Url https://wou.omeka.net/s/repository/item/15467 Title When Students Feel Safe to Speak: How Belonging, Translanguaging, and Interaction Support Emergent Bilingual Students' Oral Language Development. Creator Yenia Brindis Alvarez Date 6/12/2026 Type text Image;StillImage Language eng Rights Western Oregon University Library has determined, as of 07/27/2026, 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 Abstract This action research project examined how emotionally safe, translanguaging-friendly, and quality classroom interactions functioned as interdependent conditions supporting emergent bilingual students’ participation, oral language development, linguistic self-efficacy, and sense of belonging in a secondary English Language Development (ELD) classroom. The study was grounded in Emotional Context of Learning Theory, Transformative Social-Emotional Learning, Sociocultural Theory, and Translanguaging Theory, reflecting the view that language learning is an emotional, relational, and socially mediated process. The study involved 17 emergent bilingual students in grades 9–12 and employed a qualitative action research design. Data were collected through classroom observations, teacher reflection journals, student work samples, student self-reflections, oral language observations, and instructional artifacts. Data were analyzed thematically. Findings revealed three interconnected themes: (1) emotional safety and a sense of belonging supported language risk-taking, (2) collaborative interaction supported oral participation and engagement, and (3) translanguaging and intentional scaffolds supported access to academic language development. Rather than functioning independently, these conditions appeared to work together to strengthen students’ willingness to communicate and engage in oral language practices. The findings suggest that supporting emergent bilingual students requires more than isolated instructional strategies. Classrooms that intentionally integrate emotional responsiveness, meaningful interaction, and linguistic inclusion can create conditions that foster participation, confidence, and oral language development. Degree Master of Arts in Teaching (initial licensure) Key Words Emergent Bilingual Students Oral Language Development Translanguaging Note Coley Lehman Maria Dantas-Whitney Amy Bowden Type action_research_project -- Url https://wou.omeka.net/s/repository/item/15463 Title Ensemble Culture: Co-creating Collective Efficacy and a Sense of Belonging in a Combined Theatre Classroom Creator Sullivan Garner Mackintosh Date 4/1/2026 Type text image;stillimage Language eng Rights Western Oregon University Library has determined, as of 07/27/2026, 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 Abstract In this action research project, I explore the ways in which a multi-level theatre class can be structured to cultivate community efficacy through an examination of the effect of Indigenous pedagogical practices on students’ sense of belonging. I aim to use this action research project to identify pedagogical theories and instructional strategies that will support using the form of a combined theatre class to support its ideal function as a liberatory educational experience wherein students’ community efficacy is developed. The purpose of the project is to build on existing literature by connecting teaching concepts already inherent to my own classroom format to teaching practices that resist the oppressions inherent to the institution of schooling in the United States; namely, Indigenous ways of teaching and learning that are personal and holistic, experiential, place-based, and intergenerational. License CC-BY-NC https://creativecommons.org/licenses/by-nc/4.0/ Degree Master of Arts in Teaching (initial licensure) Note Marcus Wenzel Ken Carano Type action_research_project -- Url https://wou.omeka.net/s/repository/item/15461 Title Mindful Design: Human-Centered Learning by Sierra Jarding Creator Sierra H. Jarding Date 3/23/2026 Type text Language eng Rights Western Oregon University Library has determined, as of 07/27/2026, 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 Abstract Here is the link to my published portfolio: https://sites.google.com/mail.wou.edu/sjarding-portfolio/home Human-Centered Learning This portfolio represents a culminating synthesis of my journey as an educator and a candidate for a Master of Science in Education: Learning Design & Technology. As an elementary and middle school educator based in Oregon, my practice is rooted in the belief that the most effective learning environments are frictionless. Guided by the principles of Universal Design for Learning, I advocate for the idea that intentional accessibility benefits the entire community, transforming individual accommodations into universal assets. The artifacts presented here highlight a commitment to a regulated brain, integration of art, nature, and mindfulness in curriculum to move students from a state of stress into a state of curiosity. Throughout this work, I explore the ethical integration of technology and artificial intelligence, ensuring digital tools serve as bridges to student agency rather than barriers to human connection. Ultimately, my goal is to equip students with lifelong skills including: self-advocacy, emotional regulation, and flexibility, that persist long after they leave my classroom. By blending creative, human-centered design with modern technology, I aim to foster inclusive spaces where every learner is empowered to navigate an evolving world with confidence and authenticity. Degree Master of Science in Education: Learning Design & Technology Key Words frictionless learning environment culture of calm lifelong skills Type portfolio -- Url https://wou.omeka.net/s/repository/item/15459 Title Integrating Film into Social-Emotional Learning: A Practical Tool Creator Serenity Wilson Date 6/13/2026 Type text Image;StillImage Language eng Rights Western Oregon University Library has determined, as of 07/27/2026, 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 Abstract This professional project is the creation of a film-based social-emotional learning (SEL) toolkit designed for students in kindergarten through twelfth grade. Grounded in the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework, the toolkit supports the development of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. A review of the literature examines SEL frameworks, developmental considerations across grade levels, and the educational value of film and media literacy. Drawing on social learning, constructivist, and experiential learning theories, the project uses films and film clips as tools for guided discussion, reflection, and application activities. The toolkit provides developmentally appropriate lessons organized by academic level and SEL competency, allowing educators to integrate social-emotional instruction into existing classroom practices. Designed as a flexible and adaptable resource, this addresses the need for engaging SEL materials that connect with students' experiences in a media-rich world. This project offers a practical framework for educators seeking to promote social-emotional growth through intentional and meaningful use of film. Degree Master of Science in Education: Curriculum and Instruction Key Words social-emotional learning media literacy Note Gregory Zobel Marie LeJeune Dana Ulveland Type professional_project -- Url https://wou.omeka.net/s/repository/item/15456 Title Using Engaged Pedagogy to Increase Participation, Motivation, and Belonging in Physical Education Creator Sally R. Berg Date 6/13/2026 Type text data Language eng Rights Western Oregon University Library has determined, as of 07/27/2026, 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 Abstract This action research project examined how incorporating engaged pedagogy increased student participation, motivation, and sense of belonging in a middle school physical education classroom. Grounded in bell hooks’ theory of engaged pedagogy, this study focused on how student choice, peer collaboration, flexible pacing, and inclusive instructional practices influenced engagement during a five-lesson track and field unit. Data was collected through teacher reflection journals, teacher observations, student-generated artifacts, and feedback from a mentor teacher. Findings revealed three major themes. First, student participation increased when students were given choice and autonomy during the culminating activity of the lesson. Second, student motivation was enhanced through social interaction and peer collaboration, particularly when students worked with partners to record attempts, provide encouragement, and move through stations together. Third, students developed a stronger sense of belonging when the lesson structure emphasized effort, participation, and flexible entry points rather than performance alone. Overall, the findings suggest that engaged pedagogy can support more inclusive and meaningful physical education experiences by creating conditions where students feel more ownership, connection, and confidence in their learning. This project helped me better understand how my instructional decisions as a teacher can shape student engagement and create a more supportive physical education environment. Degree Master of Arts in Teaching (initial licensure) Type action_research_project -- Url https://wou.omeka.net/s/repository/item/15455 Title Harmonizing Growth: Exploring the Impact of Participation Joy versus Musicianship Mastery in the Middle School Choir Curriculum Creator Rio Solano Date 6/12/2026 Type text Image;StillImage data Language eng Rights Western Oregon University Library has determined, as of 07/27/2026, 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 Abstract This action research project explored how differentiated instruction, collaborative learning, and performance-based learning supported engagement, musicianship, and joy in my middle school choir classroom. My research focused on a sixth grade choir class with students who entered with different musical backgrounds, confidence levels, and learning needs. Through lesson plans, observations, reflections, assessment data, attendance data, and feedback, I found that students were most successful when musical skills were scaffolded, connected to repertoire, and practiced with peer support. Overall, this project revealed that joy and quality musicianship do not compete, but can grow together when instruction is intentional. Degree Master of Arts in Teaching (initial licensure) Key Words middle school choir student engagement musicianship Note Amy Bowden Thomas Van Dyke Type action_research_project -- Url https://wou.omeka.net/s/repository/item/15453 Title Creating Intrinsic Motivation Through Joy: Facilitating Positivity and Happiness in the Band Room Creator Neil Teller Date 6/13/2026 Type text Image;StillImage data Language eng Rights Western Oregon University Library has determined, as of 07/27/2026, 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 Abstract This research explores the idea that creating an inclusive classroom built on joy can inspire students to create their own intrinsic motivation. This research provides evidence to the statement that students that feel more accepted and welcome in the community of the band room will be more excited to come to class and participate everyday. This research was conducted in an intermediate seventh grade band classroom in a suburban middle school in Oregon. I utilized techniques of call and response, consistent positive encouragement and affirmations, use of humor, and opportunities for student agency in this research study. The most important finding of this study was that students reacted positively to the use of daily humor at the beginning of every lesson that allowed them to share, and possibly lead, a moment of levity with their peers. This use of levity helped to build trust and a sense of community with the students which allowed my instruction to be more impactful. Degree Master of Arts in Teaching (initial licensure) Key Words Joy in the classroom student engagement positive encouragement Note Amy Bowden Evan Macwilliams Type action_research_project -- Url https://wou.omeka.net/s/repository/item/15452 Title Data-Informed Instruction for Multilingual Learners in Elementary Mathematics Creator Natasha Sachdeva Date 3/20/2026 Type text Language eng Rights Western Oregon University Library has determined, as of 07/27/2026, 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 Abstract The project was about finding the most beneficial ways to collect data and use data for multilingual learners in the classroom. This was something that I wanted to dive deep into because I work in a community that has many ELLs. The data allowed me to gain new knowledge on what strategies help different students in my classroom. Degree Master of Science in Education: Curriculum and Instruction Key Words ELLs Data-Informed Multilingual Students Note Cindy Ryan Gregory Zobel Type professional_project -- Url https://wou.omeka.net/s/repository/item/15430 Title Increasing Engagement in Academic Writing Using Frerian Teaching Methods in a High School English Classroom Creator Molly Parsons Date 6/13/2026 Type text data Language eng Rights Western Oregon University Library has determined, as of 07/27/2026, 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 Abstract This action research project investigates the research question “How can using Freirean teaching methods to teach academic writing affect students’ engagement?” It aims to determine how using seven of Paulo Freire’s suggested pedagogical strategies through various classroom systems, teaching strategies, and in-class activities impacts students who previously had limited enthusiastic or willing engagement with academic writing. This expands existing research on the effects of using Freirean teaching strategies in English Language Arts classrooms for literacy and creative writing instruction to their potential uses for academic writing instruction. This research was conducted in a 9th- and 10th-grade ELA classroom with 23 students in a small, rural Oregon high school. Data was collected in the form of written observations, lesson plans, and submission data over the course of one six-day academic writing unit. Three primary findings emerged from this research. I found that these new strategies caused students to be more engaged, created initial but quickly overcome difficulties, and increased students’ use of SEL skills. These findings suggest that Freirean strategies should be pursued and researched further for academic writing instruction. Degree Master of Arts in Teaching (initial licensure) Key Words Freirean Pedagogy Academic Writing Engagement Note Amy Bowden Tabitha Richards Type action_research_project -- Url https://wou.omeka.net/s/repository/item/15427 Title Context and Constructivism: Bridging Vocabulary, Critical Thinking, and Lifelong Learning Creator Michael Leimbach Date 6/12/2026 Type text Language eng Rights Western Oregon University Library has determined, as of 07/27/2026, 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 Abstract This action research project examined how constructivist learning strategies influenced vocabulary acquisition, contextual understanding, student engagement, and critical thinking among sophomore English Language Arts students at a rural Oregon high school. Guided by constructivist learning theory, the study focused on helping students connect academic vocabulary to their own experiences, interests, and prior knowledge through student-centered activities and collaborative learning opportunities. Data was collected through traditional vocabulary assessments, student-generated vocabulary projects, contextual quizzes, diagnostic testing, and student engagement measures. The findings suggest that students demonstrated stronger vocabulary performance and contextual reasoning when instruction emphasized authentic, real-world applications and opportunities for student ownership. In particular, student-generated assessments and presentations produced some of the highest levels of achievement and engagement observed during the study. While results varied based on assessment design, participation, and student consistency, the overall trends indicate that constructivist approaches can support vocabulary development while encouraging curiosity, confidence, and transferable critical-thinking skills. These findings reinforce the value of student-centered instruction and the importance of helping students connect classroom learning to meaningful experiences beyond school. Degree Master of Arts in Teaching (initial licensure) Key Words constructivism vocabulary context Note Marcus Wenzel Ken Carano Type action_research_project -- Url https://wou.omeka.net/s/repository/item/15425 Title Teaching Democracy: Instructional Approaches Preparing Students for Active Participation in Democratic Society Creator Mason William Cox Date 6/12/2026 Type text Language eng Rights Western Oregon University Library has determined, as of 07/27/2026, 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 Abstract This action research project explores various teaching strategies that best prepare students for active participation in democratic society. By looking at student work, self-assessments, and more, it is determined that community, empathy, and adaptability are important classroom and democratic principles. Degree Master of Arts in Teaching (initial licensure) Key Words democracy teaching alternative Note Marcus Wenzel Coley Lehman Type action_research_project -- Url https://wou.omeka.net/s/repository/item/15423 Title Meaning Centered Mathematics Instruction: Supporting Engagement and Conceptual Understanding in a Seventh-Grade Classroom Creator Mark A. Dillon Date 6/12/2026 Type text Image;StillImage data Language eng Rights Western Oregon University Library has determined, as of 07/27/2026, 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 Abstract This action research project examined how meaning-centered, mathematical tasks influence learner engagement and conceptual understanding in a seventh-grade mathematics classroom. The study was guided by the research question: How do meaning-centered mathematical tasks influence learner engagement and conceptual understanding in a seventh-grade mathematics classroom? Grounded in Constructivist theory, supported by sociocultural learning, the study explored instructional practices that emphasize collaboration, mathematical discourse, explanation, and conceptual reasoning. Using an action research framework, data were collected throughout a five-lesson instructional sequence using clicker quizzes, paper-based assessments, observation notes, and teacher reflection journals. Qualitative analysis was conducted using open coding and triangulation across data sources. Three major themes emerged from the analysis. First, students often demonstrated strong procedural fluency while showing less consistent conceptual understanding and mathematical justification. Second, structured, meaning-centered collaborative activities generally increased engagement and participation, particularly when paired with clear accountability structures and opportunities for discussion. Third, students demonstrated varying levels of success in using academic language to communicate mathematical reasoning, with many students providing stronger verbal explanations than written justifications. These findings suggest that meaning-centered mathematics instruction can support student engagement and conceptual understanding when learning experiences intentionally incorporate collaboration, discussion, reflection, and opportunities for mathematical explanation. The study highlights the importance of balancing procedural fluency with conceptual reasoning and supporting students in communicating mathematical thinking through both verbal and written discourse. Degree Master of Arts in Teaching (initial licensure) Key Words Meaning Centered Mathematics Note Amy Bowden Jennifer Davis Type action_research_project -- Url https://wou.omeka.net/s/repository/item/15421 Title Equity in Action: Examining Educational Debt and Institutional Practices Affecting Access to Rigorous Coursework Creator Marcus D. Williams Date 6/11/2026 Type text Image;StillImage data Language eng Rights Western Oregon University Library has determined, as of 07/27/2026, 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 Abstract This action research project examined how educational debt, institutional practices, instructional supports, and academic self-concept influence equitable access to rigorous coursework for secondary students. Grounded in Gloria Ladson-Billings’ concept of educational debt and Paulo Freire’s critique of the banking model of education, the study explored how opportunity gaps are produced through systemic inequities and instructional practices that position students as passive recipients rather than active participants in learning. Data were collected through classroom observations, student work samples, student surveys, exit tickets, formative assessments, reflection journals, and educator interviews. Analysis revealed three key findings. First, students entered rigorous learning experiences with unequal levels of preparation due to differences in prior access to academic opportunities and academic discourse. Second, intentional instructional supports, including sentence frames, structured discussion, vocabulary scaffolds, and guided reasoning tasks, increased student engagement, participation, and academic confidence while maintaining rigor. Third, students’ academic self-concept significantly influenced their willingness to engage in challenging tasks and consider advanced coursework. Findings suggest that equitable access requires more than open enrollment in advanced courses. Schools must address educational debt by implementing instructional practices that promote student voice, dialogue, and meaningful participation while providing the supports necessary for all students to access and succeed in rigorous learning environments. Degree Master of Arts in Teaching (initial licensure) Key Words Educational Debt Academic Identity Equity-Centered Instruction Note Marcus Wenzel Julia De Santis Type action_research_project -- Url https://wou.omeka.net/s/repository/item/15420 Title Building Trauma-Informed Classrooms: Strengthening Professional Practice Through Research-Informed Educator Learning Creator Lindsey Yechout Date 6/1/2026 Type text Image;StillImage Language eng Rights Western Oregon University Library has determined, as of 07/27/2026, 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 Abstract This professional project designs and facilitates a trauma-informed professional development session for educators at Cloverdale Elementary School in the Cascade School District that can also be used in other districts. Grounded in both personal experience and classroom observation, this project addresses the gap between awareness of trauma-informed education and the consistent, practical implementation of strategies that support student well-being and learning. While many educators recognize the importance of social-emotional learning and trauma-sensitive practices, they often lack structured, research-based guidance that translates theory into daily classroom routines. This project responds to that need by creating a 90-minute, interactive professional development session that equips teachers with actionable strategies, including morning check-ins, visual schedules, restorative conversations, flexible seating, and calm corners. The project is informed by current research on trauma, resilience, brain development, and social-emotional learning, as well as by frameworks that emphasize understanding behavior as communication rather than defiance. Through reflection activities, collaborative discussion, and scenario-based application, educators are guided to identify trauma-related behaviors and respond with consistency, empathy, and practical support. The effectiveness of the project is assessed through participant feedback, engagement, and evidence of classroom application following the session. By bridging the gap between theory and practice, this professional development initiative aims to strengthen teacher confidence, reduce uncertainty in responding to trauma-related behaviors, and foster emotionally safe, equitable learning environments. Ultimately, this project contributes to a culture of resilience and care within the school community, ensuring that students are not only academically supported but also emotionally understood and empowered to thrive. Degree Master of Science in Education: Curriculum and Instruction Note Gregory Zobel Cindy Ryan Dana Ulveland Type professional_project -- Url https://wou.omeka.net/s/repository/item/15419 Title When Learning Feels Meaningful: A Study of Personal Relevance as Autonomy-Supportive Practice Creator Lillian Rinkle Date 6/12/2026 Type text data Language eng Rights Western Oregon University Library has determined, as of 07/27/2026, 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 Abstract In this action research project, I aimed to understand how integrating personal relevance into 10th grade English language arts instruction influenced student motivation, engagement, and perceptions of course relevance. Guided by self-determination theory (Ryan & Deci, 2008), the study explored relevance as an autonomy-supportive practice that may help students internalize the value of learning. Participants for this study included 18 10th grade students in a mid-sized suburban Oregon high school. Data were collected from student surveys, student work, participation trackers, reflection journals, lesson plans, and supervisor observation feedback across two literature units. Findings suggested that personally relevant connections were associated with increased participation, stronger investment in literary discussion and analysis, and deeper emotional and interpretive thinking. The study highlighted relevance as a meaningful tool for supporting student engagement. Degree Master of Arts in Teaching (initial licensure) Note Coley Lehman Carolyn Wahl Type action_research_project -- Url https://wou.omeka.net/s/repository/item/15418 Title Engagement on Stage: Culturally Responsive Teaching in the Theatre Classroom Creator Lauren Carroll Date 6/12/2026 Type text Image;StillImage data Language eng Rights Western Oregon University Library has determined, as of 07/27/2026, 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 Abstract This action research project examined the effects of Culturally Responsive Teaching (CRT) on student engagement in the classroom. The study was conducted over a two-week period in a Drama 1 classroom consisting of 21 students. Qualitative data were collected through classroom observations, teacher journals, and lesson plans. Findings indicated that student engagement increased when CRT practices were intentionally implemented and decreased when one or more CRT tenets were absent. In particular, culturally relevant content, opportunities for student voice and choice, and the inclusion of diverse popular culture references were associated with the greatest increases in engagement. While additional research is needed, the results of this study, supported by an extensive review of the literature, suggest that Culturally Responsive Teaching has a positive impact on student engagement and learning in the classroom. Degree Master of Arts in Teaching (initial licensure) Note Amy Bowden Marie LeJeune Type action_research_project -- Url https://wou.omeka.net/s/repository/item/15417 Title From Restless to Ready: Using Yoga and Mindfulness to Support Self-Regulation in the Elementary Classroom Creator Laura Coen Date 6/13/2026 Type text Image;StillImage Language eng Rights Western Oregon University Library has determined, as of 07/27/2026, 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 Abstract This action research study examined the impact of integrating yoga and mindfulness practices into a third and fourth grade art classroom to support student self-regulation, engagement, and classroom climate. Over twelve weeks, students participated in brief meditation, breathing exercises, yoga, and mindful movement embedded within art instruction. Data were collected through lesson plans, teacher reflection journals, classroom observations, student work, and mentor feedback. Findings indicated improvements in students' emotional readiness, attention, classroom participation, and peer relationships. The study suggests that integrating embodied mindfulness practices into elementary art education provides and effective approach for supporting whole-child development and creating positive learning environments. Degree Master of Arts in Teaching (initial licensure) Key Words yoga art elementary Note Marcus Wenzel Kathleen Rice Type action_research_project -- Url https://wou.omeka.net/s/repository/item/15414 Title Foundations Forward: Designing an Evidence-Based Intervention Plan for Upper Elementary Emerging Readers Creator Kiley Baker Date 6/1/2026 Type text Image;StillImage data Language eng Rights Western Oregon University Library has determined, as of 07/27/2026, 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 Abstract This professional project examines the implementation of an intensive literacy intervention program for upper elementary students who continue to struggle with reading despite receiving core classroom instruction. Grounded in the Science