 1868. From left to right: Rilla Marshall, Irene Powell, Fannie Griggs and Alice Butler, the daughter of Ira F.M. Butler. Photograph is undated."
],
"dcterms:date": [
"1868~"
],
"dcterms:type": [
"Image;StillImage"
],
"dcterms:identifier": [
"butlerphotos/7"
],
"dcterms:source": [
"IHM-1987-021-043",
"Independence Heritage Museum"
],
"dcterms:rights": [
"The contents of this image are for personal, educational, and non-commercial use only. This image may not be reproduced in any form without the express permission of Independence Heritage Museum. For questions or permissions, please contact them at (503) 838-4989 or orheritage@minetfiber.com."
],
"curation:coordinates": [
"44.8484524, -123.2339888"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12872",
"dcterms:title": [
"Butler Family Reunion"
],
"dcterms:creator": [
"Undetermined."
],
"dcterms:description": [
"The family of Ira F.M. Butler pose at their family reunion in 1896. While this photograph was taken outside the Ira F.M. Butler house, the house is not visible. From left to right:\nTOP ROW: Elizabeth Lucas, Alice Butler, Mrs. Rufus Smith, Addie Shelton, Rufus Smith, Bud Cooper, Sarah Butler, Isaac Butler, Ira Powell, Lena Butler Powell, Rose Davidson, Grundy Davidson, Jane Grounds, Luther Grounds, Hosea Davidson, Jay Lucas, Sarah Smith, Ira Smith, Mrs. Palmer, Mrs. Hezekiah Whitman, Mrs. Hosea Davidson.\nMIDDLE ROW: Mrs. Otis Hutchinson, Isaac Smith, Mrs. Mason, William Mason, Unknown, Ira F.M. Butler, George Deweese, Rachel Deweese.\nBOTTOM ROW: Margaret (Maggie) Butler, Lorna Deweese, Mrs. Jimmy Powell, Hulda Hyatt, Clare Powell (baby), children of Otis Hutchinson.\nNote: Western Oregon University Archives also owns a copy of this photograph with each person numbered."
],
"dcterms:date": [
"1896-07-25"
],
"dcterms:type": [
"Image;StillImage"
],
"dcterms:identifier": [
"butlerphotos/8"
],
"dcterms:source": [
"IHM-1987-021-037",
"Independence Heritage Museum"
],
"dcterms:rights": [
"The contents of this image are for personal, educational, and non-commercial use only. This image may not be reproduced in any form without the express permission of Independence Heritage Museum. For questions or permissions, please contact them at (503) 838-4989 or orheritage@minetfiber.com."
],
"curation:coordinates": [
"44.848856, -123.2292691"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12871",
"dcterms:title": [
"Alice and Margaret Butler at Home"
],
"dcterms:creator": [
"Undetermined."
],
"dcterms:description": [
"Adult sisters Alice and Margaret (Maggie) Butler sit in rocking chairs on the porch of the Ira F.M. Butler house in Monmouth. Photograph is undated."
],
"dcterms:date": [
"18uu"
],
"dcterms:type": [
"Image;StillImage"
],
"dcterms:identifier": [
"butlerphotos/9"
],
"dcterms:source": [
"IHM-1987-021-034",
"Independence Heritage Museum"
],
"dcterms:rights": [
"The contents of this image are for personal, educational, and non-commercial use only. This image may not be reproduced in any form without the express permission of Independence Heritage Museum. For questions or permissions, please contact them at (503) 838-4989 or orheritage@minetfiber.com."
],
"curation:coordinates": [
"44.8487189, -123.2292705"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12870",
"dcterms:title": [
"Ira F.M. Butler Stands with Cane"
],
"dcterms:creator": [
"Undetermined."
],
"dcterms:description": [
"Ira F.M. Butler (pictured right ) and an unknown man pose with canes outside the Ira F.M. Butler house in Monmouth. This photograph was given to Ira for Christmas in 1904 by his nephew Ralph."
],
"dcterms:date": [
"12/1/1904 0:00"
],
"dcterms:type": [
"Image;StillImage"
],
"dcterms:identifier": [
"butlerphotos/10"
],
"dcterms:source": [
"IHM-1987-021-013",
"Independence Heritage Museum"
],
"dcterms:rights": [
"The contents of this image are for personal, educational, and non-commercial use only. This image may not be reproduced in any form without the express permission of Independence Heritage Museum. For questions or permissions, please contact them at (503) 838-4989 or orheritage@minetfiber.com."
],
"curation:coordinates": [
"44.848856, -123.2292691"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12869",
"dcterms:title": [
"Scenic View of Monmouth"
],
"dcterms:creator": [
"Undetermined."
],
"dcterms:description": [
"View of the town of Monmouth, Oregon, taken from Cupid's Hill west of town."
],
"dcterms:date": [
"1896-01-01"
],
"dcterms:type": [
"Image;StillImage"
],
"dcterms:identifier": [
"butlerphotos/11"
],
"dcterms:source": [
"IHM-1987-021-002",
"Independence Heritage Museum"
],
"dcterms:rights": [
"The contents of this image are for personal, educational, and non-commercial use only. This image may not be reproduced in any form without the express permission of Independence Heritage Museum. For questions or permissions, please contact them at (503) 838-4989 or orheritage@minetfiber.com."
],
"curation:coordinates": [
"44.8464612, -123.247348"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12868",
"dcterms:title": [
"Ira F.M. Butler Notary Certificate"
],
"dcterms:creator": [
"Undetermined."
],
"dcterms:description": [
"Certificate that authorized Ira F.M. Butler as a Notary Public for Polk County, Oregon, signed by Governor L.F. Grover."
],
"dcterms:date": [
"1871-12-12"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"butlerphotos/12"
],
"dcterms:source": [
"Polk County Historical Society and Museum"
],
"dcterms:rights": [
"The contents of this image are for personal, educational, and non-commercial use only. This image may not be reproduced in any form without the express permission of the Polk County Museum. For questions or permissions, please contact them at 503-623-6251 or pchsoregon@gmail.com."
],
"curation:coordinates": [
"44.9266528, -123.4919256"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12867",
"dcterms:title": [
"Margaret Butler Portrait"
],
"dcterms:creator": [
"Undetermined."
],
"dcterms:description": [
"Margaret (Maggie) Butler, daughter of Ira F.M. Butler, sits in a high-back chair, wearing a large, black hat and a dress featuring roses across her chest. Photograph is undated."
],
"dcterms:date": [
"18uu"
],
"dcterms:type": [
"Image;StillImage"
],
"dcterms:identifier": [
"butlerphotos/13"
],
"dcterms:source": [
"Polk County Historical Society and Museum"
],
"dcterms:rights": [
"The contents of this image are for personal, educational, and non-commercial use only. This image may not be reproduced in any form without the express permission of the Polk County Museum. For questions or permissions, please contact them at 503-623-6251 or pchsoregon@gmail.com."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12866",
"dcterms:title": [
"Ira F.M. Butler Portrait"
],
"dcterms:creator": [
"Undetermined."
],
"dcterms:description": [
"Ira F.M. Butler poses in a studio with dark overcoat. Photograph is undated."
],
"dcterms:date": [
"18uu"
],
"dcterms:type": [
"Image;StillImage"
],
"dcterms:identifier": [
"butlerphotos/14"
],
"dcterms:source": [
"Polk County Historical Society and Museum"
],
"dcterms:rights": [
"The contents of this image are for personal, educational, and non-commercial use only. This image may not be reproduced in any form without the express permission of the Polk County Museum. For questions or permissions, please contact them at 503-623-6251 or pchsoregon@gmail.com."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12865",
"dcterms:title": [
"Margaret Butler Portrait"
],
"dcterms:creator": [
"Isaac G. Davidson"
],
"dcterms:description": [
"Margaret (Maggie) Butler, daughter of Ira F.M. Butler, poses in a studio wearing a large flower brooch. Photograph is undated."
],
"dcterms:date": [
"18uu"
],
"dcterms:type": [
"Image;StillImage"
],
"dcterms:identifier": [
"butlerphotos/15"
],
"dcterms:source": [
"Polk County Historical Society and Museum"
],
"dcterms:rights": [
"The contents of this image are for personal, educational, and non-commercial use only. This image may not be reproduced in any form without the express permission of the Polk County Museum. For questions or permissions, please contact them at 503-623-6251 or pchsoregon@gmail.com."
],
"curation:coordinates": [
"45.5394966, -122.434163"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12844",
"dcterms:title": [
"Ira F.M. Butler at Home"
],
"dcterms:creator": [
"Undetermined."
],
"dcterms:description": [
"Ira F.M. Butler sits in a rocking chair on the lawn of his home in Monmouth. Photograph is undated."
],
"dcterms:date": [
"18uu"
],
"dcterms:type": [
"Image;StillImage"
],
"dcterms:identifier": [
"butlerphotos/16"
],
"dcterms:source": [
"Polk County Historical Society and Museum"
],
"dcterms:rights": [
"The contents of this image are for personal, educational, and non-commercial use only. This image may not be reproduced in any form without the express permission of the Polk County Museum. For questions or permissions, please contact them at 503-623-6251 or pchsoregon@gmail.com."
],
"curation:coordinates": [
"44.848856, -123.2292691"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12843",
"dcterms:title": [
"Ira F.M. Butler Portrait"
],
"dcterms:creator": [
"Isaac G. Davidson"
],
"dcterms:description": [
"Ira F.M. Butler poses in a studio in older age. Photograph is undated."
],
"dcterms:date": [
"18uu"
],
"dcterms:type": [
"Image;StillImage"
],
"dcterms:identifier": [
"butlerphotos/17"
],
"dcterms:source": [
"Polk County Historical Society and Museum"
],
"dcterms:rights": [
"The contents of this image are for personal, educational, and non-commercial use only. This image may not be reproduced in any form without the express permission of the Polk County Museum. For questions or permissions, please contact them at 503-623-6251 or pchsoregon@gmail.com."