of Reading and structured literacy principles, the project explores evidence-based practices that target foundational reading skills, including phonemic awareness, phonics, fluency, vocabulary, and comprehension. Through data analysis, intervention planning, and progress monitoring, the project demonstrates how systematic, explicit instruction can accelerate reading growth for students with significant literacy needs. The goal is to provide educators with practical strategies to improve reading outcomes and increase long-term academic success. Degree Master of Science in Education: Curriculum and Instruction Key Words Structured Literacy Science of Reading Upper Elementary Reading Intervention Note Gregory Zobel Ken Carano Lin Wu Type professional_project -- Url https://wou.omeka.net/s/repository/item/15413 Title Weaving Together Culture, Diversity, and Identity: Incorporating Multicultural Education in a Non-Diverse Art Classroom Creator Katrina Kildea Date 6/12/2026 Type text Image;StillImage Language eng Rights Western Oregon University Library has determined, as of 07/27/2026, 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 Abstract This action research project describes the methods, lessons, and impact of multicultural education in a ethnically homogenous art classroom in Oregon, utilizing local Native American knowledge and voices to create meaningful educational experiences to the students. Degree Master of Arts in Teaching (initial licensure) Key Words multicultural education action research project indigenous education Note Marcus Wenzel Kathleen Rice Type action_research_project -- Url https://wou.omeka.net/s/repository/item/15412 Title The Impact of Growth Mindset Perceptions in a 9th-Grade Science Class Creator Jon Edwards Date 6/19/2026 Type text data Language eng Rights Western Oregon University Library has determined, as of 07/27/2026, 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 Abstract This action research is informed by growth mindset theory, which posits that a student’s intrinsic belief in their ability to develop their intelligence profoundly affects their success in learning at school. In a growth mindset, intelligence is not seen as “fixed” and immutable but as something that can grow. Dweck and Leggett (1988) considered students who avoid challenging tasks to exhibit a “helpless pattern,” while those who seek out challenging tasks exhibit a “mastery-oriented pattern.” In other words, students with a “fixed mindset” about intelligence tend to blame themselves for not being able to do something. In contrast, those with a growth mindset see setbacks as temporary challenges and part of the learning process. Consequently, students with a growth mindset often perform better on difficult tasks than those with a fixed mindset, even when their initial abilities are equal. From this action research, three themes around the tenets of Growth mindset theory. They are: shaping students’ beliefs about intelligence, reframing failure as a learning opportunity, and emphasizing the learning process rather than the end goal. Degree Master of Arts in Teaching (initial licensure) Key Words Learning Interventions Equitable pedagogy processing failure Note Lin Wu Amy Bowden Type action_research_project -- Url https://wou.omeka.net/s/repository/item/15391 Title Enhancing Motivation and Engagement Through a Cooperative Striking Unit Creator Joel Carlson Date 6/13/2026 Type text data Language eng Rights Western Oregon University Library has determined, as of 07/27/2026, 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 Abstract This Action Research Project examined whether student motivation and engagement in Physical Education could be improved through a modified tennis unit designed for fifth-grade students. The study was conducted in response to a common challenge observed during competitive activities: while many students expressed interest in participating, some were reluctant to engage fully in competitive game settings. To address this issue, a tennis unit was intentionally designed to support learners of varying skill levels through individual skill development, cooperative learning experiences, and structured competitive practice. The project was grounded in the principles of Self-Determination Theory, with instructional strategies aimed at fostering competence, autonomy, and relatedness. Competence was supported through repeated skill practice and opportunities for success. Autonomy was encouraged by allowing students to make choices, such as creating team names and selecting certain activities. Relatedness was developed through cooperative tasks and an emphasis on sportsmanship and peer support. The findings explored the impact of these strategies on student participation, motivation, and overall engagement during Physical Education lessons. Degree Master of Arts in Teaching (initial licensure) Key Words Self-Determination Theory Competition Note Marcus Wenzel Makenna Slavenski Type action_research_project -- Url https://wou.omeka.net/s/repository/item/15390 Title Flexible Assessment in an 8th-grade Social Studies Classroom Creator Jeffery Van Fockler Date 6/13/2026 Type text Image;StillImage data Language eng Rights Western Oregon University Library has determined, as of 07/27/2026, 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 Abstract This Action Research Project examines the relationship between flexible assessment, student learning, and teacher teaching. Students in an 8th-grade social studies classroom were provide 4 options to assess their learning following a 5-day unit on US Government: one traditional quiz and three creative, alternative assessments. Data from student products, teacher reflections, and a student survey was analyzed to answer two research questions: 1.) does offering students choice in assessment options improve student motivation and engagement, and 2.) how can educators ensure alternative assessments are academically rigorous and valid measures of student learning. The data showed that students were appreciative of flexible assessment, but more research is needed to tie motivation and engagement to flexible assessment. Data analysis showed that alternative assessments are comparable to traditional quizzes, lending credibility to alternative assessments as valid measures of student learning. Degree Master of Arts in Teaching (initial licensure) Key Words Flexible Assessment Alternative Assessment Teaching Note Coley Lehman Kenneth Carano Type action_research_project -- Url https://wou.omeka.net/s/repository/item/15389 Title The impact of teacher communication on students interpretation of feedback within a Secondary English Classroom Creator Isaac Means Date 6/12/2026 Type text Image;StillImage data Language eng Rights Western Oregon University Library has determined, as of 07/27/2026, 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 Abstract This Action Research Project examined how teacher communication can influence students' understanding of feedback and their abilities as students in a secondary English classroom. This study is grounded in Paula Freire’s theory of dialogic communication. This study explored the roles of communication that is clear, supportive, and intentional from a teacher to their students. These all impact students' perceptions on how they see themselves as learners. This study and research was done in a ninth grade English classroom at a public high school in Eugene, Oregon. This study utilized qualitative action research. Data was collected through multiple sources including exit tickets, five-minute essay journals, classroom observations, and reflective teaching practices. Patterns were able to be seen through open coding and analysis of themes. The two patterns were: (1) the importance of clear and specific feedback, and (2) positive students' responses to clear and supportive communication. Students showed an increase in engagement, participation, and confidence when they were communicated with clear feedback with the opportunity to have clarification. unclear communication resulted in confusion and a misunderstanding of teacher feedback All of these findings show that the way educators communicate is now just about stating information but is is instructional practice that directly influences students' belonging, voice, and their understanding of themselves within the classroom. This study will highlight the need for intentional feedback practices, dialogue, and positive communication within a supportive classroom environment. Educators should have increased opportunities for students dialogue, feedback clarification, and communication that builds students interpretation of feedback in the classroom. Degree Master of Arts in Teaching (initial licensure) Key Words Dialogic Communication Teacher Feedback Classroom Communication Note Amy Bowden Sarah Baird-Reed Type action_research_project -- Url https://wou.omeka.net/s/repository/item/15387 Title Small Group Reading Instruction: Formative Assessments Creator Hannah Lowell Date 6/13/2026 Type text Language eng Rights Western Oregon University Library has determined, as of 07/27/2026, 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 Abstract This project examines the purpose of formative assessments in small group reading. Peer-reviewed articles and evidence-based practices, and the six cognitive levels of Bloom’s Revised Taxonomy were used as guides in this project. After researching and analyzing formative assessments and the benefits of using them to guide instruction. I wanted to create supports to help teachers with their instruction and students' overall learning experience. These strategies that were created are low-prep and are accessible to all learning types. Each strategy can be accompanied by the implementation log or the data tracker. It is important to note that I did not take any data for this project, but I plan to do so next school year. Degree Master of Science in Education: Reading Key Words Formative Assessments stratgies Bloom's Revised Taxonomy Note Gregory Zobel Cindy Ryan Kenneth Carano Type professional_project -- Url https://wou.omeka.net/s/repository/item/15385 Title Disciplinary Literacy & Structured Student Talk in a Newcomer Science Classroom Creator Emma Engel Date 6/13/2026 Type text Image;StillImage data Language eng Rights Western Oregon University Library has determined, as of 07/27/2026, 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 Abstract This action research project examined the impact of disciplinary literacy and structured student talk in a biology class for newcomer students. It was determined that these pedagogical strategies had a positive impact on student outcomes, including their English language acquisition. Degree Master of Arts in Teaching (initial licensure) Key Words English language acquisition sheltered science class Note Marcus Wenzel Monique Aguilar-Weaver Type action_research_project -- Url https://wou.omeka.net/s/repository/item/15384 Title Bringing Biology to Life: A Schema Theory Approach to Increasing Student Engagement in a High School Classroom Creator Elias Paul Stuckart Date 6/13/2026 Type text Image;StillImage data Language eng Rights Western Oregon University Library has determined, as of 07/27/2026, 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 Abstract This action research project investigates how connecting classroom content to students’ lived experiences influences student engagement. The study uses schema theory as a guiding framework, emphasizing the creation and activation of schemas to support learning. The research was conducted in a biology classroom with a culturally diverse group of 11th- and 12th-grade students. Instructional activities grounded in schema theory were implemented throughout a unit on genomics. Lesson plans, student surveys, assessment performance, reflective journals, and classroom observations were used to examine the impact these instructional strategies had on student engagement. Results indicated increased student engagement across three primary areas: social, emotional, and cognitive. This study highlights the potential of schema theory–based instruction to foster deeper connections between students and academic content while promoting higher levels of engagement. Degree Master of Arts in Teaching (initial licensure) Key Words Schema Theory Note Coley Lehman Marcus Wenzel Type action_research_project -- Url https://wou.omeka.net/s/repository/item/15383 Title Student Choice in the Mode of Instruction in the 6th-Grade Math Classroom Creator Deacon Cook Date 6/13/2026 Type text Language eng Rights Western Oregon University Library has determined, as of 07/27/2026, 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 Abstract Students who are given the opportunity to make impactful choices about their education are more engaged and have higher concept retention. This study uses Paulo Freire’s theory of critical pedagogy to frame democratic student selection of the mode of instruction. The study features several sixth grade mathematics classes voting on the method of concept introduction and review that best suits the collective learning styles of the students. The results of the study diverge: traditional summative assessment scoring shows that students in the middle-scoring bracket test slightly lower after selecting a preferred review method, while qualitative data from exit surveys shows students become more invested in their learning. Freire calls on educators to reject simple standardized assessments as the measurement of student outcomes, and so the results of the action research can be interpreted as a starting point for further, more guided, investigation. Degree Master of Arts in Teaching (initial licensure) Note Marcus Wenzel Thomas Howe Type action_research_project -- Url https://wou.omeka.net/s/repository/item/15382 Title Academic Autonomy for Creative Expression: Humanistic Learning Theory in High School Theatre Creator Danielle A. Clayton Date 6/12/2026 Type text Image;StillImage Language eng Rights Western Oregon University Library has determined, as of 07/27/2026, 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 Abstract Humanistic Learning Theory (HLT) is a psychology-based learning theory. It prioritizes teaching the whole of a child within their academics. The research conducted in this paper strives to answer the question: How can I incorporate intrinsic motivation in students and teach the whole child in a theatre classroom setting? I spent two weeks teaching in a theatre classroom. I implemented teaching methods that encouraged student autonomy to increase their intrinsic motivation and engagement. I prioritized Social-Emotional Learning (SEL) to teach the whole child. From the data I gathered, I conclude that HLT is beneficial for my students and me. It increases student autonomy, develops emotional bonds, and caters to their emotional needs. Students were engaged and excited about the coursework. Degree Master of Arts in Teaching (initial licensure) Note Amy Bowden Jay Gipson-King Type action_research_project -- Url https://wou.omeka.net/s/repository/item/15381 Title “When Are We Ever Going to Need This? Creator Cody Herring Date 6/13/2026 Type text Language eng Rights Western Oregon University Library has determined, as of 07/27/2026, 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 Abstract Students often ask their teachers about why they need to learn a piece of content or skill. “When will we use this in real life?” The question they are asking is one of relevance. How is this lesson relevant to them? It is well known that students who see a connection between what they are learning and what they care about, will be more motivated. This study looked at how the researcher's own instructional strategy influenced student perceived relevance, motivation, and success. Data was collected through student responses to surveys, colleagues viewing student engagement throughout lessons taught by the researcher, student success in classroom assessments through turning in work and how well that work was completed, and informal observations by the teacher researcher. From this data it could be determined that perceived relevance of a topic by students feeds their motivation and their success, connecting content to future careers and uses has limited utility in communicating relevance, hands-on and gamified activities have great effects on student motivation and success, and there is a feedback loop between success and perceived relevance. The implications are that while driving success requires student interest and motivation, practical usefulness isn’t the most effective way to produce those results. Degree Master of Arts in Teaching (initial licensure) Key Words Relevance Motivation Success Note Coley Lehman Trent Schwartz Type action_research_project -- Url https://wou.omeka.net/s/repository/item/15380 Title “A Cord of Three Strands is not Easily Broken”: Aligning Language Instruction for Multilingual Learners: Integrating ESOL, Bilingual Education, and Translanguaging Practices Creator Cesar Abel Rangel Montenegro Date 6/13/2026 Type text Image;StillImage Language eng Rights Western Oregon University Library has determined, as of 07/27/2026, 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 Abstract This professional project explores how language instruction for multilingual learners can be more intentionally aligned through the integration of ESOL, bilingual education, dual language programming, and translanguaging practices. Grounded in research on second language acquisition, academic language development, and cross-linguistic transfer, the project addresses the need for greater coherence across language support systems. A review of the literature identified three major themes: academic language development is a long-term process, students’ first languages serve as valuable academic assets, and program coherence is essential for multilingual learner success. In response, the project developed the Language Instruction Alignment Tool, a seven-step teacher decision-making framework designed to connect language development with content learning. The tool includes planning templates, translanguaging strategies, structured discussion supports, and reflection resources that help educators make intentional instructional decisions. Ultimately, the project aims to support multilingual learners by promoting more equitable, research-informed, and coherent language instruction across educational settings. Degree Master of Science in Education Key Words Translanguaging ESOL Language Instruction Note Gregory Zobel Jessica Dougherty Type professional_project -- Url https://wou.omeka.net/s/repository/item/15379 Title Building Resilience: The Impact of Positive Reinforcement on Students with ACE’s Creator Cari Rogers Date 6/12/2026 Type text Language eng Rights Western Oregon University Library has determined, as of 07/27/2026, 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 Abstract This action research study examines how a trauma-informed positive reinforcement system, specifically a punch card intervention, affected attendance, motivation, and behavioral engagement among junior and senior health students with histories of Adverse Childhood Experiences (ACEs) at Cascade Ridge High School in Salem, Oregon. Grounded in trauma theory, neurodevelopmental science, and culturally responsive pedagogy, the intervention was built around predictable structure, relational trust, and consistent recognition of student effort. Three key findings emerged: attendance improved dramatically, with fifteen students fully completing their punch cards; student interviews revealed that feeling noticed and valued mattered more to participants than the reward itself; and behavioral disruptions showed modest but meaningful improvement for a subset of students. The study concludes that positive reinforcement is most effective not as a standalone behavior management tool, but as part of a broader trauma-informed approach where consistency, genuine relationships, and emotional safety form the foundation of student engagement and success. Degree Master of Arts in Teaching (initial licensure) Key Words Adverse Childhood Experiences Positive Reinforcement Note Marcus Wenzel Wendy Kirsch Type action_research_project -- Url https://wou.omeka.net/s/repository/item/15378 Title Enhancing Student Engagement in High School Social Studies Classrooms Creator Cade Ellis Date 6/13/2026 Type text Language eng Rights Western Oregon University Library has determined, as of 07/27/2026, 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 Abstract For this project, I sought to determine the reasons why high school social studies classes typically fail to engage their students, and then determine some of the best strategies for successfully and meaningfully increasing engagement. By consulting existing research on the topic, and conducting surveys within my own high school social studies classroom, I investigated this subject and was able to determine why these classes are so unengaging and how to fix this issue. Degree Master of Arts in Teaching (initial licensure) Note Marcus Wenzel Kenneth Carano Type action_research_project -- Url https://wou.omeka.net/s/repository/item/15377 Title Differentiated Instruction in the Middle School Physical Education Setting Creator Austin Clark Date 6/12/2026 Type text Image;StillImage data Language eng Rights Western Oregon University Library has determined, as of 07/27/2026, 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 Abstract *This project does not require an abstract* The project dives into differentiated instruction in the physical education setting. Within this project, specific teaching methods were used to discover the impact that differentiation has on students in physical education. Additionally, this project captures relevant research that helps support the importance of differentiating instruction to meet every students' diverse needs and readiness levels. Degree Master of Arts in Teaching (initial licensure) Key Words Differentiation Middle School Physical Education Note Marcus Wenzel Kyle Silbernagel Type action_research_project -- Url https://wou.omeka.net/s/repository/item/15375 Title Teaching Health with Students' Lives in Mind: A Study of Culturally Responsive Teaching Creator Anya L. Mariante Date 6/12/2026 Type text Image;StillImage data Language eng Rights Western Oregon University Library has determined, as of 07/27/2026, 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 Abstract This action research project examined how culturally responsive teaching practices influenced student engagement and participation during a secondary health education mental health unit at North Salem High School in Salem, Oregon. The study explored the question: Does the use of culturally responsive teaching strategies during a secondary health education mental health unit increase engagement and participation among culturally and religiously diverse students? Grounded in culturally responsive teaching, engaged pedagogy, and problem-posing education, the study focused on creating an inclusive and supportive classroom environment while teaching topics related to depression, suicide prevention, stress, and self-care. Using Sagor’s (2000) action research framework, qualitative data were collected through lesson plans, teacher reflection journals, classroom observations, assessments, exit tickets, and feedback from a clinical teacher and field supervisor. A pre-assessment was also administered to assess students’ prior knowledge and attitudes regarding mental health topics. Data were analyzed using inductive coding and thematic analysis to identify patterns related to engagement and participation. Three major themes emerged from the findings: teacher vulnerability and authenticity, culturally relevant content, and opportunities for application and student voice. Findings indicated that culturally responsive teaching practices positively supported student engagement and participation during sensitive health education topics. The study highlights the importance of relationship-building, relevance, and student-centered instruction in secondary health education. Degree Master of Arts in Teaching (initial licensure) Key Words culturally responsive teaching health education mental health education Note Coley Lehman MaLeah Haugen Type action_research_project -- Url https://wou.omeka.net/s/repository/item/15374 Title Interpreter Training Program Students and Their Confidence: How Does it Relate to the Retention Rate? Creator Amber Lynn Carlson Date 6/13/2026 Type text data Language eng Rights Western Oregon University Library has determined, as of 07/27/2026, 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 Abstract American Sign Language (ASL) interpreters are facing a downward-trending retention rate in the interpreting field, as reported in the article by Van Berkel (2024), which states, “But the pool of interpreters is shrinking in Minnesota and across the nation. A survey of Minnesota interpreters in 2021 found nearly 40% expected to leave the profession within five years” (Van Berkel, 2024, para. 3) finding that there is a staggering imbalance between interpreters and Deaf and Hard-of Hearing individuals within the community. Language Services Associates (n.d.) sates, “According to the National Census of the Deaf Population there are approximately 500,000 Deaf and Hard-of-Hearing Americans who use ASL, and a ratio of roughly 50 Deaf or Hard-of-Hearing ASL users to one ASL interpreter” (Language Services Associates, n.d., para. 7). The goal of this thesis is to discover the connections between interpreter training program (ITP) students’ readiness to work upon graduation and the retention rate of interpreters continuing in the job force. I surveyed 15 ITP students, four graduated ITP students who did not continue to become interpreters, and eight resigned/retired interpreters who left the field of interpreting. Along with sharing the results, I discuss the findings that I uncovered and any literature, blogs, or social media postings that relate to and support my findings. In doing so, I hope to be able to provide insight as to why this may be happening and how we can better support new interpreters and ITP students to be better prepared for interpreting, and staying in the field long term. Degree Master of Arts in Interpreting Studies Key Words Retention ASL Interpreters ITP Students Confidence Note Elisa Maroney Colleen Jones Erin Trine Type thesis -- Url https://wou.omeka.net/s/repository/item/15372 Title Designing an Inclusive Art Classroom: A Framework to Support Emergent Bilingual and Neurodiverse Learners Creator Adaline Lathrop Date 6/13/2026 Type text Image;StillImage data Language eng spa Rights Western Oregon University Library has determined, as of 07/27/2026, 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 Abstract This action research project examined how instructional strategies grounded in Universal Design for Learning (UDL) and Culturally Relevant Pedagogy (CRP), collectively referred to as the Lathrop Framework, impacted emergent bilingual and neurodiverse students in a secondary art classroom. Drawing on classroom observations, student surveys, participation data, student work samples, and grade patterns, this study explored how intentionally designed learning experiences influenced student engagement, confidence, and sense of belonging. Analysis of the data revealed three major themes: Creative Freedom Increases Engagement, Supportive Environments Build Confidence, and Sense of Belonging Through Community. Findings suggested that providing students with meaningful choice, multiple pathways for accessing and expressing learning, and opportunities to connect coursework to their identities contributed to increased participation and investment in learning. This study highlights the importance of accessible, inclusive instructional practices that support diverse learners while fostering engagement, confidence, and belonging. Degree Master of Arts in Teaching (initial licensure) Key Words Emergent Bilingual Neurodiverse Strategies Note Marcus Wenzel Cheri Lentz Type action_research_project -- Url https://wou.omeka.net/s/repository/item/15143 Title UFOs: Papers by Western Oregon University Honors Students Creator Eliot Dickinson 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. Date 6/16/2026 Type text image;stillimage Identifier UFO_2026a Language eng 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 Key Words UFOs open educational resources -- Url https://wou.omeka.net/s/repository/item/15133 Title Professor Bud Brown and the Creation of the WOU Veteran’s Resource Center 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 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. Date 2025-06-15 Type Text Image;StillImage Identifier BudBrown2025 Language eng 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 Key Words Bud Brown Veterans Resource Center Note David Doellinger -- Url https://wou.omeka.net/s/repository/item/15000 Title Commencement Exercises of the Oregon College of Education [August 1945] 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." Publisher Oregon College of Education Date 1945 Type Text Identifier Commencement_1945c 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/ Key Words Commencement Oregon College of Education -- Url https://wou.omeka.net/s/repository/item/14999 Title The Sixty-Second Annual Commencement and Baccalaureate Service of the Oregon College of Education [1945] 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. Publisher Oregon College of Education Date 1945 Type Text Identifier Commencement_1945b 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/ Key Words Commencement Oregon College of Education -- Url https://wou.omeka.net/s/repository/item/14998 Title Baccalaureate Service Oregon College of Education [1945] 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. Publisher Oregon College of Education Date 1945 Type Text Identifier Commencement_1945a 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/ Key Words Commencement Oregon College of Education -- Url https://wou.omeka.net/s/repository/item/14996 Title The Sixty-First Annual Commencement and Baccalaureate Service of the Oregon College of Education [1944] Description 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. Publisher Oregon College of Education Date 1944 Type Text Identifier Commencement_1944b 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/ Key Words Commencement Oregon College of Education -- Url https://wou.omeka.net/s/repository/item/14995 Title Baccalaureate Service Oregon College of Education [1944] Description Program for a church service to celebrate the graduation of Oregon College of Education students in June of 1944. Program includes list of speakers, speeches, and musical pieces, and a printed hymn. Publisher Oregon College of Education Date 1944 Type Text Identifier Commencement_1944a 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/ Key Words Commencement Oregon College of Education -- Url https://wou.omeka.net/s/repository/item/14994 Title The Sixtieth Annual Commencement and Baccalaureate Service of the Oregon College of Education [1943] Description 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. Publisher Oregon College of Education Date 1943 Type Text Identifier Commencement_1943 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/ Key Words Commencement Oregon College of Education -- Url https://wou.omeka.net/s/repository/item/14993 Title The Fifty-Ninth Annual Commencement and Baccalaureate Service of the Oregon College of Education [1942] Description Program for commencement exercises at Oregon College of Education in Monmouth, Oregon, in June of 1942. 