],
"curation:coordinates": [
"47.2528768, -122.4442906"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12842",
"dcterms:title": [
"Ira F.M. Butler House"
],
"dcterms:creator": [
"Undetermined."
],
"dcterms:description": [
"The Ira F.M. Butler house was a two-story, white sided house located in Monmouth, Oregon, formerly on the northeast corner of the Pacific Highway and Main Street. Photograph is undated."
],
"dcterms:date": [
"18uu"
],
"dcterms:type": [
"Image;StillImage"
],
"dcterms:identifier": [
"butlerphotos/18"
],
"dcterms:source": [
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this image are for personal, educational, and non-commercial use only. This image may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"curation:coordinates": [
"44.848856, -123.2292691"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12841",
"dcterms:title": [
"Class Reunion at Butler Home"
],
"dcterms:creator": [
"Undetermined."
],
"dcterms:description": [
"Members of an Oregon State Normal school class reunion (year unknown) pose in front of the Ira F.M. Butler house in Monmouth. Photograph is undated."
],
"dcterms:date": [
"18uu"
],
"dcterms:type": [
"Image;StillImage"
],
"dcterms:identifier": [
"butlerphotos/19"
],
"dcterms:source": [
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this image are for personal, educational, and non-commercial use only. This image may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"curation:coordinates": [
"44.848856, -123.2292691"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12840",
"dcterms:title": [
"Ira F.M. Butler Home with Family"
],
"dcterms:creator": [
"R. H. Gardiner"
],
"dcterms:description": [
"Ira F.M Butler and his wife Mary pose with their children and grandchildren in front of the Ira F.M. Butler house, formerly located on the northeast corner of Main Street and Pacific Avenue."
],
"dcterms:date": [
"1882-01-01"
],
"dcterms:type": [
"Image;StillImage"
],
"dcterms:identifier": [
"butlerphotos/20"
],
"dcterms:source": [
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this image are for personal, educational, and non-commercial use only. This image may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"curation:coordinates": [
"44.848856, -123.2292691"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12839",
"dcterms:title": [
"Alice and Margaret Butler Portrait with Friends"
],
"dcterms:creator": [
"Undetermined."
],
"dcterms:description": [
"A group of young women, including Alice and Margaret (Maggie) Butler, daughters of Ira F.M. Butler, pose together, circa 1870. This may have been taken while both sisters attended Christian College (now Western Oregon University). (Alice: bottom row, far right; Maggie: top right row, far left). Photograph is undated."
],
"dcterms:date": [
"1870~"
],
"dcterms:type": [
"Image;StillImage"
],
"dcterms:identifier": [
"butlerphotos/21"
],
"dcterms:source": [
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this image are for personal, educational, and non-commercial use only. This image may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"curation:coordinates": [
"44.8484524, -123.2339888"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12838",
"dcterms:title": [
"Margaret Butler Portrait with Friends"
],
"dcterms:creator": [
"J. D. McGowan"
],
"dcterms:description": [
"Margaret (Maggie) Butler (top left), daughter of Ira F.M. Butler, poses in a studio with three young women: Josie Wolverton Byrd, Allie Catron Craig, and Cassie Stump (bottom right). Cassie was also from a Monmouth founding family. Photograph is undated."
],
"dcterms:date": [
"18uu"
],
"dcterms:type": [
"Image;StillImage"
],
"dcterms:identifier": [
"butlerphotos/22"
],
"dcterms:source": [
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this image are for personal, educational, and non-commercial use only. This image may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"curation:coordinates": [
"44.8484524, -123.2339888"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12837",
"dcterms:title": [
"Squire Stoten Whitman Portrait"
],
"dcterms:creator": [
"Undetermined."
],
"dcterms:description": [
"Squire Stoten Whitman poses as a young man and is pictured wearing a hat, smoking a cigar and sporting a mustache. Squire Whitman traveled with the first wagon train from Monmouth, Illinois, and helped found Monmouth University (now Western Oregon University). This photograph is a tintype and is undated."
],
"dcterms:date": [
"18uu"
],
"dcterms:type": [
"Image;StillImage"
],
"dcterms:identifier": [
"butlerphotos/23"
],
"dcterms:source": [
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this image are for personal, educational, and non-commercial use only. This image may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12836",
"dcterms:title": [
"Toy Doll"
],
"dcterms:creator": [
"Undetermined."
],
"dcterms:description": [
"This doll was owned by Alice Butler (daughter of Ira F.M. Butler) as a child. Her older brother, Asa D. Butler, bought her the doll as a present from his trip to the Midwest in 1868."
],
"dcterms:date": [
"18uu"
],
"dcterms:type": [
"Image;StillImage"
],
"dcterms:identifier": [
"butlerphotos/24"
],
"dcterms:source": [
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this image are for personal, educational, and non-commercial use only. This image may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"curation:coordinates": [
"44.8484524, -123.2339888"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12835",
"dcterms:title": [
"John E. Murphy Portrait"
],
"dcterms:creator": [
"Undetermined."
],
"dcterms:description": [
"John E. Murphy poses for his portrait as an older man with a long beard. John traveled with the Murphy wagon train in 1852 from Illinois and helped found Monmouth University (now Western Oregon University). Photograph is undated."
],
"dcterms:date": [
"18uu"
],
"dcterms:type": [
"Image;StillImage"
],
"dcterms:identifier": [
"butlerphotos/25"
],
"dcterms:source": [
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this image are for personal, educational, and non-commercial use only. This image may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12834",
"dcterms:title": [
"Squire Stoten Whitman Portrait"
],
"dcterms:creator": [
"Undetermined."
],
"dcterms:description": [
"A studio portrait of Squire Stoten Whitman, who sports a bushy, graying beard. Squire Whitman traveled with the first wagon train from Monmouth, Illinois, and helped found Monmouth University (now Western Oregon University). Photograph is undated."
],
"dcterms:date": [
"18uu"
],
"dcterms:type": [
"Image;StillImage"
],
"dcterms:identifier": [
"butlerphotos/26"
],
"dcterms:source": [
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this image are for personal, educational, and non-commercial use only. This image may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12833",
"dcterms:title": [
"John and Amanda Ground Portrait"
],
"dcterms:creator": [
"Undetermined."
],
"dcterms:description": [
"John H. Ground, son of Edward and Eliza Ground, and grandson of Peter and Rachel Butler, poses with his wife Amanda I. Ground. Photograph is undated."
],
"dcterms:date": [
"18uu"
],
"dcterms:type": [
"Image;StillImage"
],
"dcterms:identifier": [
"butlerphotos/27"
],
"dcterms:source": [
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this image are for personal, educational, and non-commercial use only. This image may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12832",
"dcterms:title": [
"Margaret Butler Publicity Photograph"
],
"dcterms:creator": [
"H. H. Johnson"
],
"dcterms:description": [
"Margaret (Maggie) Butler poses for a photograph underneath the American flag with a congressional sign in the background at the Lewis and Clark Centennial Exposition in Portland, Oregon, circa 1905-1908. This photograph was a project that stemmed from the Monmouth Social Hour Club."
],
"dcterms:date": [
"1905/1908"
],
"dcterms:type": [
"Image;StillImage"
],
"dcterms:identifier": [
"butlerphotos/28"
],
"dcterms:source": [
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this image are for personal, educational, and non-commercial use only. This image may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"curation:coordinates": [
"45.5234515, -122.6762071"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12831",
"dcterms:title": [
"Ira F.M. Butler and Family at Home"
],
"dcterms:creator": [
"Isaac G. Davidson"
],
"dcterms:description": [
"Ira F.M Butler and his family pose in front of the Butler home, formerly located on the corner of East Main Street and Pacific Avenue. This photograph was taken in 1884, four years before the death of Mary Ann Butler.\nLeft to right: Lena Butler Powell, Margaret (Maggie), Ralph (boy standing on roof), Ira F.M., his wife Mary Ann, and daughter Alice."
],
"dcterms:date": [
"1884-01-01"
],
"dcterms:type": [
"Image;StillImage"
],
"dcterms:identifier": [
"butlerphotos/29"
],
"dcterms:source": [
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this image are for personal, educational, and non-commercial use only. This image may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"curation:coordinates": [
"44.848856, -123.2292691"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12830",
"dcterms:title": [
"Butler Family Portrait"
],
"dcterms:creator": [
"Undetermined."
],
"dcterms:description": [
"Male members of the Ira F.M. Butler family sit in chairs and pose for a photograph. From left to right: son Asa Douglas, great-grandchild Clares Powell, and granddaughter Lena Butler Powell. Photograph is undated."
],
"dcterms:date": [
"18uu"
],
"dcterms:type": [
"Image;StillImage"
],
"dcterms:identifier": [
"butlerphotos/30"
],
"dcterms:source": [
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this image are for personal, educational, and non-commercial use only. This image may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"curation:coordinates": [
"44.8484524, -123.2339888"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12829",
"dcterms:title": [
"Margaret Butler Portrait"
],
"dcterms:creator": [
"Crawford Faxton"
],
"dcterms:description": [
"Margaret (Maggie) Butler, daughter of Ira F.M. Butler, poses in an Albany, Oregon studio holding a bouquet of lilies. Photograph is undated."
],
"dcterms:date": [
"18uu"
],
"dcterms:type": [
"Image;StillImage"
],
"dcterms:identifier": [
"butlerphotos/31"
],
"dcterms:source": [
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this image are for personal, educational, and non-commercial use only. This image may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"curation:coordinates": [
"44.6365107, -123.1059282"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12828",
"dcterms:title": [
"Butler Family Dines with Friends"
],
"dcterms:creator": [
"Davidson Studio"
],
"dcterms:description": [
"Members of the Butler family pose for a photograph while dining outdoors. Other prominent Monmouth founding family members are seated at the table. Photograph is undated.\nNot everyone is identified, but the photograph includes: T.F. Campbell, Alice Butler, Cassie Stump, Margaret (Maggie) Butler, Mrs. J.B.V. Butler, J.B.V. Butler and Prince Campbell. See Western Oregon University Archives for detailed identified people marked in photograph."
],
"dcterms:date": [
"18uu"
],
"dcterms:type": [
"Image;StillImage"
],
"dcterms:identifier": [
"butlerphotos/32"
],
"dcterms:source": [
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this image are for personal, educational, and non-commercial use only. This image may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"curation:coordinates": [
"44.848856, -123.2292691"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12827",
"dcterms:title": [
"Butler Family and Friends Dine Outdoors"
],
"dcterms:creator": [
"Undetermined."
],
"dcterms:description": [
"Family and friends sit around a table at an outdoor dinner party hosted by Alice and Margaret (Maggie) Butler at the Ira F.M. Butler house. People included in photograph are other prominent Monmouth founding family members: sisters Maggie and Alice Butler, Dr. James Powell, Marintha Powell, Ira C. Powell, Mr. Smith, Mrs. Smith, and Cassie Stump."
],
"dcterms:date": [
"1/1/1914 0:00"
],
"dcterms:type": [
"Image;StillImage"
],
"dcterms:identifier": [
"butlerphotos/33"
],
"dcterms:source": [
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this image are for personal, educational, and non-commercial use only. This image may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"curation:coordinates": [
"44.848856, -123.2292691"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12826",
"dcterms:title": [
"Thomas Hartzwell Lucas"
],
"dcterms:creator": [
"Undetermined."
],
"dcterms:description": [
"Thomas Hartzwell Lucas poses as an older man with a white beard and glasses. Thomas is the son-in-law of Elijah and Margaret Davidson and traveled from Monmouth, Illinois, on the first wagon train in 1850 to what is now Monmouth, Oregon. Photograph is undated."
],
"dcterms:date": [
"1850"
],
"dcterms:type": [
"Image;StillImage"
],
"dcterms:identifier": [
"butlerphotos/34"
],
"dcterms:source": [
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this image are for personal, educational, and non-commercial use only. This image may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12825",
"dcterms:title": [
"Ira F.M. Butler Portrait"
],
"dcterms:creator": [
"Undetermined."
],
"dcterms:description": [
"Ira F.M. Butler poses as an older man with a long, white beard. Photograph is undated."
],
"dcterms:date": [
"18uu"
],
"dcterms:type": [
"Image;StillImage"
],
"dcterms:identifier": [
"butlerphotos/35"
],
"dcterms:source": [
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this image are for personal, educational, and non-commercial use only. This image may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12823",
"dcterms:title": [
"Ed Dover Interview 2017"
],
"dcterms:creator": [
"Carter Craig",
"Katilyn Kirkman",
"Brandon Meredith",
"Jorin Hollenbeak"
],
"dcterms:subject": [
"American Politics",
"Oral History",
"Oral histories",
"Western Oregon University",
"Archives"
],
"dcterms:description": [
"Professor Ed Dover (Political Science) discusses coming to WOU when it was known as the Oregon College of Education and its transformation into a liberal arts institution with the new name Western Oregon State College. In addition to discussing teaching at WOU, he describes his research on US Presidential elections and his run for the U.S. Senate as a candidate for the Pacific Green Party."
],
"dcterms:contributor": [
"Ed Dover"
],
"dcterms:date": [
"6/7/2017"
],
"dcterms:type": [
"Sound"
],
"dcterms:format": [
"MP3"
],
"dcterms:identifier": [
"36"
],
"dcterms:language": [
"eng"
],
"dcterms:coverage": [
"0.022858796"
],
"dcterms:rights": [
"http://creativecommons.org/licenses/by-nc/4.0/"
],
"dcterms:bibliographicCitation": [
"Ed Dover, interviewed by Carter Craig, Katilyn Kirkman, Brandon Meredith, and Jorin Hollenbeak, Western Oregon University Oral Histories, Hamersly Library, Western Oregon University, June 7, 2017."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12818",
"dcterms:title": [
"Jerrie Lee Parpart Interview 2015"
],
"dcterms:creator": [
"Kimberly l Burt",
"Tyler Arvin",
"Johnathon Browe",
"Jacob Artman"
],
"dcterms:subject": [
"History",
"Oral History",
"Oral Histories",
"Western Oregon University",
"Archives",
"Library"
],
"dcterms:contributor": [
"Jerrie Lee Parpart"
],
"dcterms:date": [
"11/2/2015"
],
"dcterms:type": [
"Text; Sound"
],
"dcterms:format": [
"PDF; MP3"
],
"dcterms:identifier": [
"77"
],
"dcterms:language": [
"eng"
],
"dcterms:coverage": [
"5 p.; 00:17:00"
],
"dcterms:rights": [
"http://creativecommons.org/licenses/by-nc/4.0/"
],
"dcterms:bibliographicCitation": [
"Jerrie Lee Parpart, interviewed by Johnathon Browe, Tyler Arvin Jacob Artman, and Kimberly Burt, Western Oregon University Oral Histories, Hamersly Library, Western Oregon University, November 2, 2015."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12817",
"dcterms:title": [
"Mark Henkels Interview 2015"
],
"dcterms:creator": [
"Benjamin Kirchner",
"Jordan Farley",
"Shawnee Garza",
"Connor I Frisby"
],
"dcterms:subject": [
"History",
"Legal Studies",
"Oral History",
"Oral histories",
"Western Oregon University",
"Social Science",
"political science"
],
"dcterms:contributor": [
"Mark Henkels"
],
"dcterms:date": [
"11/2/2015"
],
"dcterms:type": [
"Text; Sound"
],
"dcterms:format": [
"PDF; MP3"
],
"dcterms:identifier": [
"74"
],
"dcterms:language": [
"eng"
],
"dcterms:coverage": [
"4 p.; 00:10:23"
],
"dcterms:rights": [
"http://creativecommons.org/licenses/by-nc/4.0/"
],
"dcterms:bibliographicCitation": [
"Mark Henkels, interviewed by Benjamin Kirchner, Jordan Farley, Shawnee Garza, and Connor I Frisby, Western Oregon University Oral Histories, Hamersly Library, Western Oregon University, November 2, 2015"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12816",
"dcterms:title": [
"Sharyne Ryals Interview 2016"
],
"dcterms:creator": [
"Keegan G LeBleu",
"Brianna L Williford",
"Spencer M Welter",
"Jeff R St. John"
],
"dcterms:subject": [
"Oral History",
"Oral Histories",
"Western Oregon University",
"Sharyne Ryals"
],
"dcterms:description": [
"In a short interview, Sharyne Ryals discusses her experiences working as the Administrative Program Assistant as a part of the Social Science Division. At Western Oregon, she describes her responsibilities and interactions with students. She also explains how she arrived at Western Oregon University as well as her previous work at a chip manufacturing plant."
],
"dcterms:contributor": [
"Sharyne Ryals"
],
"dcterms:date": [
"4/28/2016"
],
"dcterms:type": [
"Text; Image; Sound"
],
"dcterms:format": [
"PDF; MP3"
],
"dcterms:identifier": [
"139"
],
"dcterms:language": [
"eng"
],
"dcterms:coverage": [
"4p.; 00:08:37"
],
"dcterms:rights": [
"http://creativecommons.org/licenses/by-nc/4.0/"
],
"dcterms:bibliographicCitation": [
"Sharyne Ryals, interviewed by Keegan G LeBleu, Brianna L Williford, Spencer M Welter, and Jeff R St. John, Western Oregon University Oral Histories, Hamersly Library, Western Oregon University, April 28, 2016."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12815",
"dcterms:title": [
"Tina Fuchs Interview 2016"
],
"dcterms:creator": [
"Ashley N Fierstadt",
"Ryan D Steele",
"Caitlin C Bracken",
"Nicholas E Ham"
],
"dcterms:subject": [
"Oral History",
"Oral histories",
"Western Oregon University",
"Archives",
"Tina Fuchs",
"LGBTQ",
"Sustainability"
],
"dcterms:description": [
"A 2016 interview with Tina Fuchs, the Dean of Students at Western Oregon University. In her interview, she discusses her career and the changes in student diversity and sustainability that she has witnessed over her 27 years at as an administrator at Western Oregon University."
],
"dcterms:contributor": [
"Tina Fuchs"
],
"dcterms:date": [
"4/28/2016"
],
"dcterms:type": [
"Text; Image; Sound"
],
"dcterms:format": [
"PDF; MP3"
],
"dcterms:identifier": [
"39"
],
"dcterms:language": [
"eng"
],
"dcterms:coverage": [
"8 p.; 00:18:02"
],
"dcterms:rights": [
"http://creativecommons.org/licenses/by-nc/4.0/"
],
"dcterms:bibliographicCitation": [
"Tina Fuchs, interviewed by Ashley N Fierstadt, Ryan D Steele, Caitlin C Bracken, and Nicholas E Ham, Western Oregon University Oral Histories, Hamersly Library, Western Oregon University, April 28, 2016."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12803",
"dcterms:title": [
"The Daily Tulean Dispatch, 1943-06-08"
],
"dcterms:subject": [
"The Daily Tulean Dispatch",
"California",
"Japanese-Americans",
"relocation centers",
"newspapers",
"World War II"
],
"dcterms:contributor": [
"United States. War Relocation Authority."
],
"dcterms:date": [
"6/8/1943"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"tuldispatch/31"
],
"dcterms:language": [
"eng"
],
"dcterms:relation": [
"https://archiveswest.orbiscascade.org/ark:80444/xv56472"
],
"dcterms:rights": [
"This object is in the public domain in the United States, as determined by Western Oregon University Libraries on 2/21/2018, and as such, may be freely used without restriction.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"Tulelake (Calif.)"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12802",
"dcterms:title": [
"The Daily Tulean Dispatch, 1943-06-07"
],
"dcterms:subject": [
"The Daily Tulean Dispatch",
"California",
"Japanese-Americans",
"relocation centers",
"newspapers",
"World War II"
],
"dcterms:contributor": [
"United States. War Relocation Authority."