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. Publisher Oregon College of Education Date 1942 Type Text Identifier Commencement_1942b 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/ Key Words Commencement Oregon College of Education -- Url https://wou.omeka.net/s/repository/item/14992 Title Baccalaureate Service Oregon College of Education [1942] Description 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. Publisher Oregon College of Education Date 1942 Type Text Identifier Commencement_1942a 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/ Key Words Commencement Oregon College of Education -- Url https://wou.omeka.net/s/repository/item/14975 Title The Fifty-Eighth Annual Commencement and Baccalaureate Service of the Oregon College of Education [1941] Description Program for commencement exercises at Oregon College of Education in Monmouth, Oregon, in June of 1941. Program contains a list of speakers and musical pieces and a list of graduating students, as well as a printed hymn and description of academic caps, gowns, and hoods. Publisher Oregon College of Education Date 1941 Type Text Identifier Commencement_1941b 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/ Key Words Commencement Oregon College of Education -- Url https://wou.omeka.net/s/repository/item/14974 Title Baccalaureate Service Oregon College of Education [1941] Description 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. Publisher Oregon College of Education Date 1941 Type Text Identifier Commencement_1941a 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/ Key Words Commencement Oregon College of Education -- Url https://wou.omeka.net/s/repository/item/14973 Title The Fifty-Seventh Annual Commencement and Baccalaureate Service of the Oregon College of Education [1940] Description Program for commencement exercises at Oregon College of Education in Monmouth, Oregon, in June of 1940. Program contains a list of speakers and musical pieces and a list of graduating students. Publisher Oregon College of Education Date 1940 Type Text Identifier Commencement_1940b 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/ Key Words Commencement Oregon College of Education -- Url https://wou.omeka.net/s/repository/item/14972 Title Oregon College of Education Baccalaureate Service [1940] Description 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. Publisher Oregon College of Education Date 1940 Type Text Identifier Commencement_1940a 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/ Key Words Commencement Oregon College of Education -- Url https://wou.omeka.net/s/repository/item/14971 Title The Fifty-Sixth Annual Commencement and Baccalaureate Service of the Oregon College of Education [1939] Description 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. Publisher Oregon College of Education Date 1939 Type Text Identifier Commencement_1939 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/ Key Words Commencement Oregon College of Education -- Url https://wou.omeka.net/s/repository/item/14969 Title The Fifty-Fifth Annual Commencement of the Oregon Normal School [1938] Description 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. Publisher Oregon Normal School Date 1938 Type Text Identifier Commencement_1938 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/ Key Words Commencement Oregon Normal School -- Url https://wou.omeka.net/s/repository/item/14967 Title The Fifty-Fourth Annual Commencement of the Oregon Normal School [1937] Description Program for commencement exercises at Oregon Normal School in Monmouth, Oregon, in June of 1937. Program contains a list of speakers and musical pieces, and a list of graduating students. Publisher Oregon Normal School Date 1937 Type Text Identifier Commencement_1937 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/ Key Words Commencement Oregon Normal School -- Url https://wou.omeka.net/s/repository/item/14966 Title The Fifty-Third Annual Commencement of the Oregon Normal School [1936] Description 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. Publisher Oregon Normal School Date 1936 Type Text Identifier Commencement_1936 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/ Key Words Commencement Oregon Normal School -- Url https://wou.omeka.net/s/repository/item/14965 Title The Fifty-Second Annual Commencement of the Oregon Normal School [1935] Description Program for commencement exercises at Oregon Normal School in Monmouth, Oregon, in June of 1935. Program contains a list of speakers and musical pieces, and a list of graduating students. Publisher Oregon Normal School Date 1935 Type Text Identifier Commencement_1935b 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/ Key Words Commencement Oregon Normal School -- Url https://wou.omeka.net/s/repository/item/14963 Title The Fifty-First Annual Commencement of the Oregon Normal School [1934] Description 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. Publisher Oregon Normal School Date 1934 Type Text Identifier Commencement_1934 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/ Key Words Commencement Oregon Normal School -- Url https://wou.omeka.net/s/repository/item/14962 Title The Fiftieth Annual Commencement of the Oregon Normal School [1932] Description 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. Publisher Oregon Normal School Date 1932 Type Text Identifier Commencement_1932 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/ Key Words Commencement Oregon Normal School -- Url https://wou.omeka.net/s/repository/item/14961 Title The Forty-Ninth Annual Commencement of the Oregon Normal School [1931] Description 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. Publisher Oregon Normal School Date 1931 Type Text Identifier Commencement_1931 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/ Key Words Commencement Oregon Normal School -- Url https://wou.omeka.net/s/repository/item/14960 Title The Forty-Eighth Annual Commencement of the Oregon Normal School [1930] Description 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. Publisher Oregon Normal School Date 1930 Type Text Identifier Commencement_1930 Rights This object is in the public domain in the United States, as determined by Western Oregon University Library on 1/2/2026, and as such, may be freely used without restriction. https://rightsstatements.org/vocab/NoC-US/1.0/ Key Words Commencement Oregon Normal School -- Url https://wou.omeka.net/s/repository/item/14941 Title The Evolution of Personal Language: Effect and Expression, A Comparative Analysis of Ancient Personal Writing Creator Keeton Sanchez Description WR 122 Date 6/15/2024 Identifier UnboundV5h Language eng 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 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. Volume 5 Supported by Wesley Mathis Key Words Pathos Personal Writing Stoic Philosophy -- Url https://wou.omeka.net/s/repository/item/14937 Title The Green Light Symbolizes Hope: Fixing High School English Creator Caleb Ihne Description WR 121 Date 6/15/2024 Identifier UnboundV5d Language eng 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 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. Volume 5 Supported by Kathleen Cassity Key Words Literature Pedagogy -- Url https://wou.omeka.net/s/repository/item/14936 Title Falling into First Year Creator Alyssa Nguyen Description WR 121 Date 6/15/2024 Identifier UnboundV5c Language eng 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 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. Volume 5 Supported by Leigh Graziano Key Words Poetry Writing Process -- Url https://wou.omeka.net/s/repository/item/14935 Title Learning the Hard Way: My Experience with Plagiarism Creator Koffi Kouame Description WR 121 Winner of Outstanding Essay Award Date 6/15/2024 Identifier UnboundV5b Language eng 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 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. Volume 5 Supported by Samantha Morgan Key Words Plagiarism Personal Essay Immigration -- Url https://wou.omeka.net/s/repository/item/14928 Title Multi-Genre Essay: Advice for First Year College Students Creator Torie Arnold Description WR 121 Date 6/15/2023 Identifier UnboundV4c Language eng 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 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. Volume 4 Supported by William Haas Key Words First-year writing genres audience -- Url https://wou.omeka.net/s/repository/item/14924 Title Online Library Escape Room Creator Catherine Davenport Description This Google-form based online escape room introduces students to the online services offered by a university library. Date 2025-06-15 Type Text Image; StillImage Identifier LibraryGames4 Language eng 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/ Key Words libraries escape rooms -- Url https://wou.omeka.net/s/repository/item/14839 Title Seeing Is No Longer Believing: Teaching Visual Literacy in the Age of AI Creator Kali Pikl Date 4/10/2026 Type Text; Image; StillImage Identifier PURE_2026e Rights In Copyright. https://rightsstatements.org/page/InC/1.0/?language=en 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. Supported by Ethan McMahan Key Words Artificial intelligence media literacy misinformation -- Url https://wou.omeka.net/s/repository/item/14827 Title The Forty-Seventh Annual Commencement of the Oregon Normal School [1929] 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. Publisher Oregon Normal School Date 1929 Type Text Identifier Commencement_1929 Rights This object is in the public domain in the United States, as determined by Western Oregon University Library on 1/2/2026, and as such, may be freely used without restriction. https://rightsstatements.org/vocab/NoC-US/1.0/ Key Words Commencement Oregon Normal School -- Url https://wou.omeka.net/s/repository/item/14803 Title Commencement Program of the Oregon Normal School for Wednesday, June sixteen nineteen hundred twenty Description Program for commencement exercises at Oregon Normal School in Monmouth, Oregon, in June of 1921. Program contains a list of speakers and musical pieces, and a list of graduating students and class officers. Publisher Oregon Normal School Date 1921 Type Text Identifier Commencement_1921 Rights This object is in the public domain in the United States, as determined by Western Oregon University Library on 1/2/2026, and as such, may be freely used without restriction. https://rightsstatements.org/vocab/NoC-US/1.0/ Key Words Commencement Oregon Normal School -- Url https://wou.omeka.net/s/repository/item/14802 Title Commencement Program of the Oregon Normal School for Wednesday, June sixteen nineteen hundred twenty Description Program for commencement exercises at Oregon Normal School in Monmouth, Oregon, in June of 1920. Program contains a list of speakers and musical pieces, and a list of graduating students and class officers. Publisher Oregon Normal School Date 1920 Type Text Identifier Commencement_1920 Rights This object is in the public domain in the United States, as determined by Western Oregon University Library on 1/2/2026, and as such, may be freely used without restriction. https://rightsstatements.org/vocab/NoC-US/1.0/ Key Words Commencement Oregon Normal School -- Url https://wou.omeka.net/s/repository/item/14799 Title Commencement Program of the Oregon Normal School for Wednesday, June 18 [1913] Description Program for commencement exercises at Oregon Normal School in Monmouth, Oregon, in June of 1913. Program contains a list of speakers and musical pieces, and a list of graduating students and class officers. Publisher Oregon Normal School Date 1913 Type Text Identifier Commencement_1913 Rights This object is in the public domain in the United States, as determined by Western Oregon University Library on 1/2/2026, and as such, may be freely used without restriction. https://rightsstatements.org/vocab/NoC-US/1.0/ Key Words Commencement Oregon Normal School -- Url https://wou.omeka.net/s/repository/item/14798 Title Commencement Program of the Oregon Normal School for Wednesday, June 19 [1912] Description Program for commencement exercises at Oregon Normal School in Monmouth, Oregon, in June of 1912. Program contains a list of speakers and musical pieces, and a list of graduating students and class officers. Publisher Oregon Normal School Date 1912 Type Text Identifier Commencement_1912b Rights This object is in the public domain in the United States, as determined by Western Oregon University Library on 1/2/2026, and as such, may be freely used without restriction. https://rightsstatements.org/vocab/NoC-US/1.0/ Key Words Commencement Oregon Normal School -- Url https://wou.omeka.net/s/repository/item/14797 Title Commencement Program of the Oregon Normal School for Tuesday, February 6 [1912] Description Program for commencement exercises at Oregon Normal School in Monmouth, Oregon, in February of 1912. Program contains a list of speakers and musical pieces, and a list of graduating students. Publisher Oregon Normal School Date 1912 Type Text Identifier Commencement_1912a Rights This object is in the public domain in the United States, as determined by Western Oregon University Library on 1/2/2026, and as such, may be freely used without restriction. https://rightsstatements.org/vocab/NoC-US/1.0/ Key Words Commencement Oregon Normal School -- Url https://wou.omeka.net/s/repository/item/14795 Title Mid-year commencement Oregon State Normal School [1909] Description Program for commencement exercises at Oregon State Normal School in Monmouth, Oregon, in February of 1909. Program contains a list of speakers and musical pieces, and graduating students. Publisher Oregon State Normal School Date 1909 Type Text Identifier Commencement_1909 Rights This object is in the public domain in the United States, as determined by Western Oregon University Library on 1/2/2026, and as such, may be freely used without restriction. https://rightsstatements.org/vocab/NoC-US/1.0/ Key Words Commencement Oregon State Normal School -- Url https://wou.omeka.net/s/repository/item/14794 Title The twenty-sixth annual commencement Oregon State Normal School [1908] Description Program for commencement exercises at Oregon State Normal School in Monmouth, Oregon, in June of 1908. Program contains a list of commencement exercises and activities, speakers and musical pieces, and graduating students. Publisher Oregon State Normal School Date 1908 Type Text Identifier Commencement_1908 Rights This object is in the public domain in the United States, as determined by Western Oregon University Library on 1/2/2026, and as such, may be freely used without restriction. https://rightsstatements.org/vocab/NoC-US/1.0/ Key Words Commencement Oregon State Normal School -- Url https://wou.omeka.net/s/repository/item/14793 Title Silver Anniversary Commencement Exercises Oregon State Normal School [1907] Description Program for commencement exercises at Oregon State Normal School in Monmouth, Oregon, in June of 1907. Program contains a list of commencement exercises and activities, speakers and musical pieces, and graduating students. Publisher Oregon State Normal School Date 1907 Type Text Identifier Commencement_1907 Rights This object is in the public domain in the United States, as determined by Western Oregon University Library on 1/2/2026, and as such, may be freely used without restriction. https://rightsstatements.org/vocab/NoC-US/1.0/ Key Words Commencement Oregon State Normal School -- Url https://wou.omeka.net/s/repository/item/14792 Title Commencement Invitation - Oregon State Normal School, June 1906 Description Invitation to commencement exercises at Oregon State Normal School in Monmouth, Oregon, in June of 1906. Includes a list of graduating students. Publisher Oregon State Normal School Date 1906 Type Text Identifier Commencement_1906 Rights This object is in the public domain in the United States, as determined by Western Oregon University Library on 1/2/2026, and as such, may be freely used without restriction. https://rightsstatements.org/vocab/NoC-US/1.0/ Key Words Commencement Oregon State Normal School -- Url https://wou.omeka.net/s/repository/item/14791 Title Twenty-third June Commencement of the Oregon State Normal School Description Program for commencement exercises at Oregon State Normal School in Monmouth, Oregon, in June of 1905. Program contains a list of speakers and musical pieces, and a list of graduating students. Publisher Oregon State Normal School Date 1905 Type Text Identifier Commencement_1905c Rights This object is in the public domain in the United States, as determined by Western Oregon University Library on 1/2/2026, and as such, may be freely used without restriction. https://rightsstatements.org/vocab/NoC-US/1.0/ Key Words Commencement Oregon State Normal School -- Url https://wou.omeka.net/s/repository/item/14789 Title Commencement Invitation - Oregon State Normal School, February 1905 Description Invitation to commencement exercises at Oregon State Normal School in Monmouth, Oregon, in February of 1905. Includes a list of graduating students. Publisher Oregon State Normal School Date 1905 Type Text Identifier Commencement_1905a Rights This object is in the public domain in the United States, as determined by Western Oregon University Library on 1/2/2026, and as such, may be freely used without restriction. https://rightsstatements.org/vocab/NoC-US/1.0/ Key Words Commencement Oregon State Normal School -- Url https://wou.omeka.net/s/repository/item/14788 Title Commencement Invitation from Students for Oregon State Normal School 1903 Description Invitation to commencement exercises at Oregon State Normal School in Monmouth, Oregon, in June of 1903. Includes a list of graduating students. Publisher Oregon State Normal School Date 1903 Type Text Identifier Commencement_1903a Rights This object is in the public domain in the United States, as determined by Western Oregon University Library on 1/2/2026, and as such, may be freely used without restriction. https://rightsstatements.org/vocab/NoC-US/1.0/ Key Words Commencement Oregon State Normal School -- Url https://wou.omeka.net/s/repository/item/14786 Title Senior Reception Nov. 28, 1902 Description 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. Publisher Oregon State Normal School Date 11/28/1902 Type Text Identifier Commencement_1902b Rights This object is in the public domain in the United States, as determined by Western Oregon University Library on 1/2/2026, and as such, may be freely used without restriction. https://rightsstatements.org/vocab/NoC-US/1.0/ Key Words Commencement Oregon State Normal School -- Url https://wou.omeka.net/s/repository/item/14785 Title Programme [OSNS 1902] Description 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. Publisher Oregon State Normal School Date 1902 Type Text Identifier Commencement_1902a Rights This object is in the public domain in the United States, as determined by Western Oregon University Library on 1/2/2026, and as such, may be freely used without restriction. https://rightsstatements.org/vocab/NoC-US/1.0/ Key Words Commencement Oregon State Normal School -- Url https://wou.omeka.net/s/repository/item/14780 Resource class dctype:Text Title Bridging Digital Spaces: Connecting Accessibility and Learning Theories Across Web and Learning Environments Creator Katherine Marshall Date 6/14/2025 Type Text Professional Project Identifier pp20251211a Language eng 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. Date Available 2025-06-15 Degree Master of Science in Education: Educational Technology Key Words neurodiversity literacy Note Kenneth Carano Marcus Wenzel Randall (Dana) Ulveland -- Url https://wou.omeka.net/s/repository/item/14761 Title Improving the Individual Problem-Solving Process for All Staff and Students Creator Patrick Lau Date 9/15/2025 Type Text Professional Project Identifier pp_20251023b Language eng 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 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. Degree Master of Science in Education Note Steven Nelson Erica Manzo Note Alicia Wendzel -- Url https://wou.omeka.net/s/repository/item/14758 Title Developing Digital Literacy Among High School Civics Students Creator James O’Neil Date 9/15/2025 Type Text Action Research Project Identifier arp_20251023a Language eng 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 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. The 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. Degree Master of Arts in Teaching (initial licensure) Note Kenneth Carano Note Rachel Harrington -- Url https://wou.omeka.net/s/repository/item/14757 Title Another Wave of Trauma: A Professional Development on Trauma-Informed Practices to Support Students Impacted by Immigration Creator Prudencio Camacho Cabrera Date 9/15/2025 Type Text; Image; StillImage Professional Project Identifier pp_20251023a Language eng 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 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. Degree Master of Science in Education: Curriculum and Instruction Note Micah Walker Gregory Zobel Note Jaclyn Caires-Hurley -- Url https://wou.omeka.net/s/repository/item/14755 Resource class dctype:Text Title Improving the Individual Problem-Solving Process for All Staff and Students Creator Patrick Lau Date 2025-09-15 Type Text Identifier 20251001_pp_a Language eng 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 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. Degree Masters of Science in Education Note Steven Nelson Alicia Wenzel Erica Manzo Type professional_project -- Url https://wou.omeka.net/s/repository/item/14742 Title Lost in Translation: Learning Disabilities and the LatinX Education Gap Creator Jaidah Anguelita Garcia Date 6/15/2025 Type Text Identifier honorstheses_091725g Language eng 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 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. Department or school name within institution Honors Note Kristen Pratt Note Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/14741 Title How to Minimize Burnout as a Student Leader Creator Viviana M. Romero Date 6/15/2025 Type Text Identifier honorstheses_091725f Language eng 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 Abstract In this action research project, the question of how to minimize burnout as a student leader will be explored. Burnout is almost a right of passage for many student leaders in this day and age. With some wearing their burnout status as a badge of honor showing how dedicated they are to their work. However, burnout is not something to be proud of. When burnout is left unchecked it can create many unhealthy coping mechanisms for students that lead to many different unhealthy behaviors that end up being very hard to unlearn as adults in the workforce. This thesis plans on defining burnout and how it affects student leaders, then moves on to create a list of approximately 10 ‘tips and tricks’ to help minimize and cope with burnout. I will also explore how the institutions themselves contribute to burnout in their student leaders and what they can do in order to minimize burnout. All from the perspective of a current college undergraduate student who has experienced burnout. Department or school name within institution Honors Note Ashley Hortman-Cooper Note Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/14722 Title Informal Caregiving Experiences: Challenges and Opportunities for an Age-Friendly University Creator CJ Johnson Emily Winters Date 7/15/2025 Identifier PURE_07152025b Rights In Copyright. https://rightsstatements.org/page/InC/1.0/?language=en 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. Volume 14 Supported by Melissa Cannon Key Words informal caregiving age-friendly university caregiving resources -- Url https://wou.omeka.net/s/repository/item/14707 Title Working to Bridge the Gap: The Need for Additional Supports for Students with Dyslexia in Public Schools Creator Abigail Fisher Date 6/15/2025 Type Text Identifier AbigailFisher_PP_2025 Language eng 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 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. Degree Master of Science in Education: Reading Key Words dyslexia differentiation multisensory approaches Note Ken Carano Annie Delbridge Jaclyn Caires-Hurley Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14699 Title From Representation to Transformation: The Role of Cultural Relevance in Effective Pedagogy Creator Wyatt Anthony Smith Date 6/15/2025 Type Text Identifier WyattSmith_ARP_2025 Language eng 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 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. License CC-BY (attribution) Degree Master of Arts in Teaching (initial licensure) Key Words Culturally Relevant Teaching Gameification Note Amy Bowden Benjamin Finnegan Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14698 Title Students and Citizens: The Effects of Civic Education on Students and their Communities Creator Walter Du Ruz Bender Date 6/15/2025 Type Text Identifier WalterBender_ARP_2025 Language eng 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 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. License CC-BY (attribution) Degree Master of Arts in Teaching (initial licensure) Key Words Education Civics Citizenship Note Amy Bowden Ken Carano Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14697 Title Incorporating Multicultural Education into a Drama Classroom at a Predominantly White High School Creator Troy Pennington Date 6/15/2025 Type Text Identifier TroyPennington_ARP_2025 Language eng 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 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. Degree Master of Arts in Teaching (initial licensure) Key Words multicultural education high school drama drama Note Amy Bowden Melanie Landon-Hays Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14695 Title Emotionally Charged Performances in Music Education Classrooms: Fostering a Positive Learning Environment through Culturally Responsive Teaching Creator Trevor R. Wilson Date 6/15/2025 Type Text Identifier TrevorWilson_ARP_2025 Language eng 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 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. Degree Master of Arts in Teaching (initial licensure) Key Words Culturally Relevant Pedagogy Music Education Social-Emotional Learning Note Marcus Wenzel Sarah Perkins Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14694 Title Culturally Responsive Teaching Can Support Student Engagement and Inclusiveness in Physical Education Creator Trevor Karsseboom Date 6/15/2025 Type Text Identifier TrevorKarsseboom_ARP_2025 Language eng 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 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. Degree Master of Arts in Teaching (initial licensure) Key Words Culturally responsive teaching student voice in PE differentiated instruction Note Rachel Harrington Nancy Tedder Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14693 Title Closing Practices of Gratitude in the Classroom Creator Susan Nash Date 6/15/2025 Type Text Identifier SusanNash_ARP_2025 Language eng 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 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. License CC-BY (attribution) Degree Master of Arts in Teaching (initial licensure) Key Words Drama Education Gratitude SEL Note Melanie