],
"dcterms:date": [
"6/7/1943"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"tuldispatch/30"
],
"dcterms:language": [
"eng"
],
"dcterms:relation": [
"https://archiveswest.orbiscascade.org/ark:80444/xv56472"
],
"dcterms:rights": [
"This object is in the public domain in the United States, as determined by Western Oregon University Libraries on 2/21/2018, and as such, may be freely used without restriction.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"Tulelake (Calif.)"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12801",
"dcterms:title": [
"The Daily Tulean Dispatch, 1943-06-04"
],
"dcterms:subject": [
"The Daily Tulean Dispatch",
"California",
"Japanese-Americans",
"relocation centers",
"newspapers",
"World War II"
],
"dcterms:contributor": [
"United States. War Relocation Authority."
],
"dcterms:date": [
"6/4/1943"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"tuldispatch/29"
],
"dcterms:language": [
"eng"
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"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Hamersly Library knows, as of 8/13/18, that copyright belongs to the authors, who have attached a Creative Common Attribution-Noncommercial 4.0 license to their work. If you wish to use the work for any purpose other than that allowed by the license you can contact Sue Kunda (kundas@wou.edu) or Andrea Wirth (andrea.wirth@unlv.edu).",
"http://creativecommons.org/licenses/by-nc/4.0/"
],
"dcterms:abstract": [
"This presentation was delivered on July 20, 2018 at the Northwest Institutional Repository User Group (NWIRUG) meeting at Portland State University (Portland, OR)."
],
"VIVO:departmentOrSchool": [
"Library"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12695",
"dcterms:title": [
"ResearchGate, Authors' Rights, and You"
],
"dcterms:creator": [
"Sue Kunda",
"Andrea Wirth"
],
"dcterms:subject": [
"ResearchGate",
"authors' rights",
"faculty",
"presentations"
],
"dcterms:date": [
"3/7/2018"
],
"dcterms:type": [
"Image; StillImage; Text"
],
"dcterms:identifier": [
"library_facpres/2"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Hamersly Library knows, as of 8/13/18, that copyright belongs to the authors, who have attached a Creative Common Attribution-Noncommercial 4.0 license to their work. If you wish to use the work for any purpose other than that allowed by the license you can contact Sue Kunda (kundas@wou.edu) or Andrea Wirth (andrea.wirth@unlv.edu).",
"http://creativecommons.org/licenses/by-nc/4.0/"
],
"dcterms:abstract": [
"This presentation was delivered on March 7 and 8, 2018 at Hamersly Library (Monmouth, OR)."
],
"VIVO:departmentOrSchool": [
"Library"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12694",
"dcterms:title": [
"Building Library Collections, the eBay Way"
],
"dcterms:creator": [
"Camila M Gabaldon"
],
"dcterms:publisher": [
"International Consortium for the Advancement of Academic Publication"
],
"dcterms:date": [
"1/1/2005"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"fac_pubs/38"
],
"dcterms:source": [
"E-JASL: The Electronic Journal of Academic and Special Librarianship",
"Full Text"
],
"dcterms:language": [
"eng"
],
"dcterms:abstract": [
"eBay provides a fresh way to find and purchase items that build a library’s special collections and archives, supplement circulating collections, or replace journal issues that are missing. At Western Oregon University (WOU), we have used eBay to build our archives collections and are looking to expand our use to the general collections. This article uses some of our experiences to describe how eBay can be used to acquire library materials and includes lessons that we have learned, tips for optimizing your searches, and hints for eBay novices."
],
"bibo:issue": [
"3"
],
"bibo:volume": [
"6"
],
"VIVO:departmentOrSchool": [
"Library"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12693",
"dcterms:title": [
"Comic Book City, Portland, Oregon USA"
],
"dcterms:creator": [
"Shaun Huston"
],
"dcterms:date": [
"3/2/2013"
],
"dcterms:type": [
"Image; MovingImage"
],
"dcterms:identifier": [
"fac_pubs/5"
],
"dcterms:language": [
"eng"
],
"dcterms:abstract": [
"Documentary exploration of the community of comics creators who live in, and work from, Portland, Oregon USA. The film is also an experiment in form wherein shots (in film) are made to approximate panels (in comics) and scenes (in film) are likened to pages (in comics). Selected for screening at: the MSU Comics Forum 2013, the International Comic Arts Forum 2013, and Graphixia 2013: Comics & the Multimodal World.\nTotal running time: 58 minutes in color."
],
"dcterms:bibliographicCitation": [
"Huston, S. H. (2013, March 2). Comic book city, Portland, Oregon, USA [Video]. Vimeo."
],
"VIVO:departmentOrSchool": [
"Geography"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12692",
"dcterms:title": [
"Alzheimer's"
],
"dcterms:creator": [
"Erikson Karacheban"
],
"dcterms:subject": [
"Alzheimer's disease"
],
"dcterms:description": [
"This presentation was delivered on May 25, 2017 at Western Oregon University Academic Excellence Showcase (Monmouth)."
],
"dcterms:date": [
"2017-06-01"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"aes/91"
],
"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/"
],
"dcterms:abstract": [
"Alzheimer’s is an irreversible, progressive brain disorder that affects every aspect of the effected individual’s life. Alzheimer’s acts by choking healthy nerve cells until\nthey begin to die off, leaving the brain with empty pockets. This presentation addresses what Alzheimer’s is, the causes of Alzheimer’s, along with its diagnosis and treatment. It is important to discuss this disease as it not only affects those that have it, but equally affects family and friends of the diagnosed."
],
"VIVO:departmentOrSchool": [
"Chemistry"
],
"SKOS:note": [
"Arlene Courtney"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12691",
"dcterms:title": [
"±3,4-Methylenedioxymethamphetamine: Treating PTSD in The Modern World: A Groundbreaking Methodology for Spiritual Wellness and Neuroplasticity"
],
"dcterms:creator": [
"Ashley A. Baxter"
],
"dcterms:subject": [
"post-traumatic stress syndrome",
"PTSD",
"±3",
"4-Methylenedioxymethamphetamine",
"MDMA",
"Ecstasy",
"Molly",
"Neuroplasticity"
],
"dcterms:description": [
"This presentation was delivered on May 25, 2017 at Western Oregon University Academic Excellence Showcase (Monmouth)."
],
"dcterms:date": [
"2016-05-26"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"aes/90"
],
"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/"
],
"dcterms:abstract": [
"Post-traumatic stress disorder (PTSD) is a serious condition that afflicts millions of individuals in the United States. Its complexity has resulted in physicians struggling to effectively implement and maintain treatment. Emerging studies suggest that ±3,4-Methylenedioxymethamphetamine (MDMA), or “ecstasy”, may prove beneficial in treating PTSD in combination with conventional psychotherapy. By acting on the 5-HT transporter in the brain, MDMA has been found to have positive effects on brain activity; encouraging neuroplasticity through the accumulation of brain-derived neurotrophic factor (BDNF). Integrating psychoactive drugs into polytrauma therapy will broaden our understanding of the components involved in maintaining wellness in the human psyche."
],
"VIVO:departmentOrSchool": [
"Health/Exercise Science"
],
"SKOS:note": [
"Warren Allen"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12690",
"dcterms:title": [
"Age and Sex Estimation of an Unidentified Human"
],
"dcterms:creator": [
"Jonathon Lewis",
"Devin Lowrey"
],
"dcterms:description": [
"This presentation was delivered on May 30, 2013 at Western Oregon University Academic Excellence Showcase (Monmouth)."
],
"dcterms:date": [
"2013-01-01"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"aes/79"
],
"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/"
],
"dcterms:abstract": [
"This project seeks to add to the profile of a currently unidentified individual and demonstrate techniques for assessing the sex and age of human remains. An inventory of the remains was conducted, accounting for skeletal condition and presence or absence of bones. Using previously accepted standard methods, the sex and the age will be assessed using metric characteristics: sternal length and long bone circumference, and non-metric characteristics: morphology of the sciatic notch and preauricular sulcus. A previous study of these remains used epiphyseal unions to narrow the age range to between 20 to 25 years (Lewis 2012)."
],
"VIVO:departmentOrSchool": [
"Criminal Justice"
],
"SKOS:note": [
"Misty Weitzel"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12689",
"dcterms:title": [
"Max: Writing Over Time"
],
"dcterms:creator": [
"Rachel Gries"
],
"dcterms:subject": [
"writing"
],
"dcterms:description": [
"This presentation was delivered on May 26, 2016 at Western Oregon University Academic Excellence Showcase (Monmouth)."
],
"dcterms:date": [
"2016-05-26"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"aes/77"
],
"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/"
],
"SKOS:note": [
"Robert Troyer"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12688",
"dcterms:title": [
"The Nuremberg Laws and the Foundation of Nazi Scientific Experimentation 1941-45"
],
"dcterms:creator": [
"Jennifer Hight"
],
"dcterms:subject": [
"Nuremberg laws",
"Nazi scientific experimentation"
],
"dcterms:description": [
"This presentation was delivered on May 26, 2016 at Western Oregon University Academic Excellence Showcase (Monmouth)."
],
"dcterms:date": [
"2016-05-26"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"aes/76"
],
"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": [
"History"
],
"SKOS:note": [
"John Rector"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12687",
"dcterms:title": [
"The Effects of a Group Development Activity on Group Cohesion and Performance"
],
"dcterms:creator": [
"Shannon Deyden",
"Cassie Karn",
"Morgan Perkey",
"David Foster"
],
"dcterms:subject": [
"group cohesion",
"group performance"
],
"dcterms:description": [
"This presentation was delivered on May 26, 2016 at Western Oregon University Academic Excellence Showcase (Monmouth)."
],
"dcterms:date": [
"2016-05-26"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"aes/72"
],
"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": [
"Psychological Sciences"
],
"SKOS:note": [
"Ethan McMahan"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12686",
"dcterms:title": [
"Investigating Death Using Insects"
],
"dcterms:creator": [
"Meghan Kendell"
],
"dcterms:subject": [
"forensic entomology"
],
"dcterms:description": [
"This presentation was delivered on May 26, 2016 at Western Oregon University Academic Excellence Showcase (Monmouth)."
],
"dcterms:date": [
"2016-05-26"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"aes/71"
],
"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": [
"Chemistry"
],
"SKOS:note": [
"Arlene Courtney"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12685",
"dcterms:title": [
"The Assertion of English Royal Authority in the American Colonies: Sir Edmund Andros and the Domino of New England"
],
"dcterms:creator": [
"Benjamin Lesh"
],
"dcterms:subject": [
"English Royal Authority",
"American Colonies",
"Sir Edmund Andros",
"New England"
],
"dcterms:description": [
"This presentation was delivered on May 26, 2016 at Western Oregon University Academic Excellence Showcase (Monmouth)."
],
"dcterms:date": [
"2016-05-26"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"aes/70"
],
"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": [
"History"
],
"SKOS:note": [
"Elizabeth Swedo"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12684",
"dcterms:title": [
"Cremations of Remains"
],
"dcterms:creator": [
"Carmela Macedo",
"Daisy Romero",
"Julia Borovskiy"
],
"dcterms:subject": [
"cremation",
"decomposition"
],
"dcterms:description": [
"This presentation was delivered on May 26, 2016 at Western Oregon University Academic Excellence Showcase (Monmouth)."
],
"dcterms:date": [
"2016-05-26"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"aes/69"
],
"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/"
],
"dcterms:abstract": [
"After attending this presentation, observers will be presented with the results of a study conducted to better understand the rate of decomposition through cremation by three different and readily available resources (wood, coal, and gasoline). This experiment’s objective is to confirm the results of studies that have already been conducted by other members of the forensic community as well as provide insight into which substances burn at a faster rate. As of now, there is a lot of information about the process in which flesh and bone are cremated, but little information on which substances burn at a faster rate. Understanding the fuel as it is tied to the rate of human decomposition will aid the investigator in estimating time since death in cases of attempted cremation. Three domestic pig (Sus scrofa domestica) legs were used in this experiment with both flesh and bone intact (“ham” section). After attending this presentation, observers will leave with new knowledge of which substance out of the three that were tested (wood, coal, and gasoline) cremate remains (in this case pig legs) at a faster rate."
],
"VIVO:departmentOrSchool": [
"Criminal Justice"
],
"SKOS:note": [
"Misty Weitzel"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12683",
"dcterms:title": [
"Identifying Sharp-Force Trauma-Serrated vs. Non-Serrated Blades"
],
"dcterms:creator": [
"Martha Kools",
"Taylor Maddox",
"Carlos Sanchez"
],
"dcterms:subject": [
"sharp-force trauma",
"serrated blades",
"non-serrated blades"
],
"dcterms:description": [
"This presentation was delivered on May 26, 2016 at Western Oregon University Academic Excellence Showcase (Monmouth)."
],
"dcterms:date": [
"2016-05-26"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"aes/68"
],
"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/"
],
"dcterms:abstract": [
"The purpose of this study is to determine the accuracy of techniques devised to identify characteristics of knives used to inflict damage on bone. According to the FBI’s Unified Crime Report, of the nearly 12,000 people murdered in 2014, over 1,500 were killed by sharp force trauma with cutting instruments. While much research has been dedicated towards understanding the different effects on bone caused by sharp and blunt force trauma, forensic anthropology is only beginning to differentiate between individual weapons. Currently, perimortem trauma associated with knives is understood to present as predominantly clean, linear puncture damage, rarely exhibiting radiating or concentric fractures; however, it has been observed that different types of knives create distinctive features. Thompson and Inglis (2009) found that fracture patterns from stab marks could indicate the use of either a serrated or non-serrated blade. To test this hypothesis, this study will measure stab wounds inflicted by a third party on the ribs of a domestic pig, and identify them as either serrated or non-serrated. An error rate will then be calculated to determine the overall precision of the technique."
],
"SKOS:note": [
"Misty Weitzel"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12682",
"dcterms:title": [
"Exploring Parkinson's Disease: New Areas of Research for Treatment and Prevention"
],
"dcterms:creator": [
"Mary Kate Miller"
],
"dcterms:subject": [
"Parkinson's disease"
],
"dcterms:description": [
"This presentation was delivered on May 26, 2016 at Western Oregon University Academic Excellence Showcase (Monmouth)."
],
"dcterms:date": [
"2016-05-26"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"aes/65"
],
"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": [
"Chemistry"
],
"SKOS:note": [
"Arlene Courtney"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12681",
"dcterms:title": [
"Geogebra: Dynamic Math Worksheets for the K-12 Classroom"
],
"dcterms:creator": [
"Carlee Nelson"
],
"dcterms:subject": [
"geogebra",
"mathematics",
"K-12"
],
"dcterms:description": [
"This presentation was delivered on May 26, 2016 at Western Oregon University Academic Excellence Showcase (Monmouth)."
],
"dcterms:date": [
"2016-05-26"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"aes/64"
],
"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/"
],
"dcterms:abstract": [
"What is Geogebra?\n3 worksheets:\nSlope-Intercept Form\nInteger Addition\nAngle Classification"
],
"SKOS:note": [
"Mary Bucy"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12680",
"dcterms:title": [
"PT, SSP, and BC, Oh My!"
],
"dcterms:creator": [
"Darcie Chin",
"Cassie Owens"
],
"dcterms:subject": [
"deaf blind",
"Seabeck"
],
"dcterms:description": [
"This presentation was delivered on May 26, 2016 at Western Oregon University Academic Excellence Showcase (Monmouth)."
],
"dcterms:date": [
"2016-05-26"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"aes/63"
],
"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": [
"Deaf Studies/Professional Studies"
],
"SKOS:note": [
"CM Hall"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12679",
"dcterms:title": [
"College Students' Response to the Death of a Loved One"
],
"dcterms:creator": [
"Rachel Feldhaus",
"Whitney Scovell"
],
"dcterms:subject": [
"college students",
"death",
"grief"
],
"dcterms:description": [
"This presentation was delivered on May 26, 2016 at Western Oregon University Academic Excellence Showcase (Monmouth)."
],
"dcterms:date": [
"2016-05-26"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"aes/62"
],
"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": [
"Psychological Sciences"
],
"SKOS:note": [
"Margaret Manoogian"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12678",
"dcterms:title": [
"Zero-Sum Matrix Games"
],
"dcterms:creator": [
"Robert Siewell"
],
"dcterms:subject": [
"zero-sum",
"matrix",
"games"
],
"dcterms:description": [
"This presentation was delivered on May 26, 2016 at Western Oregon University Academic Excellence Showcase (Monmouth)."
],
"dcterms:date": [
"2016-05-26"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"aes/60"
],
"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": [
"Mathematics"
],
"SKOS:note": [
"Matthew Ciancetta"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12677",
"dcterms:title": [
"Communicative Competence, Academic Language, and ELD"
],
"dcterms:creator": [
"Torah Skelton"
],
"dcterms:subject": [
"ELL",
"English language learner",
"high school"
],
"dcterms:description": [
"This presentation was delivered on May 26, 2016 at Western Oregon University Academic Excellence Showcase (Monmouth)."
],
"dcterms:date": [
"2016-05-26"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"aes/58"
],
"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/"
],
"SKOS:note": [
"Heitho Reuter"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12676",
"dcterms:title": [
"The Rings of Saturn"
],
"dcterms:creator": [
"Michelle A. Smail"
],
"dcterms:subject": [
"Rings of Saturn",
"Kurt Waldheim",
"W. G. Sebald",
"Winfried Georg Maximillian Sebald"
],
"dcterms:description": [
"This presentation was delivered on May 26, 2016 at Western Oregon University Academic Excellence Showcase (Monmouth)."
],
"dcterms:date": [
"2016-05-26"
],
"dcterms:type": [
"Image"
],
"dcterms:identifier": [
"aes/57"
],
"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": [
"History"
],
"SKOS:note": [
"David Doellinger"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12675",
"dcterms:title": [
"Everyone Poops, But What's In It?"
],
"dcterms:creator": [
"Parker Smith"
],
"dcterms:subject": [
"excrement",
"feces"
],
"dcterms:description": [
"This presentation was delivered on May 26, 2016 at Western Oregon University Academic Excellence Showcase (Monmouth)."
],
"dcterms:date": [
"2016-05-26"
],
"dcterms:type": [
"Text; Image; StillImage."
],
"dcterms:identifier": [
"aes/56"
],
"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": [
"Biology"
],
"SKOS:note": [
"Michael Baltzley"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12674",
"dcterms:title": [
"Active Learning Promotes Information Retention"
],
"dcterms:creator": [
"Xiaopeng Gong",
"Julie Cooper"
],
"dcterms:subject": [
"active learning",
"information retention"
],
"dcterms:description": [
"This presentation was delivered on May 26, 2016 at Western Oregon University Academic Excellence Showcase (Monmouth)."
],
"dcterms:date": [
"2016-05-26"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"aes/51"
],
"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": [
"Xiaopeng Gong"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12673",
"dcterms:title": [
"The Effects of Income During Childhood on Post-childhood Obesity"
],
"dcterms:creator": [
"Sophia Damiani",
"Stephanie Foster",
"Sarah Niles"
],
"dcterms:subject": [
"income",
"obesity",
"childhood",
"post-childhood"
],
"dcterms:description": [
"This presentation was delivered on May 26, 2016 at Western Oregon University Academic Excellence Showcase (Monmouth)."
],
"dcterms:date": [
"2016-05-26"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"aes/50"
],
"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": [
"Health/Exercise Science"
],
"SKOS:note": [
"Amy Hammermeister-Jordan"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12672",
"dcterms:title": [
"Music Therapy Project"
],
"dcterms:creator": [
"Haley Morris",
"Lilaah Jones",
"Amanda Navolynski",
"Audrey Drake",
"Casey Stephens",
"Kristen Case"
],
"dcterms:subject": [
"music therapy"
],
"dcterms:description": [
"This presentation was delivered on May 26, 2016 at Western Oregon University Academic Excellence Showcase (Monmouth)."