Landon-Hays Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14670 Title Intervention Strategies at the Middle School Level: Methods and Practices for Student Engagement Creator Shannon Pickering Date 6/15/2025 Type Text Identifier ShannonPickering_ARP_2025 Language eng 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 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. License CC-BY (attribution) Degree Master of Arts in Teaching (initial licensure) Key Words Intervention RTI ATI Note Coley Lehman Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14668 Title You Are Not a Failure, They Failed You: A Disability-Focused Approach to Education Creator Sarah Stover Date 6/15/2025 Type Text Identifier SarahStover_ARP_2025 Language eng 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 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. Degree Master of Arts in Teaching (initial licensure) Key Words disability education asset-based education Note Amy Bowden Coley Lehman Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14667 Title Professional Project: Promoting Home Literacy Environments Through the Implementation of a Literacy Night and a Website Creator Sam Shuirman Date 6/15/2025 Type Text Identifier SamuelShuirman_PP_2025 Language eng spa 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 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. Degree Master of Science in Education: Reading Key Words home literacy environment literacy Note Kenneth Carano Melanie Landon-Hays Sharlee Blackwell Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14665 Title Creating an Educators Disposition Assessment for Preprogram Preservice Educators Creator Rachel Frazier Date 6/15/2025 Type Text Identifier RachelFrazier_PP_2025 Language eng 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 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. Degree Master of Science in Education: Curriculum and Instruction Key Words Teacher professionalism Social emotional competencies in teachers Teacher dispositions Note Kenneth Carano Mandy Olsen Micah Walker Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14664 Title Literacy Through a Cultural Lens: Improving Hispanic Student Engagement and Achievement Creator Neil Zimmerly Date 6/15/2025 Type Text Identifier NeilZimmerly_PP_2025 Language eng 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 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. License CC-BY (attribution) Degree Master of Science in Education: Literacy Education Key Words Critical Literacy Hispanic Note Kenneth Carano Annie Delbridge Marcus Wenzel Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14663 Title Social Emotional Learning in a 6th-Grade Science Classroom Creator Nathan Goodson Date 6/15/2025 Type Text Identifier NathanGoodson_ARP_2025 Language eng 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 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. License CC-BY-NC (attribution, non-commercial) Degree Master of Arts in Teaching (initial licensure) Key Words Social and emotional learning science teaching middle school Note Amy Bowden Lin Wu Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14662 Title Characterizing Effective Interpreting in STEM Creator Natalie Kraft Date 6/15/2025 Type Text Identifier NatalieKraft_Thesis_2025 Language eng 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 Abstract Interpreting in Science, Technology, Engineering, and Mathematics (STEM) fields presents challenges, including technical and specialized jargon, dense concepts, and lexical resources 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. Keywords: STEM, interpreting, interpreting in STEM, deaf professionals, graduate students Degree Master of Arts in Interpreting Studies Key Words deaf professionals graduate students Note Elisa Maroney Colin Lualdi Rian Gayle Type Thesis -- Url https://wou.omeka.net/s/repository/item/14661 Title Developing Students’ Critical Thinking Skills Using the Legal Method Creator Miriam Gormley Date 6/15/2025 Type Text Identifier MiriamGormley_ARP_2025 Language eng 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 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. Degree Master of Arts in Teaching (initial licensure) Key Words analytic thinking analytic algorithm problem-based Note Rachel Harrington Marcus Wenzel Miriam Gormley Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14660 Title Literacy Instruction with a Focus in Phonics: A Professional Development for Primary Teachers Creator McKinzie Leatherman Date 6/15/2025 Type Text Identifier McKinzieLeatherman_PP_2025 Language eng 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 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. Degree Master of Science in Education Key Words Science of Reading intervention foundational skills Note Ken Carano Ya-Fang Cheng Gregory Zobel Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14659 Title The Love for Learning: Promoting Curiosity and Student Academic Ownership Through Interest-Driven Project-Based Learning Creator Maxwell Copeland Date 6/15/2025 Type Text Identifier MaxwellCopeland_ARP_2025 Language eng 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 Abstract This action research project investigates the impact of interest-driven project-based learning (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. Degree Master of Arts in Teaching (initial licensure) Key Words Project-Based Learning Student Self-Perception Student Ownership Note Amy Bowden Coley Lehman Maxwell Copeland Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14658 Title Active Learning & Inquiry-Based Learning: The Means of Providing Holistic Education to Students Creator Martin Thomas Hainz Date 6/15/2025 Type Text Identifier MartinHainz_ARP_2025 Language eng 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 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. Degree Master of Arts in Teaching (initial licensure) Key Words Active-Learning Inquiry-Based Social Studies Note Rachel Harrington Ken Carano Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14657 Title Windows to The World: Celebrating Diversity, Building Belonging Creator María Bañuelos Juárez Date 6/15/2025 Type Text Identifier MariaBanuelosJuarez_PP_2025 Language eng 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 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. The 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. This 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. The 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. Degree Master of Science in Education Note Alicia Wenzel Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14655 Title Fostering Engagement in the Classroom Through Creative and Motivational Activities Creator Madeline Rose Lehrer Date 6/15/2025 Type Text Identifier MaddieLehrer_ARP_2025 Language eng 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 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. Degree Master of Arts in Teaching (initial licensure) Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14633 Title Teaching to Self-Edit Creator Liz Johnston Date 6/15/2025 Type Text Identifier ElizabethLowe_ARP_2025 Language eng 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 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. Degree Master of Arts in Teaching (initial licensure) Key Words Motivation revising Note Edward Nichols Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14632 Title Transition Shock and Confidence Development in New ASL-English Interpreters: A Yearlong Action Research Project Creator Lindsay Brady Date 6/15/2025 Type Text Identifier LindsayBrady_ARP_2025 Language eng 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 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. Degree Master of Arts in Interpreting Studies Key Words transition shock confidence ASL-English interpreter Note Amanda Smith Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14630 Title A Book a Day: A Daily Read Aloud Curriculum Creator Kyla Marshall Date 6/15/2025 Type Text Identifier KylaMarshall_PP_2025 Language eng 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 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. Degree Master of Science in Education: Curriculum and Instruction Note Jaclyn Caires-Hurley Marie LeJuene Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14629 Title Living Histories: A Community-Engaged, Culturally Sustaining Curriculum Model for Middle School Social Studies Creator Kelleen Greene Date 6/15/2025 Type Text Identifier KelleenGreene_PP_2025 Language eng 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 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. Keywords: culturally sustaining pedagogy, service-learning, social studies education, oral history, civic engagement, middle school curriculum, place-based education, multilingual learners. Degree Master of Science in Education: ESOL Key Words local history historical pluralism community engagement Note Kenneth Carano Dana Ulveland Greg Zobel Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14628 Title A Framework for Becoming a Trauma-Informed Educator Grades K-5 Creator Kathy Aimonetti Date 6/15/2025 Type Text Identifier KathyAimonetti_PP_2025 Language eng 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 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. Degree Master of Arts in Teaching (initial licensure) Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14627 Title Questions, Discussions and the Path to Deeper Thinking Creator Joshua DiStefano Date 6/15/2025 Type Text Identifier JoshuaDiStefano_ARP_2025 Language eng 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 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. Degree Master of Arts in Teaching (initial licensure) Key Words music student conversations Sharing ideas in High School Band proper scaffolding encourages speaking Note Marcus Wenzel David Sommers Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14625 Title Designing for All: How Universal Design for Learning and Bilingual Supports Promote Engagement in High School Physical Education Creator Johnny Martinez-Isaac Date 6/15/2025 Type Text Identifier JohnnyMartinezIsaac_ARP_2025 Language eng spa 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 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. License CC-BY (attribution) Degree Master of Arts in Teaching (initial licensure) Key Words universal design for learning bilingual physical education Note Amy Bowden Gay Timken Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14624 Title Inequities in Funding and its Impact on College & Career Readiness for Rural Students in Iowa Creator Jill Whisler Date 6/15/2025 Type Text Identifier JillWhisler_PP_2025 Language eng 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 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. Degree Master of Science in Justice Studies Key Words Rural Iowa College & Career Readiness Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14623 Title Empowering Educators: Tools to Support Executive Functioning for Students with ADHD Creator Jenifer Henry Date 6/15/2025 Type Text Identifier JeniferHenry_PP_2025 Language eng 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 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. Degree Master of Science in Education: Reading Key Words Neurodiversity literacy ADHD support Note Marcus Wenzel Randall (Dana) Ulveland Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14622 Title Effects of Social Cognitive Theory on Student Motivation in a Secondary Level Art Classroom Creator Jeneba Diane King Date 6/15/2025 Type Text Identifier JenebaDianeKing_ARP_2025 Language eng 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 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. Degree Master of Arts in Teaching (initial licensure) Note Amy Bowden Maren Anderson Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14620 Title Acting Out Strength: The Intersection of ACEs, Theater, and Student Resilience Creator Jayne Welch Date 6/15/2025 Type Text Identifier JayneWelch_ARP_2025 Language eng 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 Abstract Research Question: How does theater help students with high ACE scores improve motivation, work ethic, and confidence? This 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. Degree Master of Arts in Teaching (initial licensure) Key Words Theatre Trauma informed teaching ACE Scores Note Rachel Harrington Jorie Jones Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14618 Title Designing an AgSTEM Club for Afterschool Learning Creator Jacob Brasuell Date 6/15/2025 Type Text Identifier JacobBrasuell_PP_2025 Language eng 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 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. License CC-BY (attribution) Degree Master of Science in Education: STEM Education Note Kenneth Carano Randall Ulveland Jaclyn Caires-Hurley Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14617 Title Pushing Toward Fearlessness: A Freewriting Project with Sophomore English Creator Hilda Kleiman Date 6/15/2025 Type Text Identifier AliciaKleiman_ARP_2025 Language eng 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 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. Degree Master of Arts in Teaching (initial licensure) Key Words Peter Elbow writing process creative process Note Marcus Wenzel Melanie Landon-Hays Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14616 Title How Current Events Impact Social Justice Understanding Creator Helen Leon Date 6/15/2025 Type Text Identifier HelenLeon_ARP_2025 Language eng 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 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. Degree Master of Arts in Teaching (initial licensure) Key Words Multicultural education discourse Note Rachel Harrington Brianne Dutton Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14615 Title Folk Song and Dance Night: A Community Musical Event Creator Haley Boyer Date 6/15/2025 Type Text Identifier HaleyBoyer_ARP_2025 Language eng 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 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. Methods: 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. Results: 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. Degree Master of Arts in Teaching (initial licensure) Key Words culturally-responsive community music Note Anisa Rodriguez-Foroughi Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14594 Title Incorporating Culturally Relevant Pedagogy into the Classroom Creator Hailey Thompson Date 6/15/2025 Type Text Identifier HaileyThompson_ARP_2025 Language eng 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 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. Degree Master of Arts in Teaching (initial licensure) Key Words diversity culture interest Note Amy Bowden Melanie Landon-Hays Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14593 Title Advancing Equitable Literacy Assessment for Multilingual Learners in the Dual Language Program in Salem-Keizer Public Schools Creator Guillermina Romo Date 6/15/2025 Type Text Identifier GuillerminaRomo_PP_2025 Language eng 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 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. Degree Master of Science in Education: Interdisciplinary Professional Studies Key Words biliteracy assessments dual language Note Alicia Wenzel Steve Nelson Curtis Bartley Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14591 Title Feedback With Purpose: How Responsive Teaching Builds Trusting Relationships and Academic Confidence Creator Grace M. Neville Date 6/15/2025 Type Text Identifier GraceNeville_ARP_2025 Language eng 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 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. Degree Master of Arts in Teaching (initial licensure) Key Words Feedback Scaffolding Relationship Note Mark Girod Grace Neville Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14590 Title Creating Community and Critical Consciousness Using Culturally Responsive Practices in a High School English Classroom Creator Forrest Leisner Date 6/15/2025 Type Text Identifier ForrestLeisner_ARP_2025 Language eng 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 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. The research questions guiding this project are: What 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? In 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? Degree Master of Arts in Teaching (initial licensure) Key Words Critical Consciousness Culturally Relevant Pedagogy Note Christine Easterly Marcus Wenzel Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14589 Title Enhancing Phonemic Awareness in Elementary Special Education Creator Faith Drill Date 6/15/2025 Type Text Identifier FaithDrill_PP_2025 Language eng 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 Abstract This professional project details a two-week phonemic awareness curriculum designed to enhance 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. Degree Master of Science in Education Key Words Phonemic Awareness Special Education Note Kenneth Carano Julia Bradley Jessica Augsburger Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14588 Title Differentiated Teaching Methods in the Band Room Creator Eric Wallace Date 6/15/2025 Type Text Identifier EricWallace_ARP_2025 Language eng 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 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. Degree Master of Arts in Teaching (initial licensure) Key Words Differentiation Band Fundamentals Note Marcus Wenzel Carlos Velez Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14587 Title Empowering Civic Agency: A Social Justice Approach in a U.S. Social Studies Classroom Creator Emily M. Miller Date 6/15/2025 Type Text Identifier EmilyMiller_ARP_2025 Language eng 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 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. Degree Master of Arts in Teaching (initial licensure) Key Words culturally responsive teaching multicultural education diverse perspectives Note Rachel Harrington Ken Carno Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14586 Title Examining the Impact of the Teaching Games Model on Moderate to Vigorous Physical Activity in Physical Education Creator Emilie Means Date 6/15/2025 Type Text Identifier EmilieMeans_ARP_2025 Language eng 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 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. Degree Master of Arts in Teaching (initial licensure) Key Words Physical Education Participation Teaching Games for Understanding Note Amy Bowden Gay Timken Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14585 Title Keeping the (heart)Beat: Music Therapy in the General Music Classroom Creator Elizabeth Lovell Date 6/15/2025 Type Text Identifier ElizabethLovell_ARP_2025 Language eng 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 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. Keywords: music therapy, elementary music education, trauma-informed teaching, student relationships, student agency, environmental regulation Degree Master of Arts in Teaching (initial licensure) Key Words music therapy elementary music education trauma-informed teaching Note Amy Bowden Melanie Landon-Hayes Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14584 Title Trauma-Sensitive Learning and Teaching Creator Elizabeth Egesdahl Date 6/15/2025 Type Text Identifier ElizabethAnnEgesdahl_PP_2025 Language eng 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 Abstract Abstract This 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. Degree Master of Science in Education: Curriculum and Instruction Key Words ACEs Teacher Efficacy Co-regulation Note Sarah Whitfield Sherry Watkins Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14583 Title The creation of a school wide event that addresses the Three Pillars of the Dual Language. Creator Elim Manuel Licea Correa Date 6/15/2025 Type Text Identifier ElimLicea_PP_2025 Language eng spa 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 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. This 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. Ultimately, 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. Degree Master of Science in Education: Interdisciplinary Professional Studies Key Words Dual Language Pillars Event Bilingual. Note Ken Carano Jessica Dougherty Greg Zobel Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14581 Title Strategies to Improve Interpersonal Student Engagement in the Classroom Creator David M. Fox Date 6/15/2025 Type Text Identifier DavidFox_ARP_2025 Language eng 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 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. License CC-BY (attribution) Degree Master of Arts in Teaching (initial licensure) Key Words Engagement Interaction Note Rachel Harrington Kenneth Carano Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14579 Title K-1 Literacy Learners' Club Creator Courtney K. King Date 6/15/2025 Type Text Identifier CourtneyKing_PP_2025 Language eng 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 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. Grounded 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. Degree Master of Science in Education: Curriculum and Instruction Key Words literacy learners club early childhood language arts Note Max Perry Gina Halpin Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14578 Title Understanding Reading Instruction: Supporting Teachers in Elementary School Reading Education Creator Claire Halaka Date 6/15/2025 Type Text Identifier ClaireHalaka_PP_2025 Language eng 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 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. Degree Master of Science in Education: Reading Key Words phonics reading education science of reading Note Kenneth Carano Dana Ulveland Annie Delbridge Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14577 Title Culturally Responsive Teaching in a Middle School Orchestra Classroom Creator Cindy Flores Date 6/15/2025 Type Text Identifier CindyFlores_ARP_2025 Language eng 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 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. Degree Master of Arts in Teaching (initial licensure) Key Words culturally responsive music education action research student identities Note Lin Wi Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14576 Title The Impact of Classroom Design on Academic Performance and Well-Being Creator Chelsey Arredondo Urquiza Date 6/15/2025 Type Text Identifier ChelseyArredondoUrquiza_PP_2025 Language eng 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 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. Degree Master of Science in Education: Curriculum and Instruction Key Words Classroom design mental health in the classroom student well-being Note Keneth Carano Randall Ulveland Gregory Zobel Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14551 Title Differentiated Instruction on Verbal Student Engagement in a Mixed High School Sociology Class Creator Cameron Nielsen Date 6/15/2025 Type Text Identifier CameronNielsen_ARP_2025 Language eng 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 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. Degree Master of Arts in Teaching (initial licensure) Key Words Think-Pair-Share Culture Community Note Amy Bowden Kenneth Carano N/A Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14549 Title Encouraging Differentiation to Engage Students Creator Cade O'Connor Date 6/15/2025 Type Text Identifier CadeOConnor_ARP_2025 Language eng 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 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. License CC-BY-NC (attribution, non-commercial) Degree Master of Arts in Teaching (initial licensure) Key Words differentiation choice engagement Note Rachel Harrington Zach Lazar Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14548 Title Inquiry Based Learning, Critical Thinking, and Civic Engagement In Eighth Grade Social Studies Creator Brynnan Burns Date 6/15/2025 Type Text Identifier BrynnanBurns_ARP_2025 Language eng 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 Abstract Working in my clinical teaching placement, I investigated how inquiry-based learning could help students increase their critical thinking and civic mindedness. Degree Master of Arts in Teaching (initial licensure) Key Words constructivism middle school depth of response Note Rachel Harrington Kathleen Hughes Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14546 Title Expanding Coerver Coaching’s Impact on G.R.A.S.S.P. Students Creator Avigain Hernandez Cruz Date 6/15/2025 Type Text Identifier AvigainHernandezCruz_PP_2025 Language eng 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 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. Degree Master of Science in Education Key Words Soccer Extra Curricular Activities After School Note Alicia Wenzel Steven Nelson Kevin Plechl Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14542 Title A Rough Sketch: Cultivating Motivation and Self-Efficacy in High School Art Students Creator Ariel Rolfe Date 6/15/2025 Type Text Identifier ArielRolfe_ARP_2025 Language eng 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 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. Degree Master of Arts in Teaching (initial licensure) Key Words self-determination theory social cognitive theory art classroom Note Marcus Wenzel Michele Haney Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14541 Title Teaching for Diversity in a Non-Diverse Classroom Creator Andy Rommel Date 6/15/2025 Type Text Identifier AndyRommel_ARP_2025 Language eng 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 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. Degree Master of Arts in Teaching (initial licensure) Key Words Diversity Equity Inclusion Note Marcus Wenzel Kathleen Rice NA Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14537 Title A Study of Students’ Writing Self Efficacy: Making Language Arts Students More Confident Writers Creator Alexandria Ilyse Chipman Date 6/15/2025 Type Text Identifier LexiChipman_ARP_2025 Language eng 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 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. Degree Master of Arts in Teaching (initial licensure) Key Words Self-Efficacy Social Cognitive Theory Writing Confidence Note Marcus Wenzel Marcus Wenzel Janet Rust Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14536 Title School to Home Connections Through Literacy: Parent Literacy Night for Literacy Discussion Creator Alan Mateo Linares Date 6/15/2025 Type Text Identifier AlanMateoLinares_PP_2025 Language eng spa 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 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. Key Words: Parent Literacy Night event, student literacy development, literacy practices, Bilingual Slideshow Presentation, Literacy Stations Degree Master of Science in Education: STEM Education Key Words Literacy Development Family Involvement Bilingual Materials and Resources for Literacy Note Christopher Ramos Ana Chuc-Garcia Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14535 Title Fostering Inclusion and Sense of Belonging through Unified PE and Library Creator Agnes Seden Date 6/15/2025 Type Text Identifier AgnesSeden_PP_2025 Language eng 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 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. Degree Master of Science in Education: Interdisciplinary Professional Studies Key Words Unified PE Unified Library inclusive learning environment Note Alicia Wenzel Steven Nelson Corina Valencia- Cushman Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14524 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. 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. Publisher Oregon State Normal School Date 1901 Type Text Identifier Commencement_1901 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/ Key Words Commencement Oregon State Normal School Commencement -- Url https://wou.omeka.net/s/repository/item/14521 Title [OSNS] '98 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. Publisher Oregon State Normal School Date 1898 Type Text Identifier Commencement_1898 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/ Key Words Commencement Oregon State Normal School Commencement -- Url https://wou.omeka.net/s/repository/item/14520 Title OSNS '97 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. Publisher Oregon State Normal School Date 1897 Type Text Identifier Commencement_1897 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/ Key Words Commencement Oregon State Normal School Commencement -- Url https://wou.omeka.net/s/repository/item/14519 Title OSNS [1896] 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. Publisher Oregon State Normal School Date 1896 Type Text Identifier Commencement_1896 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/ Key Words Commencement Oregon State Normal School Commencement -- Url https://wou.omeka.net/s/repository/item/14498 Title O.S.N.S. '95 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. Publisher Oregon State Normal School Date 1895 Type Text Identifier Commencement_1895c 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/ Key Words Commencement Oregon State Normal School Commencement -- Url https://wou.omeka.net/s/repository/item/14496 Title Commercial Class, '95. O.S.N.S. Monmouth Oregon. 