],
"dcterms:date": [
"2016-05-26"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"aes/37"
],
"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": [
"Music"
],
"SKOS:note": [
"Rob Winningham"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12671",
"dcterms:title": [
"Visualizing Complex Functions"
],
"dcterms:creator": [
"Edwin Ordex Casas",
"Ben Cote"
],
"dcterms:date": [
"2021-05-27"
],
"dcterms:type": [
"Text; Image; MovingImage; StillImage"
],
"dcterms:identifier": [
"aes/309"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 05/27/2021, 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/"
],
"dcterms:abstract": [
"Creating plots of functions with complex number inputs and outputs is quite different from functions with real number inputs and outputs. When plotting functions of real inputs and outputs, the horizontal axis can be used to represent the input and the vertical axis can be used for the output. The same cannot be done with complex functions. Complex numbers have two components whereas a real number has one. In this presentation, we will go over two methods to solve this issue and use these methods to aid us in understanding complex functions."
],
"VIVO:departmentOrSchool": [
"Mathematics"
],
"SKOS:note": [
"Ben Cote"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12670",
"dcterms:title": [
"The Mutual Importance of Intergenerational Relationships: Ties Between Grandfathers & Young Adult Grandchildren, a Dyadic Study."
],
"dcterms:creator": [
"Alysha Bramhall-Bellah"
],
"dcterms:date": [
"2021-05-27"
],
"dcterms:type": [
"Text; Image; MovingImage; StillImage"
],
"dcterms:identifier": [
"aes/306"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 05/27/2021, 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/"
],
"dcterms:abstract": [
"The current study focuses on the intergenerational relationships between grandfathers and young adult grandchildren. This is done from the life course perspective to determine how the relationship has changed over time as young adult grandchildren enter into emerging adulthood. Closely examining influences of gender differences in role performance and perspective, protection of autonomy, and generativity and legacy within the dyad. Highlighting the importance of grandfathers in the lives of their young adult grandchildren and the impact they have on each other."
],
"VIVO:departmentOrSchool": [
"Gerentology"
],
"SKOS:note": [
"Margaret Manoogian"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12669",
"dcterms:title": [
"The Hairy Ball Theorem and Other Hairy Situations"
],
"dcterms:creator": [
"Corvette Berthold"
],
"dcterms:date": [
"2021-05-27"
],
"dcterms:type": [
"Text; Image; MovingImage; StillImage"
],
"dcterms:identifier": [
"aes/305"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 05/27/2021, 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/"
],
"dcterms:abstract": [
"For this research project a clear and concise definition of the Hairy Ball Theorem, also known as the Hedgehog Theorem, will be considered. This theory addresses the way combed vectors can be visualized by thinking of the hair on an individual’s head or the spines of a rolled-up hedgehog, and how there will always be a zero vector or a cowlick. Look into how the Theorem might interact with higher dimensions or with other shapes in 3-D. Covering how Hopf Fibrations might explain why the Hairy Ball Theorem always holds true. After looking at the proof the question will be posed, “How would manipulated vectors on a shape other than a sphere, specifically a torus or donut shape, behave?” This article is meant to get creative mathematical juices going and encourage us to question, “What if”."
],
"VIVO:departmentOrSchool": [
"Mathematics"
],
"SKOS:note": [
"Ben Cote"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12668",
"dcterms:title": [
"The Greatest Game Ever Played"
],
"dcterms:creator": [
"Katherine Wallace",
"Ben Cote"
],
"dcterms:date": [
"2021-05-27"
],
"dcterms:type": [
"Text; Image; MovingImage; StillImage"
],
"dcterms:identifier": [
"aes/304"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 05/27/2021, 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/"
],
"dcterms:abstract": [
"In this presentation we investigate a variation of the combinatorial, impartial game of Nim that, in addition to selecting from one of two piles of stones on each turn, also uses a system of divisors to define what selections are possible. We begin with an overview, winning strategies, and a history. For games of Divisor Nim, we determine the amount in each pile, find the proper divisors of each value, and discover new winning strategies for this unique Nim adaptation."
],
"VIVO:departmentOrSchool": [
"Mathematics"
],
"SKOS:note": [
"Ben Cote"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12667",
"dcterms:title": [
"The correlation between statistics and winning an NBA Championship"
],
"dcterms:creator": [
"Joseph Badege",
"Ben Coté"
],
"dcterms:date": [
"2021-05-29"
],
"dcterms:type": [
"Text; Image; MovingImage; StillImage"
],
"dcterms:identifier": [
"aes/302"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 05/27/2021, 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/"
],
"dcterms:abstract": [
"The evolution of the game of basketball motivates fans and statisticians to ask questions such as what championship winning teams have in common, statistically. In this presentation, we compare and contrast the correlation of specific statistical categories of NBA championship teams from the 2009-10 season through the 2019-20 season. Using the programming language R, we manipulate and analyze the data using the Pearson correlation test. Analyzing the correlations between the statistical categories (e.g. points, rebounds, assists), we attempt to relate the findings to the rules and structure of basketball and investigate how the correlations vary for championship teams."
],
"VIVO:departmentOrSchool": [
"Mathematics"
],
"SKOS:note": [
"Ben Cote"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12666",
"dcterms:title": [
"Network Configuration Manager"
],
"dcterms:creator": [
"Alex Decknadel",
"Xue Bai",
"Tim Ferrell",
"Ted Beers"
],
"dcterms:date": [
"2021-05-27"
],
"dcterms:type": [
"Text; Image; MovingImage; StillImage"
],
"dcterms:identifier": [
"aes/295"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 05/27/2021, 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/"
],
"dcterms:abstract": [
"Network administrators have to manually store switch configurations into text files and store old switch configurations in an archive. These administrators don’t know when someone changes something on their switches unless they manually check the configuration to see if a change has occurred.\nThe solution automatically writes switch configurations to an online archive. This automates a manual task that doesn’t happen each time a configuration changes. It also notifies administrators when a change occurs on one of their devices, allowing them to accept or reject these changes. In addition, they can restore previous configurations if they so choose.\nThis solution provides reliable automatic backups, versioning, the ability to revert unwanted changes to a known good state, and knowledge of the changes that happen in our environment along with when they happen."
],
"VIVO:departmentOrSchool": [
"Computer Science"
],
"SKOS:note": [
"Ted Beers"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12665",
"dcterms:title": [
"Project-Based Learning"
],
"dcterms:creator": [
"Haley Willmott"
],
"dcterms:date": [
"2021-05-27"
],
"dcterms:type": [
"Text; Image; MovingImage; StillImage"
],
"dcterms:identifier": [
"aes/293"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 05/27/2021, 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": [
"Education"
],
"SKOS:note": [
"Leanne Merril"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12664",
"dcterms:title": [
"Modoku"
],
"dcterms:creator": [
"Jaquelyn Butson"
],
"dcterms:date": [
"2021-05-27"
],
"dcterms:type": [
"Text; Image; MovingImage; StillImage"
],
"dcterms:identifier": [
"aes/291"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 05/27/2021, 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/"
],
"dcterms:abstract": [
"For this research project we will explore a new variation of the popular mind game Sudoku that, much like the inspiration, will have its own set of specific rules for each block, row and column. We will start with an overview of Sudoku, as well as examples of the Latin Squares that inspired them. Then explore our new variation we have named Modoku, and prove, or disprove, its existence for any and all possible grids."
],
"VIVO:departmentOrSchool": [
"Mathematics"
],
"SKOS:note": [
"Ben Cote"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12663",
"dcterms:title": [
"Implementing Trauma-Informed Care in Pediatric Primary Care Settings"
],
"dcterms:creator": [
"Cheyanne Bumgardner",
"Brooke Dolenc Nott"
],
"dcterms:date": [
"2021-05-27"
],
"dcterms:type": [
"Text; Image; MovingImage; StillImage"
],
"dcterms:identifier": [
"aes/286"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 05/27/2021, 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/"
],
"dcterms:abstract": [
"The effects of a traumatic experience impact every aspect of an individual’s health. Specifically for children and adolescents, those impacts can be even more severe, especially for those without access to the resources and support necessary to engage in the healing process. Implementing trauma-informed care in pediatric primary care settings allows medical providers to address trauma and its array of physiological and psychological symptoms early and effectively. Research indicates this can be accomplished by facilitating conversations, building relationships, and initiating referrals to mental health services. Trauma-informed care can be implemented in strategic and cost-effective manners among both healthcare providers and their office staff, achieving a cohesive and integrated approach to care. Ultimately, the support provided through trauma-informed care improves long-term health outcomes for patients and reduces the need for high-cost and/or long-term interventions."
],
"VIVO:departmentOrSchool": [
"Psychological Sciences"
],
"SKOS:note": [
"Brooke Dolenc Nott"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12662",
"dcterms:title": [
"General Artistic Overview of IFS, Chaos Game, and Fractal Flames"
],
"dcterms:creator": [
"Daniel Patterson",
"Benjamin Coté"
],
"dcterms:date": [
"2021-05-27"
],
"dcterms:type": [
"Text; Image; MovingImage; StillImage"
],
"dcterms:identifier": [
"aes/284"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 05/27/2021, 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/"
],
"dcterms:abstract": [
"Iterated Function Systems (IFS, for short), as they're known today, are a relatively new creation/discovery, being conceived and distributed in 1981. Since then, with the increase of technological efficiency in computer programming and processing, IFS based fractals have become relatively normal in terms of their appearance. How? Digital fractal based art. Through the chaos game, and fractal flames, it becomes possible to create unique pieces of digital art purely through programing and math. In this video, we will give a very brief overview of how the chaos game works, and its applications in creating works of digital art, as well as a brief overview of fractal flames, and their processes for creating art through math and programming."
],
"VIVO:departmentOrSchool": [
"Mathematics"
],
"SKOS:note": [
"Benjamin Coté"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12661",
"dcterms:title": [
"Frobenius Number"
],
"dcterms:creator": [
"Christopher Olson",
"Ben Cote"
],
"dcterms:date": [
"2021-05-27"
],
"dcterms:type": [
"Text; Image; MovingImage; StillImage"
],
"dcterms:identifier": [
"aes/283"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 05/27/2021, 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/"
],
"dcterms:abstract": [
"In today's modern world of mathematics we find there are many unique open problems left to be solved. Today we will be looking at tackling one of these open problems. It is called the Frobenius Number. Although it is an open problem Mathematicians have been working on this problem for many years. We will be investigating the work of these mathematicians and try to extend their work to new ideas and try to form new general formulas and equations. This investigation takes the Idea of the Frobenius number and it's core elements from Number Theory and attempts to explain them and implement their uses into new areas of math"
],
"VIVO:departmentOrSchool": [
"Mathematics"
],
"SKOS:note": [
"Ben Cote"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12660",
"dcterms:title": [
"Frieze Patterns"
],
"dcterms:creator": [
"Lilith Weeks",
"Benjamin Coté"
],
"dcterms:date": [
"2021-05-27"
],
"dcterms:type": [
"Text; Image; MovingImage; StillImage"
],
"dcterms:identifier": [
"aes/282"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 05/27/2021, 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/"
],
"dcterms:abstract": [
"Frieze patterns are two dimensional patterns that respect certain groups of symmetries and are repetitive in only one direction. In this presentation we will briefly see what a frieze pattern is in architecture/art and see how that compares to frieze patterns in mathematics. There are 7 frieze groups that all frieze patterns follow. They include: step, hop, spinning hop, sidle, spinning sidle, jump and spinning jump. We will also look at polygons with n sides and see how they are related to frieze patterns and their composition. There are three main types of friezes that we will focus on, Conway-Coxeter friezes, additive friezes, and NIM friezes."
],
"VIVO:departmentOrSchool": [
"Mathematics"
],
"SKOS:note": [
"Benjamin Cote"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12659",
"dcterms:title": [
"Fractal Ferns"
],
"dcterms:creator": [
"Cassondra Neff"
],
"dcterms:date": [
"2021-05-27"
],
"dcterms:type": [
"Text; Image; MovingImage; StillImage"
],
"dcterms:identifier": [
"aes/281"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 05/27/2021, 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/"
],
"dcterms:abstract": [
"In this presentation, we will delve into the world of fractals. A form of mathematics that has long been studied, but only until recently has it had the name. When most think of fractals they think of the work of Benoit Mandelbrot, which we will touch on. However, we will mostly be working on the findings of Micheal Barnsley. More specifically, we will be using his creation of the Barnsley fern, which uses iterated function systems (IFSs), as a basis for generating a specific fern found in nature, the Western Sword fern. Along with IFSs, the Barnsley Fern uses matrices and affine transformations to generate the fern, something we will use in our process as well."
],
"VIVO:departmentOrSchool": [
"Mathematics"
],
"SKOS:note": [
"Ben Coté"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12658",
"dcterms:title": [
"Development of an Exit Survey to Identify the Efficacy of Public Assistance in Polk County"
],
"dcterms:creator": [
"Amanda Sanchez",
"Daniel Vityukov",
"Jessica Crocker",
"Melanie Gardner",
"Nick Castillo",
"Noah Chaparro",
"Paige Merritt",
"Susan Parker"
],
"dcterms:date": [
"2021-05-27"
],
"dcterms:type": [
"Text; Image; MovingImage; StillImage"
],
"dcterms:identifier": [
"aes/279"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 05/27/2021, 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/"
],
"dcterms:abstract": [
"Housing stability has been a critical issue, as expressed in the 2019 Polk County Community Health Assessment. The purpose of this Process Improvement Project (PIP) was to design and administer an exit survey to assess the long-term stability of clients who utilized services from the Polk County Family and Community Outreach (FCO) division. The exit survey was developed to meet several goals: to communicate client outcomes to funders to obtain grants, identify and improve unmet needs within the services offered, and to collect client experiences. The research was conducted on evidence-based survey design, the incorporation of incentives, the impact of public assistance on health and well-being, and the role of text messaging technology in health care interventions. Findings indicate that this assessment method displays a strong potential for FCO to analyze assistance effectiveness and adapt services to meet the current needs of their clients."
],
"VIVO:departmentOrSchool": [
"Nursing"
],
"SKOS:note": [
"Holly Andreosky"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12657",
"dcterms:title": [
"Coloring Graphs from Knots"
],
"dcterms:creator": [
"Brandon Amerine"
],
"dcterms:date": [
"2021-05-27"
],
"dcterms:type": [
"Text; Image; MovingImage; StillImage"
],
"dcterms:identifier": [
"aes/277"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 05/27/2021, 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/"
],
"dcterms:abstract": [
"Knots and links can be categorized by invariants such as colorability. A knot is a three-dimensional object, so any two-dimensional diagram of that knot must consist of a set of crossings and set of strands that indicate the behavior of the three-dimensional object. Past authors have defined knot coloring using a system of equations at the crossings in the knot diagram. Since we can associate a knot with a strand adjacency graph, here we investigate whether a knot’s associated graph can be used to provide a non-algebraic version of colorability. We explore a couple different arrangements for a strand adjacency graph and the results that occur under several types of colorability. Along the way, we also take a look at cablings of knots and their distinctions from prime knots in these results."
],
"VIVO:departmentOrSchool": [
"Mathematics"
],
"SKOS:note": [
"Ben Cote"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12656",
"dcterms:title": [
"Circle Packings"
],
"dcterms:creator": [
"Rosario Vargas",
"Ben Cote"
],
"dcterms:date": [
"2021-05-27"
],
"dcterms:type": [
"Text; Image; MovingImage; StillImage"
],
"dcterms:identifier": [
"aes/276"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 05/27/2021, 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/"
],
"dcterms:abstract": [
"In this research project we pick apart circle packings and in doing so we consider the history of major mathematicians who added insight. By providing definitions and background knowledge we seek to understand how to construct circle packings and we show what it means to be mutually tangent. In this presentation we will also take notice of related topics such as sphere packings and Ford Circles and touch on applications of circle packings that make them a useful tool."
],
"VIVO:departmentOrSchool": [
"Mathematics"
],
"SKOS:note": [
"Ben Cote"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12655",
"dcterms:title": [
"Building an Inclusive and Diverse Classroom Community Through Children’s Literature: My Capstone Project"
],
"dcterms:creator": [
"Jacqueline Brown",
"Ya-Fang Cheng"
],
"dcterms:date": [
"2021-05-27"
],
"dcterms:type": [
"Text; Image; MovingImage; StillImage"
],
"dcterms:identifier": [
"aes/275"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 05/27/2021, 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": [
"Education and Leadership"
],
"SKOS:note": [
"Ya-Fang Cheng"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12654",
"dcterms:title": [
"Billable"
],
"dcterms:creator": [
"Amber Courtright",
"Karsten Collins",
"Mercedes Ponce"
],
"dcterms:date": [
"2021-05-27"
],
"dcterms:type": [
"Text; Image; MovingImage; StillImage"
],
"dcterms:identifier": [
"aes/274"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 05/27/2021, 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/"
],
"dcterms:abstract": [
"Our project creates an easy to use tool to organize bills and track ongoing monthly spending in comparison to available monthly income. Billable allows for the sorting of expenses by each month which allows the user to visualize how much money is being spent for the month. This platform assists in organizing bill information to prevent overdrafts and late fees that can accumulate over time. When a financial goal is set, the project assists in maintaining that goal by providing real time comparison of current spending against the user’s goal. Billable is not only a place to gather, organize, and track financial information, but it is also a way to enhance the user’s potential and ability to effectively manage their personal finances. Most importantly, Billable provides bill information and history in a centralized repository."
],
"VIVO:departmentOrSchool": [
"Computer Science"
],
"SKOS:note": [
"Ted Beers"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12653",
"dcterms:title": [
"Anxiety: How Childhood Trauma Leads to Anxiety"
],
"dcterms:creator": [
"Mystie Johnson",
"Brooke Dolenc Nott"
],
"dcterms:date": [
"2021-05-27"
],
"dcterms:type": [
"Text; Image; MovingImage; StillImage"
],
"dcterms:identifier": [
"aes/273"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 05/27/2021, 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/"
],
"dcterms:abstract": [
"Anxiety disorders are the most common psychological disorders in America, with 18-19% of U.S. adults reporting an anxiety disorder in a given year. Anxiety can be impacted by a number of factors, but this research explores the connection between anxiety and childhood trauma as well as prevention strategies. Three research articles were analyzed specifically related to anxiety at the neurobiological level and the impact of early childhood trauma on adult anxiety. Findings indicate that the effects of childhood trauma are similar to the behavior and neurobiology of a person diagnosed with an anxiety disorder. Trauma survivors may suffer from anxiety, abandonment/trust concerns, as well as an increased stress response. These neurological responses, if prolonged enough, can also lead to the development of an anxiety disorder. In order to assuage anxiety in trauma survivors, specifically in children, screening for trauma at younger ages to can help trauma responses from becoming anxiety disorders."
],
"VIVO:departmentOrSchool": [
"Psychological Sciences"
],
"SKOS:note": [
"Brooke Dolenc Nott"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12652",
"dcterms:title": [
"An Inspection of the Fibonacci Sequence and the Resulting Spirals"
],
"dcterms:creator": [
"CHRISTA FENTON",
"Ben Cote'"
],
"dcterms:date": [
"2021-05-29"
],
"dcterms:type": [
"Text; Image; MovingImage; StillImage"
],
"dcterms:identifier": [
"aes/272"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 05/27/2021, 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/"
],
"dcterms:abstract": [
"The Fibonacci Sequence is a common mathematical phenomenon that intrigues both academics and intellectuals alike. It is known as a fun, numerical sequence that builds on itself to infinity. As it turns out, the Fibonacci Sequence is more than a quirky additive sequence, it’s a foundational component to several different branches of mathematics. It’s basic formula can be tweaked ever so slightly to produce Pell numbers, various metallic ratios, and Pisano Periods, just to name a few. The Fibonacci’s original formula famously produces the Golden ratio and Golden Spiral which people across the world claim to see in nature, art, and science. In this presentation we will show where the Fibonacci is famously found, along with lesser known places in mathematics. It will show that we aren’t seeing the Golden Spiral everywhere, that the maths and ratios are integral to each spiral we see, and what you are seeing may not be the spiral you’re looking for."