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. Publisher Oregon State Normal School Date 1894 Type Text Identifier Commencement_1895a 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/ Key Words Commencement Oregon State Normal School Commencement -- Url https://wou.omeka.net/s/repository/item/14495 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. 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. Publisher Oregon State Normal School Date 1894 Type Text Identifier Commencement_1895 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/ Key Words Commencement Oregon State Normal School Commencement -- Url https://wou.omeka.net/s/repository/item/14494 Title Twelfth Annual Commencement. Oregon State Normal School, Class of '94. Monmouth, Oregon. June 17-20, 1894. 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. Publisher Oregon State Normal School Date 1894 Type Text Identifier Commencement_1894 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/ Key Words Commencement Oregon State Normal School Commencement -- Url https://wou.omeka.net/s/repository/item/14493 Title Eleventh Annual Commencement. Oregon State Normal School. Monmouth, Oregon. Wednesday, June 21, 1895. 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. Publisher Oregon State Normal School Date 1893 Type Text Identifier Commencement_1893b 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/ Key Words Commencement Oregon State Normal School Commencement -- Url https://wou.omeka.net/s/repository/item/14492 Title OSNS [1893] 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. Publisher Oregon State Normal School Date 1893 Type Text Identifier Commencement_1893 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/ Key Words Commencement Oregon State Normal School Commencement -- Url https://wou.omeka.net/s/repository/item/14490 Title O.S.N.S. 1892. 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. Publisher Oregon State Normal School Date 1892 Type Text Identifier Commencement_1892 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/ Key Words Commencement Oregon State Normal School Commencement -- Url https://wou.omeka.net/s/repository/item/14488 Title Commencement Exercises of the State Normal School at Monmouth, Or. June 1891. 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. Publisher Oregon State Normal School Date 1891 Type Text Identifier Commencement_1891 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/ Key Words Commencement Oregon State Normal School Commencement -- Url https://wou.omeka.net/s/repository/item/14486 Title Commencement Exercises of the Oregon State Normal School, at College Chapel, Monmouth, Oregon, Wednesday June 13, 1888. 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. Publisher Oregon State Normal School Date 1888 Type Text Identifier Commencement_1888 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/ Key Words Commencement Oregon State Normal School Commencement -- Url https://wou.omeka.net/s/repository/item/14484 Title Fourth Annual Commencement. Oregon State Normal School. Monmouth, Oregon, June 16, 1886. 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. Publisher Oregon State Normal School Date 1886 Type Text Identifier Commencement_1886 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/ Key Words Commencement Oregon State Normal School Commencement -- Url https://wou.omeka.net/s/repository/item/14483 Title Commencement Exercises of the Class of 1885. Oregon State Normal School, Monmouth. Commencement Day, June 17th, 1885. 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. Publisher Oregon State Normal School Date 1885 Type Text Identifier Commencement_1885 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/ Key Words Commencement Oregon State Normal School Commencement -- Url https://wou.omeka.net/s/repository/item/14482 Title Christian College Thirteenth Annual Commencement. Oregon State Normal School First Annual Commencement. Monmouth, June 21, 1883. Description 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. Publisher Oregon State Normal School Date 1883 Type Text Identifier Commencement_1883 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/ Key Words Commencement Oregon State Normal School Commencement -- Url https://wou.omeka.net/s/repository/item/14469 Title Robert Troyer Interview 2025 Creator Jackson Albrecht Jandika Borden Tyler James Jakob Ritter 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. Contributor Robert Troyer Date 2/7/2025 Type Oral History Text Image; StillImage Audio Identifier oralhistoriesofwou/2025b Language eng Coverage 9p. 00:20:59 Bibliographic Citation 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 Title Zachary Hammerle Interview 2025 Creator Hayden R. Grow Zephen Wilkinson Jeremy Dixon 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. Contributor Zacharly Hammerle Date 2/6/2025 Type Oral History Text Image; StillImage Audio Identifier oralhistoriesofwou/2025a Language eng Coverage 14p. 00:27:24 Bibliographic Citation 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 Title Reflection in Action: Interpreter Self-Efficacy and Intentional Practice Creator Erin M. Mackey Date 6/14/2025 Type text Identifier arp_20250416h Language eng 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 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. Keywords: Intentional practice, novice interpreter, reflection, self-efficacy, Think Aloud Protocol Degree Master of Arts in Interpreting Studies Note Elisa Maroney Amanda Smith Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14445 Resource class dctype:Image Title Lisa Lockman, 1995 Julia McCulloch Smith Award Winner 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. Date 1995 Type Image; StillImage Identifier Omeka/14445 Rights Copyright Not Evaluated: As of 01/13/2025, 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/14438 Resource class dctype:Text Title A Trauma-Informed Approach to Teaching Art Creator Morgan Amerson Date 2024-12-23 Type Text Images; StillImages Identifier 20240801_ARP_a Language eng 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. Degree Master of Arts in Teaching (initial licensure) Key Words Trauma-Informed Pedagogy Art Education Social-Emotional Learning Note Lin Wu Marie LeJeune Type action_research -- Url https://wou.omeka.net/s/repository/item/14428 Title Interpreters and Educational Equity: Supporting Deaf and Hard-of-Hearing Learners with Attention Deficit Hyperactivity Disorder Creator Ryan Alan Page Date 2024-12-23 Type Text Identifier 20241223_Thesis_a Language eng 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 Abstract I sought to elucidate interpreters’ contributions to fostering inclusive education for Deaf 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. License CC-BY-NC-SA (attribution, non-commercial, share alike) Degree Master of Arts in Interpreting Studies Key Words Deaf, interpreting, ADHD Note Elisa Maroney Emily Girardin Chloe Hughes Type thesis -- Url https://wou.omeka.net/s/repository/item/14426 Title Art Interaction Mapping: A Framework for Engaging Visual Art Students in Remote Learning Environments Creator Kat Costa Date 2024-12-23 Type Text Images; StillImages Identifier 20241223_PP_e Language eng 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 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. Degree Master of Science in Education: Educational Technology Key Words studio art, artistic research, art education Note Gregory Zobel Marcus Wenzel Weiwei Zhang Type professional_project -- Url https://wou.omeka.net/s/repository/item/14425 Title Separately Together: Independent Reading as an Act of Collaboration Creator Erin Roan Stanfill Date 2024-12-23 Type Text Images; StillImages Identifier 20241223_PP_d Language eng 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 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. Degree Master of Science in Education: Literacy Education Key Words independent reading, small group, literacy Note Joshua Schulze Melanie Landon-Hayes Type professional_project -- Url https://wou.omeka.net/s/repository/item/14422 Title Pathways to Potential: Family STEM Nights: Embracing SEL and Multisensory Learning Creator Nichole Cantrell Date 2024-12-23 Type Text Images; StillImages Identifier 20241223_PP_a Language eng 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 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. This 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. Degree Master of Science in Education: Interdisciplinary Professional Studies Key Words Family STEM Night, Multisensory Learning, STEM Note Xiaopeng Gong Mandy Olsen Marcus Wenzel Type professional_project -- Url https://wou.omeka.net/s/repository/item/14342 Resource class dctype:Text Title The Impact of Culturally Relevant Pedagogy in a High School Spanish Class Creator Ana Fox Date 2024-08-02 Type Text; Images; StillImages Identifier graduate_080224a Language eng spa 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 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. Date Available 2024-08-02 Degree action_research Master of Arts in Teaching (initial licensure) Key Words Oregon, secondary education, world languages Note Marie LeJune Lin Wu -- Url https://wou.omeka.net/s/repository/item/14329 Title Affirming the Mathematical Potential of All Students Through Warm Demander Pedagogy Creator Marc Hunter Date 8/2/2024 Type Text Language eng 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 Abstract This study explored how the warm demander pedagogical approach can transform students’ negative self-perceptions regarding their ability to learn complex mathematics. Degree action_research Master of Arts in Teaching (initial licensure) Key Words Warm Demander Note Marie LeJeune Lin Wu -- Url https://wou.omeka.net/s/repository/item/14328 Title A New Approach to Special Education Service Models Creator Jennifer Bunn Date 8/1/2024 Type Text Language eng 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 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. Degree professional_project Master of Science in Education: Interdisciplinary Professional Studies Key Words Special Education, Service Models, Resource Room, Note Alicia Wenzel Darlene Zickefoose Autymn Galbraith -- Url https://wou.omeka.net/s/repository/item/14325 Title Examining Culturally Responsive Teaching in Music Education Creator Carlos D. Ramirez Date 8/3/2024 Type Text Language eng spa 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 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. Degree action_research Master of Arts in Teaching (initial licensure) Key Words Cumbias, Note Marie Lejeune Lin Wu -- Url https://wou.omeka.net/s/repository/item/14323 Title Increasing Student Engagement in the Middle School Art Room Through Warm Demander Pedagogy Creator Anna Cottom Date 8/2/2024 Type Text Language eng 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 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. Degree action_research Master of Arts in Teaching (initial licensure) Key Words warm demander, rural, secondary school Note Lin Wu Marie LeJeune -- Url https://wou.omeka.net/s/repository/item/14322 Title The Art of Teaching: Combining Teaching Artistic Behaviors and Discipline-Based Arts Education Creator Alanna Volk Date 8/12/2024 Type Text; Images; StillImages Language eng 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 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. The 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. License CC-BY-NC-SA (attribution, non-commercial, share alike) Degree action_research Master of Arts in Teaching (initial licensure) Key Words Middle School, Arts Education, Inter-pedagogical, TAB, DBAE Note Marie LeJeune Lin Wu -- Url https://wou.omeka.net/s/repository/item/14321 Title Enhancing Engagement through Culturally Relevant Teaching in a Low-Income High School English Classroom Creator Aiden Littau Date 8/1/2024 Type Text Language eng 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 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. Degree action_research Master of Arts in Teaching (initial licensure) Key Words culturally relevant pedagogy, Latinx students, English language arts Note Lin Wu Marie LeJeune -- Url https://wou.omeka.net/s/repository/item/14320 Title Differentiated Instruction in the 12th -Grade Social Studies Classroom Creator Adrianna Davis Date 12/1/2024 Type Text Language eng 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 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 readiness-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. Degree action_research Master of Arts in Teaching (initial licensure) Key Words Differentiated Instruction, Social Studies Note Lin Wu Marie LeJeune -- Url https://wou.omeka.net/s/repository/item/14299 Title Parenting Student Reads and Holds Baby Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_258 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A parenting student reads. -- Url https://wou.omeka.net/s/repository/item/14298 Title Writing and Deep in Thought Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_257 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student writes notes. -- Url https://wou.omeka.net/s/repository/item/14297 Title Writing and Caregiving Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_256 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A parenting student writes notes. -- Url https://wou.omeka.net/s/repository/item/14296 Title A Student Types and Consults Notes Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_255 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student types on a laptop while viewing his notes. -- Url https://wou.omeka.net/s/repository/item/14295 Title Parenting Student Receives Toy Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_252 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A parenting student takes a toy offered by her child. -- Url https://wou.omeka.net/s/repository/item/14294 Title Parenting Student Checks on Child Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_251 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student checks on her child playing on the floor. -- Url https://wou.omeka.net/s/repository/item/14293 Title Parenting Student Reads Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_250 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student reads as her child plays on the floor. -- Url https://wou.omeka.net/s/repository/item/14292 Title Parenting Student with Laptop Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_249 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A parenting student types on a laptop. -- Url https://wou.omeka.net/s/repository/item/14291 Title Parenting Student Writes Notes Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_248 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A parenting student writes notes. -- Url https://wou.omeka.net/s/repository/item/14290 Title A Student in Thought Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_247 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student thinks deeply. -- Url https://wou.omeka.net/s/repository/item/14289 Title An Artist Considers Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_246 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student concentrates as he paints. -- Url https://wou.omeka.net/s/repository/item/14288 Title Artists Work from a Live Model Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_245 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Two students paint from a live model. -- Url https://wou.omeka.net/s/repository/item/14287 Title Painting Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_244 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student smiles as she works on her painting. -- Url https://wou.omeka.net/s/repository/item/14286 Title Painting a Self-Portrait Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_243 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student works on her self-portrait. -- Url https://wou.omeka.net/s/repository/item/14285 Title Student Paints with Small Brush Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_242 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student concentrates as she paints. -- Url https://wou.omeka.net/s/repository/item/14284 Title Student Paints Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_241 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student paints her canvas. -- Url https://wou.omeka.net/s/repository/item/14263 Title In-Studio Session Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_240 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Students work in the painting studio. -- Url https://wou.omeka.net/s/repository/item/14262 Title Touching Up Color Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_239 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student works on a canvas. -- Url https://wou.omeka.net/s/repository/item/14261 Title Artist Observes the Model Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_238 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student observes the painting model. -- Url https://wou.omeka.net/s/repository/item/14260 Title Artist, Reflection, and Self-Portrait Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_237 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student painting uses a mirror while painting a self-portrait. -- Url https://wou.omeka.net/s/repository/item/14259 Title Artist Painting Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_236 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student concentrates on her painting. -- Url https://wou.omeka.net/s/repository/item/14258 Title Color Matching Skin for Self-Portrait Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_235 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student contemplates the color match for her self-portrait. -- Url https://wou.omeka.net/s/repository/item/14257 Title An Art Talk in Painting Studio Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description A transman in head and shoulders, right profile speaks animatedly. In front of him, on our right, is an incomplete work of art; behind him, on our left, a woman looks on. He has light skin tone, close-cropped brown hair and scruffy beard and mustache; he wears a gray work shirt and a large, round, black earring; he has a blue pencil tucked behind his ear. His mouth partially open, he looks slightly downward to a person outside the frame of the photo, and he gestures close to his body. The woman, from behind his left shoulder, looks at the same person with a closed-mouth smile. She has medium skin tone and dark brown hair pulled back. On the right, we see a portion of two images mounted vertically on a black panel. They have an identical geometric composition with three-dimensionality, but the top image is grayscale and the bottom image is orange. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_234 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Key Words transmen; women; Irish; Native Hawaiian; Eastern European; Filipino/a; Japanese; age:41; age:21; scars; tattoos; jewelry; average build; petite, short; beards; short hair; brown hair; natural hair; brown eyes Note A transmale student presents his art in a painting studio, and a female student looks on. Note A student gives an in-studio art talk. -- Url https://wou.omeka.net/s/repository/item/14256 Title In-Studio Art Talk Back View Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_233 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student gives an in-studio art talk. -- Url https://wou.omeka.net/s/repository/item/14255 Title Making an Observation during Art Talk Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_232 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student makes an observation about a classmate's painting. -- Url https://wou.omeka.net/s/repository/item/14254 Title In-Studio Art Talk Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_231 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student gives an in-studio art talk. -- Url https://wou.omeka.net/s/repository/item/14253 Title The Artist Explains his Work Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_230 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student gives an art talk at the easel. -- Url https://wou.omeka.net/s/repository/item/14252 Title Artist Mixing Colors Seated Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_229 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student mixes paint colors for her self-portrait. -- Url https://wou.omeka.net/s/repository/item/14251 Title Artist Mixing Colors Standing Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_228 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student mixes paint colors -- Url https://wou.omeka.net/s/repository/item/14250 Title Touching Up Colorwork Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_227 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student works on a canvas. -- Url https://wou.omeka.net/s/repository/item/14249 Title An Artist Adds Detail Back View Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_226 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student works on a canvas. -- Url https://wou.omeka.net/s/repository/item/14248 Title An Artist Adds Detail Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_225 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student works on a canvas. -- Url https://wou.omeka.net/s/repository/item/14247 Title An Artist at the Easel Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_224 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student works on a canvas. -- Url https://wou.omeka.net/s/repository/item/14246 Title Artist Works on a Self-Portrait Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_223 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student mixes paint for her self-portrait. -- Url https://wou.omeka.net/s/repository/item/14245 Title Artist Explains Color Mixing Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_222 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student explains his color mixing to other students. -- Url https://wou.omeka.net/s/repository/item/14244 Title Artist Paints a Self-Portrait Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_221 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student paints a self-portrait. -- Url https://wou.omeka.net/s/repository/item/14223 Title Artist Painting Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_220 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note An student works on a painting. -- Url https://wou.omeka.net/s/repository/item/14222 Title Discussing an Idea while Toddler Plays Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_219 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Parenting students collaborate while their child plays. -- Url https://wou.omeka.net/s/repository/item/14221 Title A Parenting Student Talks to her Child Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_218 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Parenting students get their child's attention. -- Url https://wou.omeka.net/s/repository/item/14220 Title Parenting Students Discuss an Idea Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_217 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Parenting students discuss an idea while their child plays. -- Url https://wou.omeka.net/s/repository/item/14219 Title A Student Discusses a Topic Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_216 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student discusses a topic. -- Url https://wou.omeka.net/s/repository/item/14218 Title Student Enages with Class Discussion Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_215 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student takes notes while listening to a speaker. -- Url https://wou.omeka.net/s/repository/item/14217 Title Student Listens during Class Discussion Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_214 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student listens to a speaker. -- Url https://wou.omeka.net/s/repository/item/14216 Title Students Discuss an Idea Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_213 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Two students discuss their thoughts. -- Url https://wou.omeka.net/s/repository/item/14215 Title Students Consider an Idea Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_212 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Two students discuss their thoughts. -- Url https://wou.omeka.net/s/repository/item/14214 Title Two Students Discuss and Collaborate Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_211 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Two students share their notes with each other. -- Url https://wou.omeka.net/s/repository/item/14213 Title A Student Explains their Notes to Another Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_210 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student explains their notes to another. -- Url https://wou.omeka.net/s/repository/item/14212 Title Students Discuss and Collaborate Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_209 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Two students collaborate side by side. -- Url https://wou.omeka.net/s/repository/item/14211 Title Students Study and Entertain a Child Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_208 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Parenting students study and entertain their child. -- Url https://wou.omeka.net/s/repository/item/14210 Title Studying Together but Separately Back View Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_207 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Two students work separately on their tasks. -- Url https://wou.omeka.net/s/repository/item/14209 Title Studying Together but Separately Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_206 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Two students work separately on their tasks. -- Url https://wou.omeka.net/s/repository/item/14208 Title Class Notes Lead to Understanding Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_205 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Student uses notes to support their thought. -- Url https://wou.omeka.net/s/repository/item/14207 Title Taking Class Notes into Consideration Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_204 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Student uses notes to support their thought. -- Url https://wou.omeka.net/s/repository/item/14206 Title Two Students Discuss an Idea Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_203 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A pair of students have a discussion. -- Url https://wou.omeka.net/s/repository/item/14205 Title Considering a Change Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_202 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Students work together on a task. -- Url https://wou.omeka.net/s/repository/item/14204 Title Considering Their Work Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_201 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Two students discuss their task. -- Url https://wou.omeka.net/s/repository/item/14183 Title Suggesting a Change Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_200 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student suggests a change to the on screen work. -- Url https://wou.omeka.net/s/repository/item/14182 Title Two Students Collaborate on a Laptop Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_199 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Two students collaborate on a laptop. -- Url https://wou.omeka.net/s/repository/item/14181 Title Two Students Talk about an Idea Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_198 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A pair of students have a discussion. -- Url https://wou.omeka.net/s/repository/item/14180 Title Two Students Collaborate Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_197 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A pair of students have a discussion. -- Url https://wou.omeka.net/s/repository/item/14179 Title Students Diagram an Idea Highview Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_196 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Students collaborate on a whiteboard table. -- Url https://wou.omeka.net/s/repository/item/14178 Title Students Diagram an Idea Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_195 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Students collaborate on a whiteboard table. -- Url https://wou.omeka.net/s/repository/item/14177 Title Students Develop a Concept Diagram Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_194 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Students develop a concept diagram. -- Url https://wou.omeka.net/s/repository/item/14176 Title Two Students Work an Online Task Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_193 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Two students consider an online task. -- Url https://wou.omeka.net/s/repository/item/14175 Title Two Students Consider an Online Task Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_192 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Two students consider an online task. -- Url https://wou.omeka.net/s/repository/item/14174 Title Students Laugh and Engage Online Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_191 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Two students smile while working together. -- Url https://wou.omeka.net/s/repository/item/14173 