],
"VIVO:departmentOrSchool": [
"Mathematics"
],
"SKOS:note": [
"Ben Cote'"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12651",
"dcterms:title": [
"Amicable Numbers"
],
"dcterms:creator": [
"Saud Dhaafi",
"Ben Cote"
],
"dcterms:date": [
"2021-05-27"
],
"dcterms:type": [
"Text; Image; MovingImage; StillImage"
],
"dcterms:identifier": [
"aes/271"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 05/27/2021, 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/"
],
"dcterms:abstract": [
"All numbers are interesting such as that zero is no amount while it is an even number, and the first perfect number is six, 1 is the first deficient number, and 12 is the first abundant number. An Amicable pair is a pair of two whole numbers, each of which is the sum of the proper whole number divisors of the other. This presentation will explore amicable pairs and provide a strong number-theoretic foundation for understanding the amicable pairs. Additionally, we focus on the contributions of Thabit Ibn Qurra and Euler on finding amicable pairs."
],
"VIVO:departmentOrSchool": [
"Mathematics"
],
"SKOS:note": [
"Ben Cote"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12650",
"dcterms:title": [
"A Mathematical Approach to Inventory Management at Client-choice Food Pantries"
],
"dcterms:creator": [
"Josh Salsbury"
],
"dcterms:date": [
"2021-05-27"
],
"dcterms:type": [
"Text; Image; MovingImage; StillImage"
],
"dcterms:identifier": [
"aes/270"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 05/27/2021, 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/"
],
"dcterms:abstract": [
"Traditional food pantry models give customers pre-arranged boxes of food that offer no or limited choice of the items received. Recent research indicates that the client-choice model, in which customers get to choose items in a grocery store-like setting, is a much more effective method of running a food pantry. However, there has not been scholarly research into the best practices for organizing and restocking items at client-choice pantries, which can significantly affect the quality and amount of food a customer has the opportunity to shop for. This research outlines a method of using common probability and statistics techniques to quantify the expected equity and risk of products expiring to find an optimal restocking method."
],
"VIVO:departmentOrSchool": [
"Mathematics"
],
"SKOS:note": [
"Leanne Merrill"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12649",
"dcterms:title": [
"Big Brother Big Sister Mentoring Program"
],
"dcterms:creator": [
"Kali Higgins",
"Lecy Warren",
"Brooke Dolenc Nott"
],
"dcterms:date": [
"2021-05-15"
],
"dcterms:type": [
"Text; Image; MovingImage; StillImage"
],
"dcterms:identifier": [
"aes/268"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 05/27/2021, 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/"
],
"dcterms:abstract": [
"The Big Brother Big Sister program emphasizes the importance of providing a meaningful mentoring relationship to children who may not have the opportunity for one otherwise. Children benefit from a mentor invested in their future success but attaining a meaningful mentoring relationship is multi-faceted. This project examined two research articles about the Big Brother Big Sister program related to expectations and closure with mentoring relationships and the subsequent impact on youth. This analysis was also compared to the authors’ own experiences with mentoring. Findings indicated that youth and adults had different expectations regarding the mentoring relationships - with youth emphasizing self-sufficiency and “having fun.” The end of the mentoring relationship also played a significant role in the child’s life and perception of the program. The research shows a side of mentoring that is more implicit than just a cursory relationship, and these social interactions can be crucial to children’s growth."
],
"VIVO:departmentOrSchool": [
"Psychological Sciences"
],
"SKOS:note": [
"Brooke Dolenc Nott"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12648",
"dcterms:title": [
"2021 Academic Excellence Showcase Welcome Video"
],
"dcterms:creator": [
"Rex Fuller"
],
"dcterms:date": [
"2021-05-27"
],
"dcterms:type": [
"Text; Image; MovingImage; StillImage"
],
"dcterms:identifier": [
"aes/267"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 05/27/2021, 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/"
],
"dcterms:abstract": [
"A brief welcome message to WOU's 2021 Academic Excellence Showcase participants from WOU President Rex Fuller."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12647",
"dcterms:title": [
"2021 Academic Excellence Showcase Welcome Video (Winningham)"
],
"dcterms:creator": [
"Rob Winningham"
],
"dcterms:date": [
"2021-05-27"
],
"dcterms:type": [
"Text; Image; MovingImage; StillImage"
],
"dcterms:identifier": [
"aes/266"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 05/27/2021, 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/"
],
"dcterms:abstract": [
"A brief welcome message to WOU's 2020 Academic Excellence Showcase participants from WOU Provost Rob Winningham."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12646",
"dcterms:title": [
"2021 Academic Excellence Showcase TRIO Welcome Video"
],
"dcterms:creator": [
"Rex Fuller"
],
"dcterms:date": [
"2021-05-27"
],
"dcterms:type": [
"Text; Image; MovingImage; StillImage"
],
"dcterms:identifier": [
"aes/265"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 05/27/2021, 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/"
],
"dcterms:abstract": [
"A brief welcome message to WOU's 2020 Academic Excellence Showcase TRIO student participants from WOU President Rex Fuller."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12645",
"dcterms:title": [
"Navegando con las expectativas familiares y las responsabilidades universitarias: conflictos emergentes para las estudiantes latinas y sus padres"
],
"dcterms:creator": [
"Sandra Cerda-Lezama"
],
"dcterms:date": [
"2020-05-28"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"aes/263"
],
"dcterms:language": [
"spa"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 05/27/20, 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": [
"Psychological Sciences"
],
"SKOS:note": [
"Margaret Manoogian",
"Alicia Ibaraki"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12644",
"dcterms:title": [
"Artist Presentation: Nelina Vargas"
],
"dcterms:creator": [
"Nelina Vargas"
],
"dcterms:description": [
"This presentation was delivered on May 28, 2020 at Western Oregon University Academic Excellence Showcase (Monmouth, OR)."
],
"dcterms:date": [
"2020-05-28"
],
"dcterms:type": [
"Text; Image; MovingImage; Image; StillImage"
],
"dcterms:identifier": [
"aes/246"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 05/27/20, 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/"
],
"dcterms:abstract": [
"Western Oregon University undergraduate student Nelina Vargas presents select artworks from her fine arts portfolio."
],
"VIVO:departmentOrSchool": [
"Art"
],
"SKOS:note": [
"Jodie Garrison"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12643",
"dcterms:title": [
"This is What Happens When You Play With Nukes"
],
"dcterms:creator": [
"Danielle Durand",
"Kaylee DeBolt",
"Jacob Martin"
],
"dcterms:subject": [
"nuclear",
"nuke",
"pollution",
"radiation"
],
"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": [
"Image; MovingImage"
],
"dcterms:identifier": [
"aes/151"
],
"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": [
"Chemistry"
],
"SKOS:note": [
"Arlene Courtney, Philip Wade"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12639",
"dcterms:title": [
"Spring Dance on Pause"
],
"dcterms:creator": [
"Dance Department",
"Tim Cowart"
],
"dcterms:subject": [
"dance",
"Western Oregon University",
"COVID-19",
"spring dance"
],
"dcterms:description": [
"This performance was delivered on May 28, 2020 at Western Oregon University Academic Excellence Showcase (Monmouth, OR)."
],
"dcterms:date": [
"2020-05-28"
],
"dcterms:type": [
"Image; MovingImage"
],
"dcterms:identifier": [
"aes/262"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 05/27/20, 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/"
],
"dcterms:abstract": [
"This 20 min documentary features raw rehearsal footage and interviews with several of the choreographers from this year's Spring Dance Concert.\nFor over 40 years the Dance Program at Western Oregon University has produced a performance of faculty, guest artist, and student choreography. This culminating event is called the Spring Dance Concert. Unfortunately, this year the dance concert was canceled due to the world-wide COVID-19 pandemic. This film was directed and edited by the new head of the dance program, Timothy Cowart. It is dedicated to the talented dance majors, minors, and dance faculty members who worked for several months pouring their time, effort, and artistry into the endeavor. It serves as a window into their creative process and a testimony to their efforts."
],
"VIVO:departmentOrSchool": [
"Theatre/Dance"
],
"SKOS:note": [
"Tim Cowert"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12638",
"dcterms:title": [
"Swimming Towards Change"
],
"dcterms:creator": [
"Nina Skeele"
],
"dcterms:subject": [
"Ernesto “Che” Guevara",
"Che Guevara",
"Diarios de Motocicleta",
"The Motorcycle Diaries",
"film analysis"
],
"dcterms:description": [
"This presentation was delivered on May 28, 2020 at Western Oregon University Academic Excellence Showcase (Monmouth, OR)."
],
"dcterms:date": [
"2020-05-28"
],
"dcterms:type": [
"Text; Image; MovingImage; StillImage"
],
"dcterms:identifier": [
"aes/261"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 05/27/20, 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/"
],
"dcterms:abstract": [
"Through semiotics, framing and marxist methods of analysis, this essay examines the heroic framing of Ernesto “Che” Guevara presented in the film Diarios de Motocicleta. The plot of the film follows the road trip Guevara takes with his friend Alberto Granado on an old motorcycle through South America. As they witness poverty and inequality across the continent, there are many instances where it would seem that Ernesto is beginning to form the communist ideologies which eventually guide him to be the face of revolution. The film downplays these ideologies by only commenting on classism through the use of material signs, which Ernesto overcomes physically rather than philosophically. This depiction of material problems with physical solutions creates a simpler situation for the audience to comprehend; one in which the morality of Ernesto is unquestionable, and his selflessness is emphasized through physical sacrifice."
],
"VIVO:departmentOrSchool": [
"Communication Studies"
],
"SKOS:note": [
"Emily Plec"
]
}
]