Title Three Students Engage in Discussion Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_190 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A trio of students chat in a conversation circle. -- Url https://wou.omeka.net/s/repository/item/14172 Title A Student Verbalizes His Thoughts Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_189 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student speaks in his conversation circle. -- Url https://wou.omeka.net/s/repository/item/14171 Title A Student Trio Chats Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_188 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A trio of students chat in a conversation circle. -- Url https://wou.omeka.net/s/repository/item/14170 Title Students Engage over an Online Problem Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_187 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Students engage over an online problem. -- Url https://wou.omeka.net/s/repository/item/14169 Title Three Students Discuss Data Results Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_186 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A group of students discuss the data on a pie chart. -- Url https://wou.omeka.net/s/repository/item/14168 Title Students Collaborate on an Online Problem Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_185 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A small group of students collaborate from a single computer. -- Url https://wou.omeka.net/s/repository/item/14167 Title Three Students Consider a Problem Online Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_184 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A small group of students collaborate from a single computer. -- Url https://wou.omeka.net/s/repository/item/14166 Title A Student Smiles during a Hybrid Discussion Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_183 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Two students smile during a hybrid meeting. -- Url https://wou.omeka.net/s/repository/item/14165 Title Students in Discussion Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students studying students with disabilities students of size BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_182 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Students engage in a discussion. -- Url https://wou.omeka.net/s/repository/item/14164 Title A Student Discusses Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students studying students with disabilities students of size Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_181 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student gestures while she talks. -- Url https://wou.omeka.net/s/repository/item/14143 Title Students Engage in Discussion Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students non-traditional students parenting students BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_180 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Two students engage in a discussion. -- Url https://wou.omeka.net/s/repository/item/14142 Title Two Students Work Collaboratively Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students BIPOC students of color studying Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_179 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Two students collaborate on a task. -- Url https://wou.omeka.net/s/repository/item/14141 Title Two Students Smile at Each Other Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students BIPOC students of color studying Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_178 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Two students smile at each other as they work. -- Url https://wou.omeka.net/s/repository/item/14140 Title Students Interact with Each Other and Devices Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students BIPOC students of color studying Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_177 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Students work together while using devices. -- Url https://wou.omeka.net/s/repository/item/14139 Title Two Students Listen and Smile Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students BIPOC students of color studying Description Two women sit at a table with laptops and look to the near distance outside the frame of the image.The woman closest to us, in right profile, has medium-dark skin tone and neck-length, natural black hair pulled away from her face; she smiles gently. She wears a dark red hoodie and a white feathered fan earring. The woman to her left, in three-quarter profile, has medium-dark skin tone and long, natural black hair pulled away from her face; she smiles gently. She wears a blue sweatshirt. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_176 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Key Words women; Ethiopian; age:21; natural hair; jewelry; Note Two female students listen during a conversation. Note Students smile and listen. -- Url https://wou.omeka.net/s/repository/item/14138 Title Two Students Smile Together Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students BIPOC students of color studying Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_175 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Students smile as they work together. -- Url https://wou.omeka.net/s/repository/item/14137 Title Two Students Laugh Together Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students BIPOC students of color studying Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_174 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Students smile as they work together. -- Url https://wou.omeka.net/s/repository/item/14136 Title Students Work Side by Side Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students BIPOC students of color studying Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_173 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Two students work next to each other. -- Url https://wou.omeka.net/s/repository/item/14135 Title Three Students Discuss a Problem Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students non-traditional students BIPOC students of color studying parenting students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_172 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A small group of students discuss a problem. -- Url https://wou.omeka.net/s/repository/item/14134 Title A Trio of Students Discuss Seriously Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students non-traditional students BIPOC students of color studying Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_171 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A small group of students work together. -- Url https://wou.omeka.net/s/repository/item/14133 Title Two Students Laugh Gently Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students students with disabilities BIPOC students of color studying students of size Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_170 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Students smile to each other while working. -- Url https://wou.omeka.net/s/repository/item/14132 Title Listening with an Encouraging Expression Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students BIPOC students of color students of size studying Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_169 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student listens. -- Url https://wou.omeka.net/s/repository/item/14131 Title A Student Listens with an Soft Gaze Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students BIPOC students of color studying Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_168 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student listens. -- Url https://wou.omeka.net/s/repository/item/14130 Title A Student Listens Carefully Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students BIPOC students of color studying Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_167 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student focuses on a discussion. -- Url https://wou.omeka.net/s/repository/item/14129 Title A Hybrid Study Group Meeting Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students students with disabilities BIPOC students of color studying students of size Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_166 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A study group mixes in-person and virtual attendance. -- Url https://wou.omeka.net/s/repository/item/14128 Title A Student Virtually Meets Study Group. Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students BIPOC students of color studying Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_165 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student meets his study group virtually. -- Url https://wou.omeka.net/s/repository/item/14127 Title Study Group Discusses the Task Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students students with disabilities BIPOC students of color studying students of size Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_164 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A group of students discuss the task they have. -- Url https://wou.omeka.net/s/repository/item/14126 Title Group Study Session Laughter Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students students with disabilities BIPOC students of color studying students of size Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_163 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A group of students laugh together. -- Url https://wou.omeka.net/s/repository/item/14125 Title Study Group in a Hybrid Meeting Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students students with disabilities BIPOC students of color studying students of size Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_162 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A study group holds a hybrid meeting. -- Url https://wou.omeka.net/s/repository/item/14124 Title Two Students Collaborate on a Task Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students students with disabilities BIPOC students of color studying students of size Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_161 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Two students collaborate on a task. -- Url https://wou.omeka.net/s/repository/item/14103 Title A Student and Professor Consult Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students parenting students faculty-student consultations non-traditional students STEM computer science Description Two women sit on a bench seat, one with a young child on her lap. We are low and left of center, and a small table with a keyboard and mouse is between us and the women. Both women focus at middle distance to our upper right, outside the frame of the image. The woman on the right, who has light skin tone and red hair, holds the boy and a stuffed toy. The boy has a pacifier in his mouth and looks at the woman on the left..That woman has light skin tone and chin-length gray hair; she speaks and uses the mouse. In the background, we can see portions of four doors and a large wall-mounted monitor. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_160 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Key Words women; Western European; White; age:29; age 43; Christians; parenting student; mothers; wives; educators; Note A female student holds a baby on her lap and watches while a female professor discusses something on screen. Note A student and a professor consult. -- Url https://wou.omeka.net/s/repository/item/14102 Title A Professor Explains a Task to a Student Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms BIPOC students of color faculty-student consultations Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_159 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A professor explains a task to a student on their computer. -- Url https://wou.omeka.net/s/repository/item/14101 Title A Student Confirms Understanding with Professor Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students faculty-student consultations STEM computer science parenting students non-traditional students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_158 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student confirms her understanding with her professor. -- Url https://wou.omeka.net/s/repository/item/14100 Title An Understood Concept Leads to Smiles Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students faculty-student consultations STEM computer science parenting students non-traditional students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_157 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student and a professor smile together. -- Url https://wou.omeka.net/s/repository/item/14099 Title Professor and Student Consult a Large Monitor Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students faculty-student consultations STEM computer science parenting students non-traditional students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_156 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student and professor converse about data. -- Url https://wou.omeka.net/s/repository/item/14098 Title A Professor Explains Data to a Student Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students faculty-student consultations STEM computer science non-traditional students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_155 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A professor explains data to a student. -- Url https://wou.omeka.net/s/repository/item/14097 Title Student Listens during a Professor Consultation Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students faculty-student consultations parenting students non-traditional students computer science STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_154 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student listens during a consultation with her professor. -- Url https://wou.omeka.net/s/repository/item/14096 Title A Parenting Student Consults with Professor Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students faculty-student consultations parenting students non-traditional students computer science STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_153 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A parenting student consults with her professor. -- Url https://wou.omeka.net/s/repository/item/14095 Title Student Concentrates at a Computer Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students computer labs BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_152 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student concentrates at a computer. -- Url https://wou.omeka.net/s/repository/item/14094 Title Students Do Pair Work at a Computer Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students computer labs students with disabilities students of size BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_151 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Two students work together on a computer. -- Url https://wou.omeka.net/s/repository/item/14093 Title Students Study Individually and in a Pair Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students computer labs students with disabilities students of size BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_150 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Two students work together and one works individually. -- Url https://wou.omeka.net/s/repository/item/14092 Title Students Study in a Pair and Individually Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students computer labs students with disabilities students of size BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_149 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Two students work together and one works individually. -- Url https://wou.omeka.net/s/repository/item/14091 Title Students Work at Computers in a Library Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students computer labs students with disabilities students of size BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_148 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Students work close by in a computer lab. -- Url https://wou.omeka.net/s/repository/item/14090 Title Concentrating in a Computer Lab Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students computer labs students with disabilities students of size BIPOC students of color Description A man sits in right profile and looks intently at a monitor; several more computer stations extend to his left in a sunny, bright room. He has medium skin tone and black dreadlocks. His right hand sets lightly on the keyboard. His left hand loosely covers his mouth, the elbow resting on the table.Two people occupy the table and computer stations furthest from us. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_147 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Key Words men; women; African American; Western European; Mexican; age:19; age:25; tattoos; low vision; skinny build; tall; dreadlocks; dyed hair; fat build, deaf; large build; curly hair; black hair; Note A male student looks intently at a desktop monitor, keys with one hand and holds his chin with the other. Note A student concentrates in a computer lab. -- Url https://wou.omeka.net/s/repository/item/14089 Title Students Using Computers in a Library Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students computer labs students with disabilities students of size BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_146 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Several students work at computers. -- Url https://wou.omeka.net/s/repository/item/14088 Title Students Read from Computer Monitors Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students computer labs students with disabilities students of size BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_145 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Students read from their computer monitors. -- Url https://wou.omeka.net/s/repository/item/14087 Title Concentrating on the Screen Content Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students computer labs students with disabilities students of size Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_144 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student concentrates at a computer. -- Url https://wou.omeka.net/s/repository/item/14086 Title Careful Reading from the Screen Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students computer labs BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_143 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student focuses intently online. -- Url https://wou.omeka.net/s/repository/item/14085 Title A Parenting Student Uses a Computer Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students computer labs parenting students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_142 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A parenting student uses a computer. -- Url https://wou.omeka.net/s/repository/item/14084 Title A Student Reads Online Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students computer labs BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_141 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student focuses online. -- Url https://wou.omeka.net/s/repository/item/14063 Title A Student Navigates the Internet Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students computer labs BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_140 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student focuses online. -- Url https://wou.omeka.net/s/repository/item/14062 Title Students Work Individually and Baby Plays Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students computer labs parenting students BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_139 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Students work at computers, one while parenting. -- Url https://wou.omeka.net/s/repository/item/14061 Title Virtual Office Hour Discussion Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students faculty-student consultations BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_138 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student attends virtual office hours. -- Url https://wou.omeka.net/s/repository/item/14060 Title A Student Attends Virtual Office Hours Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students faculty-student consultations BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_137 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student attends virtual office hours. -- Url https://wou.omeka.net/s/repository/item/14059 Title Reading from the Computer Monitor Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students BIPOC students of color students of size Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_136 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A students reads from a computer monitor. -- Url https://wou.omeka.net/s/repository/item/14058 Title Considering Content on the Screen Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students computer labs studying BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_135 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student considers content on screen. -- Url https://wou.omeka.net/s/repository/item/14057 Title Student Presents at Screen and Holds Baby Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms parenting students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_134 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A parenting student presents to the class. -- Url https://wou.omeka.net/s/repository/item/14056 Title Classmates and Baby Pay Attention to Presenter Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms parenting students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_133 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Classmates pay attention to the presenter. -- Url https://wou.omeka.net/s/repository/item/14055 Title Students Draw a Diagram Together Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_132 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Two students draw a diagram on a piece of paper. -- Url https://wou.omeka.net/s/repository/item/14054 Title Group Discussion with Laptops Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_131 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A group of students discuss the online content. -- Url https://wou.omeka.net/s/repository/item/14053 Title Task Collaboration with Baby Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms parenting students BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_130 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Two students work together while one holds a child. -- Url https://wou.omeka.net/s/repository/item/14052 Title Pair Work Discussions Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms parenting students BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_129 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A class works in pairs. -- Url https://wou.omeka.net/s/repository/item/14051 Title Looking at Computing Devices during Class Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_128 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Students look to their computers during class. -- Url https://wou.omeka.net/s/repository/item/14050 Title Presenting a Pie Chart While Holding Baby Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms parenting students Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_127 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A parenting student presents to the class. -- Url https://wou.omeka.net/s/repository/item/14049 Title Students Collaboratively Draw a Diagram Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_126 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Two students collaboratively draw a diagram. -- Url https://wou.omeka.net/s/repository/item/14048 Title A Student Comfortably Takes Notes Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_125 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student comfortably takes notes. -- Url https://wou.omeka.net/s/repository/item/14047 Title Group Discussion with Playing Baby Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms parenting students BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_124 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A group of students have a discussion. -- Url https://wou.omeka.net/s/repository/item/14046 Title Paying Attention & Notetaking Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_123 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student is attentive to the class discussion. -- Url https://wou.omeka.net/s/repository/item/14045 Title Taking Notes during Class Discussion Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_122 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student takes notes during a class discussion. -- Url https://wou.omeka.net/s/repository/item/14044 Title Students Engage in Discussion Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms parenting students BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_121 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A group of students engage in a discussion. -- Url https://wou.omeka.net/s/repository/item/14023 Title Students Concentrate on a Tablet Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms parenting students BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_120 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Two students concentrate as they collaborate on a tablet. -- Url https://wou.omeka.net/s/repository/item/14022 Title Students Collaborate Using a Laptop Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms parenting students BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_119 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Two students collaborate on a computer. -- Url https://wou.omeka.net/s/repository/item/14021 Title Students Collaborate while One Holds a Baby Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms parenting students BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_118 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Two students collaborate while one holds a child. -- Url https://wou.omeka.net/s/repository/item/14020 Title Two Students Smile Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_117 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Students smile while they view a tablet. -- Url https://wou.omeka.net/s/repository/item/14019 Title Students Consider the Tablet Display Together Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_116 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Two students consider what's displayed on a tablet. -- Url https://wou.omeka.net/s/repository/item/14018 Title Students Collaborate and Use a Tablet Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_115 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Students collaborate on a tablet. -- Url https://wou.omeka.net/s/repository/item/14017 Title Task Collaboration via a Screen Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_114 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Two students collaborate on a device. -- Url https://wou.omeka.net/s/repository/item/14016 Title Students Present Jointly Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_113 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A pair of students present. -- Url https://wou.omeka.net/s/repository/item/14015 Title Joint Presenters Refer to Slide Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_112 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A pair of students refer to a slide. -- Url https://wou.omeka.net/s/repository/item/14014 Title Joint Classroom Presentation Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_111 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A pair of students present to a class. -- Url https://wou.omeka.net/s/repository/item/14013 Title A Student Smiles while Presenting Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_110 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student smiles while presenting in class. -- Url https://wou.omeka.net/s/repository/item/14012 Title Raising a Hand during a Classmate's Presentation Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms parenting students BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_109 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student raises their hand during a classmate's presentation. -- Url https://wou.omeka.net/s/repository/item/14011 Title Students Engage in Class Conversation Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_108 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A group of students engage in a class discussion. -- Url https://wou.omeka.net/s/repository/item/14010 Title Students Engage Happily during a Class Discussion. Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms parenting students BIPOC students of color Description Four adults sit at parallel classroom tables with faces turned variously while a baby rests in a stroller; we are to the right rear. Closest to us, a woman (light-tone skin, red hair) looks right to the mid-distance; she is smiling, talking, and loosely pointing.To her immediate right, a baby (light skin tone, brown hair) lays facing her in a black car seat stroller. A man (medium-light skin tone, black hair and beard) sits to the woman’s left. He is in profile and smiles slightly. Two women sit in front, one (medium-light skin tone, long dark hair) turns back with a full smile, and the other (dark hair held up, medium-light skin tone, and a light aqua hoodie) has her back to us. In the background, there is a wall-mounted monitor reading, “Language Learning Principles,” an instructor’s standing desk, and part of a whiteboard. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_107 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Key Words women; men; boys; White; Mexican; Western European; Native Hawaiian; Filipino/a; age:29; age:1; age:30; age:22; Christians; parenting students; mothers; wives; educators; fathers; husbands; veterans; tattoos; hats; wildland firefighters; long hair; medium build; ear piercings; brown hair; freckles; Note A female student smiles and makes a point to classmates while her baby rests in a car seat stroller. Note A group of students engage happily during a class discussion. -- Url https://wou.omeka.net/s/repository/item/14009 Title A Student Focuses on a Classroom Presentation Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_106 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student focuses on a classroom presentation. -- Url https://wou.omeka.net/s/repository/item/14008 Title A Student Makes a Point Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_105 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student makes a point. -- Url https://wou.omeka.net/s/repository/item/14007 Title Students Engage with Class Content Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms parenting students BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_104 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A group of students engage in a conversation. -- Url https://wou.omeka.net/s/repository/item/14006 Title Students Attend to Front of Classroom Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms parenting students BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_103 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Students attend to the front of a classroom. -- Url https://wou.omeka.net/s/repository/item/14005 Title Students View a Projected Slideshow Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms parenting students BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_102 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Students attentively watch a slideshow. . -- Url https://wou.omeka.net/s/repository/item/14004 Title Online Students Projected on the Classroom Screen Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms BIPOC, students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_101 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Online students are projected on the classroom screen. -- Url https://wou.omeka.net/s/repository/item/13983 Title A Student Presenter Fields a Question Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_100 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student presenter takes a question from the professor. -- Url https://wou.omeka.net/s/repository/item/13982 Title A Student Address the Class Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_99 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student addresses a class while presenting. -- Url https://wou.omeka.net/s/repository/item/13981 Title Student Presents with Slideshow Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_98 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student presents in front of her slideshow -- Url https://wou.omeka.net/s/repository/item/13980 Title A Student Presenter Gestures Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_97 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student gestures to enhance an explanation -- Url https://wou.omeka.net/s/repository/item/13979 Title Gestures Enhance an Explanation Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_96 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student gestures to enhance an explanation. -- Url https://wou.omeka.net/s/repository/item/13978 Title A Student Presents Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_95 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student gives her presentation -- Url https://wou.omeka.net/s/repository/item/13977 Title Presenter Further Explains Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_94 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student gives her presentation -- Url https://wou.omeka.net/s/repository/item/13976 Title Presenter Responds to a Question Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_93 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student responds to a question. -- Url https://wou.omeka.net/s/repository/item/13975 Title Student Presentation Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_92 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student gives her presentation -- Url https://wou.omeka.net/s/repository/item/13974 Title A Student Gestures While Presenting Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_91 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student gestures as she presents. -- Url https://wou.omeka.net/s/repository/item/13973 Title Listening and Ready to Annotate Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_90 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note The student listens to a presentation. -- Url https://wou.omeka.net/s/repository/item/13972 Title Listening and Notetaking Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_89 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student looks up from notes toward a presentation. -- Url https://wou.omeka.net/s/repository/item/13971 Title A Student Takes Notes Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students classrooms BIPOC students of color Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_88 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student takes notes. -- Url https://wou.omeka.net/s/repository/item/13970 Title Student Points to Data and Holds Child Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students parenting students classrooms Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_87 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A parenting student presents to the class. -- Url https://wou.omeka.net/s/repository/item/13969 Title Parenting Student Addresses Classmates Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students parenting students classrooms Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_86 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A parenting student presents to the class. -- Url https://wou.omeka.net/s/repository/item/13968 Title Class Presentation with Child Near Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students parenting students classrooms Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_85 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A parenting student presents to the class. -- Url https://wou.omeka.net/s/repository/item/13967 Title Student Presents Data and Holds Child Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities diverse students parenting students classrooms Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_84 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A parenting student presents to the class. -- Url https://wou.omeka.net/s/repository/item/13966 Title Paying Attention to Professor at Whiteboard Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_83 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Students give their attention to a professor's lecture. -- Url https://wou.omeka.net/s/repository/item/13965 Title Student Pipettes under Observation Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_82 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A professor observes a student practice pipetting -- Url https://wou.omeka.net/s/repository/item/13964 Title Pipetting into Vial Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_81 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student pipettes a sample into a vial. -- Url https://wou.omeka.net/s/repository/item/13943 Title Two Students Consult Lab Instructions Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_80 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Two students revisit lab instructions. -- Url https://wou.omeka.net/s/repository/item/13942 Title Two Students Engage in Fingerprinting Procedures Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_79 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Two students capture their fingerprints. -- Url https://wou.omeka.net/s/repository/item/13941 Title Student Previews a Prepared Slide Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_78 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student previews a slide containing a sample. -- Url https://wou.omeka.net/s/repository/item/13940 Title Students Work at a Bench Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_77 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student pipetted at a bench. -- Url https://wou.omeka.net/s/repository/item/13939 Title Student Operates a Microscope Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_76 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student operates a microscope. -- Url https://wou.omeka.net/s/repository/item/13938 Title Students Read Lab Notes Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_75 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Two students review their lab notes. -- Url https://wou.omeka.net/s/repository/item/13937 Title Pipetting Demonstration Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_74 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A professor demonstrates how to pipette. -- Url https://wou.omeka.net/s/repository/item/13936 Title Adjusting Equipment Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_73 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student watches a professor adjust equipment. -- Url https://wou.omeka.net/s/repository/item/13935 Title Selecting a Microscope Lens Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_72 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student selects a lens for a microscope. -- Url https://wou.omeka.net/s/repository/item/13934 Title Choosing from Microscope Slides Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_71 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student chooses a slide for a microscope. -- Url https://wou.omeka.net/s/repository/item/13933 Title Listening for Instructions Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_70 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Students listen to instructions. -- Url https://wou.omeka.net/s/repository/item/13932 Title Students and Professor Debriefing Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_69 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A professor and students discuss lab results. -- Url https://wou.omeka.net/s/repository/item/13931 Title Examination through a Microscope Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_68 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student observes a sample through a microscope. -- Url https://wou.omeka.net/s/repository/item/13930 Title Examining the Fine Details Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_67 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student observes a sample through a microscope. -- Url https://wou.omeka.net/s/repository/item/13929 Title Seeing the Sample as Described Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_66 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student observes a sample through a microscope. -- Url https://wou.omeka.net/s/repository/item/13928 Title Microscoping High View Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_65 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student observes a sample through a microscope. -- Url https://wou.omeka.net/s/repository/item/13927 Title Microscoping Closeup Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_64 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student observes a sample through a microscope. -- Url https://wou.omeka.net/s/repository/item/13926 Title Microscoping Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_63 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student observes a sample through a microscope. -- Url https://wou.omeka.net/s/repository/item/13925 Title Examining a Microscopic Sample Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_62 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student observes a sample through a microscope. -- Url https://wou.omeka.net/s/repository/item/13924 Title A Completed Chemical Process Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_61 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student observes their completed chemical process. -- Url https://wou.omeka.net/s/repository/item/13903 Title Checking Fingerprint Sample Quality Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_60 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Students closely observe a fingerprint's quality. -- Url https://wou.omeka.net/s/repository/item/13902 Title Checking a Glass for Fingerprints Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_59 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A class gathers to check a beaker for fingerprints. -- Url https://wou.omeka.net/s/repository/item/13901 Title A Student Works with Lab Equipment Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_58 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student works with lab equipment. -- Url https://wou.omeka.net/s/repository/item/13900 Title Smiling Student Using Lab Equipment Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_57 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student gleefully works with lab equipment. -- Url https://wou.omeka.net/s/repository/item/13899 Title Getting a Precise Measurement Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_56 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Two students work closely with lab equipment. -- Url https://wou.omeka.net/s/repository/item/13898 Title Further Dilution Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_55 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Students work with lab equipment. -- Url https://wou.omeka.net/s/repository/item/13897 Title Analyzing pH Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_54 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Students work with equipment as a professor observes. -- Url https://wou.omeka.net/s/repository/item/13896 Title Checking Measurement Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_53 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Students closely observe their measurements. -- Url https://wou.omeka.net/s/repository/item/13895 Title A Student Watches a Gauge Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_52 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Students observe the measurement equipment. -- Url https://wou.omeka.net/s/repository/item/13894 Title A Professor Demonstrates Measurement Equipment Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_51 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A professor demonstrates the measurements required. -- Url https://wou.omeka.net/s/repository/item/13893 Title Diluting a Solution Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_50 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student pours the diluter into a beaker. -- Url https://wou.omeka.net/s/repository/item/13892 Title Students React to a Reaction Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_49 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Two students excitedly react to a chemical reaction. -- Url https://wou.omeka.net/s/repository/item/13891 Title Lecture at the Board Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_48 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A professor presents as students listen. -- Url https://wou.omeka.net/s/repository/item/13890 Title Adjusting the Microscope Focus Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_47 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student adjusts a microscope's focus.. -- Url https://wou.omeka.net/s/repository/item/13889 Title Adjusting the Microscope Slide Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_46 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student positions a slide into a microscope. -- Url https://wou.omeka.net/s/repository/item/13888 Title Selecting a Slide Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_45 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student selects a slide to be used on a microscope. -- Url https://wou.omeka.net/s/repository/item/13887 Title Fingerprinting Demonstration Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_44 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A professor demonstrates fingerprinting to students. -- Url https://wou.omeka.net/s/repository/item/13886 Title Focusing on the Lecture Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_43 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Students concentrate on a professor. -- Url https://wou.omeka.net/s/repository/item/13885 Title Sign Language Interpreting in a Chemistry Lab Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_42 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Students work on their chemistry lab. -- Url https://wou.omeka.net/s/repository/item/13884 Title Adjusting Eyepieces Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_41 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student observes a sample on a microscope. -- Url https://wou.omeka.net/s/repository/item/13863 Title Peering through a Microscope Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_40 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student observes a sample on a microscope. -- Url https://wou.omeka.net/s/repository/item/13862 Title Considering Slide Placement on the Microscope Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_39 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A professor observes a student consider a slide placement. -- Url https://wou.omeka.net/s/repository/item/13861 Title Examining a Fingerprinting Card Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_38 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A group of students observe a fingerprint card. -- Url https://wou.omeka.net/s/repository/item/13860 Title Diluting into a Beaker Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_37 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student checks if they poured enough dilutor. -- Url https://wou.omeka.net/s/repository/item/13859 Title A Professor Demonstrates Lifting a Fingerprint Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_36 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Students attentively watch a professor's demonstration. -- Url https://wou.omeka.net/s/repository/item/13858 Title A Professor Explains the Lab Instrument Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_35 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A professor explains the lab instrument -- Url https://wou.omeka.net/s/repository/item/13857 Title Students Work in a Chemistry Lab Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_34 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Two students work on their chemistry lab. -- Url https://wou.omeka.net/s/repository/item/13856 Title Two Students Watch a Chemical Reaction Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_33 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Two students eagerly await the chemical reaction of the lab. -- Url https://wou.omeka.net/s/repository/item/13855 Title A Student Dilutes to an Indicated Line Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_32 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A professor assists a student with their lab. -- Url https://wou.omeka.net/s/repository/item/13854 Title Activities at a Chemistry Workbench Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description Five people work facing the length of a laboratory bench, their upper bodies in left profile or three-quarter view. Closest to us, a teacher with ponytailed red hair demonstrates pipetting technique to a student who wears a bright red pullover and chemical splash goggles. They both wear blue nitrile gloves, and the teacher’s left hand aims the pipette toward an open vial she holds in her right hand; the student intently observes the technique. Further along the bench, two women practice fingerprinting, and another woman uses a microscope. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_31 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Key Words women; Western European; Southwestern European; Mexican; age:53; age:21; age:22; age:23; Hispanic; Deaf/Hard of Hearing; mobility aids; central line; hearing aids; disabled; Note A female student observes pipetting technique, two others practice fingerprinting, and another uses a microscope. Note Students practice various activities in a chemistry lab. -- Url https://wou.omeka.net/s/repository/item/13853 Title Visualizing DNA within a Cell Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Students discuss cellular DNA -- Url https://wou.omeka.net/s/repository/item/13852 Title Students Draw a Cell Boundary Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Students draw a cell boundary around DNA beads. -- Url https://wou.omeka.net/s/repository/item/13851 Title Students Use Chalk and Pop Beads Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Students use chalk and DNA simulation beads. -- Url https://wou.omeka.net/s/repository/item/13850 Title Professor Introduces DNA Simulation Kits Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A group of students attentively observe a professor's demonstration. -- Url https://wou.omeka.net/s/repository/item/13849 Title Students Consider Lab Instructions Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_26 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Students lean in and listen. -- Url https://wou.omeka.net/s/repository/item/13848 Title Students Listen from the Bench Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Students focus on instruction. -- Url https://wou.omeka.net/s/repository/item/13847 Title Anticipating Completion of Gel Running Process Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Students at a bench eagerly await the results of their lab. -- Url https://wou.omeka.net/s/repository/item/13846 Title Using Lab Equipment under Observation Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A professor observes a student using equipment. -- Url https://wou.omeka.net/s/repository/item/13845 Title A Student Pipettes into a Gelbox Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student smiles as she pipettes into a gelbox. -- Url https://wou.omeka.net/s/repository/item/13844 Title A Student Pipettes under Professor's Observation Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student pipettes under professor's observation. -- Url https://wou.omeka.net/s/repository/item/13823 Title Students Perform Gel Electrophoresis Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_20 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Two students attentively watch as they run their gel. -- Url https://wou.omeka.net/s/repository/item/13822 Title Two Students Run a Gel Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Two students concentrate as they run their gel. -- Url https://wou.omeka.net/s/repository/item/13821 Title A Student Adds a Sample to a Gelbox Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A student pipettes a sample into a gelbox. -- Url https://wou.omeka.net/s/repository/item/13820 Title Professor Preps a Gelbox Exercise Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note A professor pours liquid into a gelbox. -- Url https://wou.omeka.net/s/repository/item/13819 Title Students Practice Pipetting Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_16 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Students practice pipetting. -- Url https://wou.omeka.net/s/repository/item/13818 Title Students Use a Pipettor and Vortexer Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note alt-text is not yet provided for this image Note Students use a pipettor and a vortexer -- Url https://wou.omeka.net/s/repository/item/13817 Title Students Practice Pipetting Technique Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_14 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note Several women work on one side of a bench, their female professor observes and an ASL interpreter signs from the other side. Note Students practice pipetting technique in a science lab. -- Url https://wou.omeka.net/s/repository/item/13816 Title Professor Demonstrates a Mini Centrifuge Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note Four women watch their female science professor perform lab activity. Note A professor demonstrates using a mini centrifuge. -- Url https://wou.omeka.net/s/repository/item/13815 Title Professor Demonstrates Using a Microcentrifuge Tube and Vortexer Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note Two young women, one who is Hispanic and the other who has a central line, watch lab activity by their female professor. Note Professor demonstrates using a vortexer with a microcentrifuge tube. -- Url https://wou.omeka.net/s/repository/item/13814 Title Students Watch Pipetting Technique Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_11 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note Several women closely observe a female professor using a pipettor, and an ASL interpreter signs. Note Students watch pipetting technique. -- Url https://wou.omeka.net/s/repository/item/13813 Title Discussing the Lab Assignment Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_10 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note A young Hispanic woman listens to her female lab partner, who wears a central line and medical backback. Note Two students discuss a lab assignment. -- Url https://wou.omeka.net/s/repository/item/13812 Title Pantomiming to Clarify Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_09 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note A female professor gestures to explain to a student who uses an ASL interpreter, with other students otherwise engaged. Note A professor demonstates a process, surrounded by students in a lab. -- Url https://wou.omeka.net/s/repository/item/13811 Title Taking a Turn Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_08 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note A young woman and a middle-aged woman share a microscope during lab. Note A student leans in for her turn viewing a microscopic sample. -- Url https://wou.omeka.net/s/repository/item/13810 Title Laughter at the Lab Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_07 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note A female science professor with a lively smile reaches toward a microscope in use by a young woman with a gentle smile. Note A professor and student share a laugh doing lab work. -- Url https://wou.omeka.net/s/repository/item/13809 Title Peering into a Microscope Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_06 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note A woman looks carefully through a binocular eyepiece. Note A student peers into a microscope. -- Url https://wou.omeka.net/s/repository/item/13808 Title Concentration on a Microscopic Sample Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note A woman focuses on the laboratory task while others talk. Note A student concentrates on a microscopic sample. -- Url https://wou.omeka.net/s/repository/item/13807 Title Examining a Sample under a Microscope Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM 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. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_31 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Key Words women; Native Hawaiian; Filipino/a; age:22; tattoos; ear piercings; brown hair; freckles; Note A young woman peers with concentration into a binocular eyepiece. Note A student examines a microscopic sample during lab. -- Url https://wou.omeka.net/s/repository/item/13806 Title Students Examine Microscopic Specimens Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_03 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note Several women use microscopes at a length of bench, a female professor stands behind them. Note Students in a lab examine microscopic specimens. -- Url https://wou.omeka.net/s/repository/item/13805 Title Sharing a Microscope Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_02 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note One woman looks into a binocular eyepiece and her female lab partner waits her turn. Note Students share a microscope in a science lab. -- Url https://wou.omeka.net/s/repository/item/13804 Title A Professor Helps with a Microscope Creator Seyed Abdollah Shahrokni Janeanne Rockwell-Kincanon Subject colleges universities science laboratories diverse students STEM Description a description is not yet provided for this image. Publisher Western Oregon University Date 2023 Type Image;StillImage Photograph Identifier diversityimages_01 Is Part Of https://wou.omeka.net/s/repository/page/diversity-images License http://creativecommons.org/licenses/by/4.0/ Note Two female students receive guidance from a female science professor in the lab. Note A professor helps with a microscope. -- Url https://wou.omeka.net/s/repository/item/13782 Title Recommendations for the Monolingual Teacher: Instructional Strategies to Support Students who are Emergent Bilingual Creator Erica Guddat Subject emergent bilingual k-12 education Date 6/17/2024 Type Text Identifier honors_073024g Language eng 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. 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. Degree Undergraduate Honors Thesis Department or school name within institution Honors Note Kristen L. Pratt Note Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/13781 Title Departing the Monolingual Form of Instruction: Best Practices for Supporting Emergent Bilingual Elementary Students Creator Emily Schneider Subject emergent bilingual k-12 education Date 6/17/2024 Type Text Identifier honors_073024f Language eng 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. 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. Degree Undergraduate Honors Thesis Department or school name within institution Honors Note Jessica Dougherty Note Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/13779 Title How can we spread the importance of wetlands to the youth of today? Creator Claire Rickis Subject wetlands middle school curriculum Date 6/17/2024 Type Text Identifier honors_073024d Language eng 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. 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. Degree Undergraduate Honors Thesis Department or school name within institution Honors Note Phillip Wad Note Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/13776 Title Combating Menstrual Period Poverty in the State of Oregon Creator Abby Schrunk Subject menstruation k-12 education Date 6/17/2024 Type Text Identifier honors_073024a Language eng 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. 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. Degree Undergraduate Honors Thesis Department or school name within institution Honors Note Emily Vala-Haynes Note Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/13757 Title Campus Gardens as an Answer to Food Insecurity and the Health and Well-being of College Students Creator Rick Tingle Date 6/15/2024 Type Text Language English 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. 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. Degree thesis Master of Science in Justice Studies Key Words campus community gardens, food banks, food insecurity Type thesis -- Url https://wou.omeka.net/s/repository/item/13756 Title A Collaborative Approach to Supporting Long Term English Learners: Implementing a Co-Teaching Model in Secondary Schools Creator Zachary Cole Date 8/1/2024 Type Text; Image; StillImage Language English 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. 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. Degree professional_project Master of Science in Education: Curriculum and Instruction Key Words Co-teaching in Multilingual Programs, LTELs, Action Research in ESOL Note Joshua Schulze Annie Delbridge Jessica Dougherty Type professional_project -- Url https://wou.omeka.net/s/repository/item/13753 Title Tier 2 Intervention and Differentiation in a Diverse Elementary Classroom Creator Samuel C. Connor Date 6/15/2024 Type Text; Image; StillImage Language English 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. 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. This project also notes the importance of early reading interventions for students in low-economic communities, and from diverse backgrounds. Degree professional_project Master of Science in Education: Curriculum and Instruction Key Words elementary, intervention, differentiation Note Joshua Schulze Melissa Frank Chelsea Lally Type professional_project -- Url https://wou.omeka.net/s/repository/item/13752 Title Hearts of Gaming Creator Nicholas Werner Date 6/15/2024 Type Text; Image; StillImage Language English 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. 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. License CC-BY-NC-SA (attribution, non-commercial, share alike) Degree professional_project Master of Science in Education: Interdisciplinary Professional Studies Key Words Digital Literacy, History, Video games Note Joshua Schulze Gregory Zobel Marcus Wenzel Type professional_project -- Url https://wou.omeka.net/s/repository/item/13751 Title How New Educators Are Incorporating Technology into Their Post Covid Classrooms Creator Nancy Morales Date 6/15/2024 Type Text; Image; StillImage Language English 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. 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. Degree professional_project Master of Science in Education: Curriculum and Instruction Key Words technology tools, self-efficacy, student attitudes Note Joshua Schulze Gregory Zobel Marcus Wenzel Type professional_project -- Url https://wou.omeka.net/s/repository/item/13748 Title Crafting a 12th-Grade Curriculum to Fill Diverse Literature Gaps in High School English Creator Mackenzee Collins Date 6/15/2024 Type Text Language English 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. 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. Degree professional_project Master of Science in Education: Literacy Education Key Words high school English, multicultural education, intersectionality Note Joshua Schulze Jacyln Caires-Hurley Kristin Simeone-Myhre Type professional_project -- Url https://wou.omeka.net/s/repository/item/13744 Title School Resource Officers: What is the Impact? Creator Jillian Harris Date 6/15/2024 Type Text Language English 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. 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. Degree professional_project Master of Science in Justice Studies Type professional_project -- Url https://wou.omeka.net/s/repository/item/13743 Title Creating a Framework For A Girls In STEM After School Club Creator Jenna Bowman Date 6/15/2024 Type Text Language English 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. 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. Degree professional_project Master of Science in Education: STEM Education Note Joshua Schulze Peter Henning Audrey Foley Type professional_project -- Url https://wou.omeka.net/s/repository/item/13742 Title Social Studies and Social-Emotional Learning in Alternative Education Creator Jaylene A. Vegas-Kentner Date 6/15/2024 Type Text; Image; StillImage Language English 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. 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. Degree professional_project Master of Science in Education: Curriculum and Instruction Key Words SEL, Rural Education Note Joshua Schulze Margaret Nesbit Kenneth Carano Type professional_project -- Url https://wou.omeka.net/s/repository/item/13718 Title Welcome! ¡Bienvenidos! Chào mừng!: Using culturally inclusive language acquisition strategies to promote academic language use for when everyone in your classroom Creator Derek Daniel Date 9/1/2024 Type Text; Image; StillImage Language English, Spanish, Vietnamese 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. 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. Degree professional_project Master of Science in Education: ESOL Key Words Language acquisition, culturally responsive pedagogy, academic language Note Joshua Shulze Kristen Pratt Jessica Dougherty Type professional_project -- Url https://wou.omeka.net/s/repository/item/13717 Title Strategic Play: Advancing Teacher Professional Development in K-5 Digital Game-Based Learning Creator Connor Eyler Date 6/15/2024 Type Text; Image; StillImage Language English 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. 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. License CC-BY-NC (attribution, non-commercial) Degree professional_project Master of Science in Education: Curriculum and Instruction Key Words Instruction, elementary students, games Note Gregory Zobel Joshua Schulze Dana Ulveland Type professional_project -- Url https://wou.omeka.net/s/repository/item/13714 Title Rebuilding Teacher Morale: The Benefits of Integrating Social and Emotional Learning into Core Academics for Educators and their Students Creator Charly Sturgeon Date 6/14/2024 Type Text; Image; StillImage Language English 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. 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. Keywords: Social/emotional learning (SEL), self-awareness, self-management, social awareness, relationship skills, responsible decision making, student engagement, demoralization, burnout, autonomy, integrated curriculum design License CC-BY-NC-ND (attribution, non-commercial, no derivatives) Degree professional_project Master of Science in Education: Early Childhood Education Key Words SEL, Demoralization, Integrated Curriculum Design Note Josh Schulze Rachel Harrington Cindy Ryan Type professional_project -- Url https://wou.omeka.net/s/repository/item/13713 Title Literacy Learning Through Playful Inquiry and Exploration Creator Carlee A. Quade Date 6/14/2024 Type Text; Image; StillImage Language English 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. 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. Degree professional_project Master of Science in Education: Reading Key Words early elementary, purposeful play, literacy in K-2 Note Joshua Schulze Andrea Emerson Ya-Fang Cheng Type professional_project -- Url https://wou.omeka.net/s/repository/item/13712 Title The Science of Reading in Small Groups: A Professional Development for Teachers Creator Callie Doerfler Date 6/14/2024 Type Text; Image; StillImage Language English 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. 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. Degree professional_project Master of Science in Education: Reading Key Words SOR, interventions, reading small groups Note Joshua Schulze Chloe Hughes Taylor Kramer Type professional_project -- Url https://wou.omeka.net/s/repository/item/13708 Title Implementation of Instructional Methods that Support Development of Reading Comprehension Strategies Creator Breanna M. Roberts Date 6/15/2024 Type Text Language English 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. 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. Degree professional_project Master of Science in Education: Reading Key Words reading comprehension, comprehension strategies, reciprocal reading Note Joshua Schulze Melanie Landon-Hays Annie Delbridge Type professional_project -- Url https://wou.omeka.net/s/repository/item/13707 Title Teaching Mathematics with A Citizenship Focus Creator Valeria Romero Prada Date 6/15/2024 Type Text Language English 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. 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? Degree action_research Master of Arts in Teaching (initial licensure) Key Words relevant pedagogy, relevancy in mathematics Note Joshua Schulze Michael Jennings Type action_research -- Url https://wou.omeka.net/s/repository/item/13706 Title Promoting Student Agency and Engagement Through the Use of Inquiry Based Learning in the Science Classroom Creator Terry Marcey Date 6/1/2024 Type Text Language English 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. 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. Degree action_research Master of Arts in Teaching (initial licensure) Note Joshua Schulze Danny Ortiz Type action_research -- Url https://wou.omeka.net/s/repository/item/13705 Title What is Driving Student Motivation?: Improving Motivation in Physical Education Creator Sam DuPuis Date 6/15/2024 Type Text Language English 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. 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. Degree action_research Master of Arts in Teaching (initial licensure) Key Words Physical education, Motivation, Engagement Note Amber Deets Joshua Schulze Gay Timken Type action_research -- Url https://wou.omeka.net/s/repository/item/13704 Title Inclusion of Students with Autism in Mainstream General Education Classrooms Creator Robert Michael Redfield Date 6/14/2024 Type Text Language English 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. 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. Degree action_research Master of Arts in Teaching (initial licensure) Key Words Classroom, Autism, Inclusion Note Xiaopeng Gong Amy Bowden Type action_research -- Url https://wou.omeka.net/s/repository/item/13702 Title INCREASING STUDENT ENGAGEMENT BY SUPPORTING NEEDS Creator Raphael F. Concha Garcia Date 6/15/2024 Type Text; Image; StillImage Language English, Spanish 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. 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. Degree action_research Master of Arts in Teaching (initial licensure) Key Words Cajabamba, Paramonga, North Bend. Note Xiaopeng Gong Dustin Hood Type action_research -- Url https://wou.omeka.net/s/repository/item/13681 Title Exploring the Educational Benefits of Ocarina Instruction: A Focus on Musical Reading Comprehension in Elementary Students Creator Nikita Williams Date 6/15/2024 Type Text Language English 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. Abstract This research study examined the connection between students' growth in musical reading comprehension and their advancement through the skill set of playing the ocarina. The students involved were 24 fourth- and fifth-grade students in a blended class in a small rural K-8 school. For six weeks, students learned how to read and play nursery rhymes using their ocarinas to use as a tool to learn the staff notes on the treble clef. Students' other skills during the unit were rhythm reading skills, song recognition, and aural skills, such as repeating songs and scales. They performed a 15-bar melody using standard music notation and using color-coded fingering charts as reference for the notes. The music classes were taught in person, with 30-minute classes three days a week for six weeks. They started their songs during the fourth week and performed them during the last week of the study. Students were asked to submit exit tickets periodically during the study to assess their progress in learning to read notes on the staff and ocarina fingerings. We had several playtests and written tests during this time to help identify which skills the students had mastered. The findings of the study showed nearly 52% of students could pass a post-test of 80% or higher of just staff notes knowledge, 14% scored 50%-60%, and 33% scored under 60% on their final written assessment. Most students did score above 70% on all playtests, while 30% needed to retake a section of the playtests. The results of the study have important implications for music teachers. License CC-BY-NC (attribution, non-commercial) Degree action_research Master of Arts in Teaching (initial licensure) Key Words Ocarina, Classroom instruction Note Xiaopeng Gong Jean Elliot Type action_research -- Url https://wou.omeka.net/s/repository/item/13680 Title Increase Student Engagement in High School Business Classes Through Providing Real-Life Connections to Students Creator Nadia J. Ceballos McLeod Date 6/14/2024 Type Text; Image; StillImage Language English 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. 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. The 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. Degree action_research Master of Arts in Teaching (initial licensure) Key Words Engagement, Business, Connections Note Xiaopeng Gong Jennifer Dixon Type action_research -- Url https://wou.omeka.net/s/repository/item/13679 Title A Study of Culturally Responsive Teaching Practices Creator Melanie Oakes Date 6/14/2024 Type Text; Image; StillImage Language English 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. 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. Degree action_research Master of Arts in Teaching (initial licensure) Key Words Culturally responsive teaching, culturally relevant teaching, motivation and engagement Note Joshua Schulze Brandis Piper Type action_research -- Url https://wou.omeka.net/s/repository/item/13678 Title Bravery in Teaching: Climate Science Reality Creator Mel Spring Date 6/15/2024 Type Text; Image; StillImage Language English 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. Abstract In an era where the impacts of climate change are increasingly undeniable, the need to cultivate environmental stewardship and critical thinking among students has never been more pressing. This action research project, titled "Bravery in Teaching: Climate Science Reality," aims to explore and evaluate the integration of climate science into the middle school curriculum, with a specific focus on 7th-grade students. The project is driven by the hypothesis that a comprehensive understanding of climate science, when woven into the fabric of everyday learning, can empower students with the knowledge, skills, and attitudes necessary to navigate and address the complexities of the global climate crisis. Degree action_research Master of Arts in Teaching (initial licensure) Key Words Climate change, integration with lessons, middle school Note Marie LeJeune Michael Jennings Joshua Schulze Type action_research -- Url https://wou.omeka.net/s/repository/item/13677 Title Using a Multi-Genre Approach to Teaching Literature: Enhancing Motivation and Engagement Creator Maya Hatton Date 6/15/2024 Type Text; Image; StillImage Language English 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. 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. Degree action_research Master of Arts in Teaching (initial licensure) Key Words multi-genre literature, motivating students, individualized education Note Joshua Schulze Tracy Velez Type action_research -- Url https://wou.omeka.net/s/repository/item/13676 Title Reading Motivation in Students Creator Mary Driskell Date 6/14/2024 Type Text; Image; StillImage Language English 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. 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. So, 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. Degree action_research Master of Arts in Teaching (initial licensure) Key Words Reading Motivation, Motivation, Book Clubs Note Joshua Schulze Laura Kolodziejczak Type action_research -- Url https://wou.omeka.net/s/repository/item/13675 Title A Place for Everyone: Exploring Diversity, Inclusivity and Culturally Relevant Pedagogy in the Theatre Classroom Creator Madeline Williams Date 6/15/2024 Type Text; Image; StillImage Language English 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. 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. Degree action_research Master of Arts in Teaching (initial licensure) Key Words Theatre, Curriculum, Diversity Type action_research -- Url https://wou.omeka.net/s/repository/item/13674 Title Implementing Inquiry-Based Learning in Social Studies Creator Lindsey Shriner Date 6/14/2024 Type Text; Image; StillImage Language English 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. Abstract This research paper examines the instructional strategies and student outcomes of inquiry-based learning (IBL) in social studies. The desired student outcome is to increase student engagement in social studies. When considering my research question, I came to the conclusion that I would like to find how to implement inquiry-based learning to raise perceived value, or relevance, as a way to increase engagement, in my students’ relationship with social studies. In connection with the INTASC standards, this question responds to standard #8: Instructional Strategies. I often find that students do not enjoy social studies and I think that a large part of the disdain for it is that people find it irrelevant and removed from their lives. I find that social studies is the exact opposite; it is exactly the point, to study and learn about the historical events that led us to our current and future moments. In integrating more inquiry-based learning, students not only improve their awareness in life, but are allowed the option to dive into their own curiosities and make history and the world around them more relevant. Findings of the study showed there was an increase in student engagement in the content through the implementation of inquiry-based learning instruction. This was due to an increase in student responsibility and decision-making in their learning, as outlined in the principles of inquiry-based learning. Student engagement increased with less structure placed on the instruction and when students were asked to think more critically and engage with the content. Through integrating more inquiry-based learning, students not only improve their awareness in life, but are allowed the option to dive into their own curiosities and make history and the world around them more relevant. Degree action_research Master of Arts in Teaching (initial licensure) Key Words inquiry-based learning Note Xiaopeng Gong Tyler Bentley Type action_research -- Url https://wou.omeka.net/s/repository/item/13673 Title Breaking Barriers: A critical exploration of race, curriculum, and inclusivity Creator Lindsey Rivenes-Howard Date 6/15/2024 Type Text; Image; StillImage Language English 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. 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. Degree action_research Master of Arts in Teaching (initial licensure) Key Words Critical Race Theory Note Joshua Schulze Mair LeJeune Type action_research -- Url https://wou.omeka.net/s/repository/item/13672 Title Critical Media Literacy Instruction in the Secondary Classroom Creator Lance Lilly Date 6/15/2024 Type Text; Image; StillImage Language English 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. 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. Degree action_research Master of Arts in Teaching (initial licensure) Key Words critical media literacy, critical analysis Note Joshua Schulze Amy Bowden Type action_research -- Url https://wou.omeka.net/s/repository/item/13671 Title Songwriters in the Round: Centering Student Voices and Decolonizing Curriculum in the Secondary Music Classroom Creator Kevin Fox Date 6/15/2024 Type Text; Image; StillImage Language English 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. 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. License CC-BY-NC (attribution, non-commercial) Degree action_research Master of Arts in Teaching (initial licensure) Key Words culturally relevant pedagogy, universal design of learning, music education Note Joshua Schulze Silas Hassrick Type action_research -- Url https://wou.omeka.net/s/repository/item/13670 Title An Investigation On The Effects Of Culturally Relevant Pedagogy On Low-Income Rural Students In The Science Classroom Creator Jesse McMillin Date 12/1/2023 Type Text Language English 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. Abstract This action research investigates the effects of Gloria Ladson-Billings’ Culturally Relevant 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. License CC-BY (attribution) Degree action_research Master of Arts in Teaching (initial licensure) Key Words Culturally Relevant Pedagogy, Science Teaching, Low-income Learners Note Xiaopeng Gong Tana Garcia Type action_research -- Url https://wou.omeka.net/s/repository/item/13669 Title The Use of Technology Guided by the SAMR Model in the World Language Classroom to Increase Student Engagement Creator Jenny Workman Date 6/14/2024 Type Text Language English 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. Abstract This research paper explores the implementation of technology in the Spanish classroom and if the use of technology increases student engagement. As I planned lessons, I used the SAMR Model developed by Rueben Puentedura to guide my decisions on when and what type of technology to use to deepen student learning and increase engagement. My research question guiding my study is: Does the appropriate use of technology increase student engagement in the high school world language classroom? What types of technology do the students benefit from the most? In my lessons, I used several forms of technology: Google Slides, Kahoot, Quizlet, Blooket, YouTube videos, Book Creator, recorded student interviews, Google Earth, and various websites like myspanishplans.org and Google images. I also explored ChatGPT to create several lessons. . As I collected data during the four-week period, I studied two groups of students in a Spanish 1 high school classroom. I measured three different types of engagement, behavioral, cognitive, and emotional. I also kept a teaching journal for observations, highlighted areas in my lesson plans where I used the SAMR Model to guide my planning, and at the conclusion of the study, I gave a student survey to obtain student feedback. The results showed that using technology in the classroom increases student engagement. Findings of the study should encourage other teachers to implement technology in the world language classroom. Keywords: world language, technology, SAMR Model, engagement Degree action_research Master of Arts in Teaching (initial licensure) Note Xioapeng Gong Dana Loso Type action_research -- Url https://wou.omeka.net/s/repository/item/13668 Title Traditional VS. Suzuki Method: Which Method Of Teaching Is More Effective for Beginning Strings Creator Gregory Eggleston Date 6/15/2024 Type Text Language English 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. 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. Degree action_research Master of Arts in Teaching (initial licensure) Note Xiaopeng Gong Richard Greenwood Type action_research -- Url https://wou.omeka.net/s/repository/item/13667 Title BREAD AND ROSES: ON THE POWER OF CLASS STRUGGLE UNIONISM FOR TEACHERS AND STUDENTS IN THE 21ST CENTURY Creator Geovanny Tolentino Date 6/15/2024 Type Text; Image; StillImage Language English 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. 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. Degree action_research Master of Arts in Teaching (initial licensure) Key Words class struggle, pedagogy, unions, labor movement, Multilingual Learners of English, strikes Note Joshua Schulze Kenneth Carano Type action_research -- Url https://wou.omeka.net/s/repository/item/13666 Title Supporting Students Mental and Emotional Well-being through the Implementation of Social Emotional Learning Creator Garrett Netter Date 6/15/2024 Type Text Language English 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. Abstract Social Emotional Learning is a strategy that has been at the forefront of new academic practices throughout the United States and the world. The inclusion of Social Emotional Learning 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. Degree action_research Master of Arts in Teaching (initial licensure) Key Words Social Emotional Learning Note Xiaopeng Gong Ryan McCormack Type action_research -- Url https://wou.omeka.net/s/repository/item/13665 Title Teaching with Culturally Sustaining Music in the Elementary Music Classroom Creator Elijah A. Thompson Date 6/15/2024 Type Text Language English 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. 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. Degree action_research Master of Arts in Teaching (initial licensure) Key Words Culturally Sustaining, World Music Note Joshua Schulze Rich Hernández Type action_research -- Url https://wou.omeka.net/s/repository/item/13664 Title Fostering in the 21st Century Technology in the High School English Language Arts Classroom Creator Baylee Groom Date 6/15/2024 Type Text; Image; StillImage Language English 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. 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. Degree action_research Master of Arts in Teaching (initial licensure) Key Words Digital Natives, Infographic, InTASC Note Joshua Schulze Anna Grewe Davey Type action_research -- Url https://wou.omeka.net/s/repository/item/13662 Title Teaching Business Education and Career and Technical Education to Diverse Learners Creator Abraham Diaz Date 6/15/2024 Type Text Language English 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. 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. Degree action_research Master of Arts in Teaching (initial licensure) Key Words CTE, diverse students Note Joshua Schulze Jonathan Hohm Type action_research -- Url https://wou.omeka.net/s/repository/item/13638 Resource class dctype:Text Title Toward More Equitable Interpreter Training Creator Sara Pressler Yurkovic Subject American Sign Language diversity interpreting Date 3/22/2024 Type Text Image; StillImage Identifier grad_051324b Language eng 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/ 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. Degree Master of Arts in Interpreting Studies Note Elisa Maroney Grace Casanova-Artl Royce Carpenter Type thesis -- Url https://wou.omeka.net/s/repository/item/13616 Resource class dctype:Text Title Fostering Latine Leadership in Organizations Creator Priscila España Subject leadership ethnic diversity Date 2023 Type Text Identifier honors_20240228 Language eng 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/ 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. Degree Undergraduate Honors Thesis/Project Department or school name within institution Honors Note Emily Plec Note Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/13611 Resource class dctype:Text Title Impact of Exposure to Type of Instagram User on Self-Esteem of Young Adults: An Experimental Study Creator Claire Elise Ann Grieb Subject Instagram Self-esteem Date 2022-12-15 Type Text Language eng 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/ 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. Degree Undergraduate Honors Thesis Department or school name within institution Honors Note Chehalis Strapp Note Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/13584 Resource class dctype:Text Title The Roles and Responsibilities of Adults in Youth Extracurricular Activities Creator Neil Zimmerly Subject extracurricular programs child development Date Jun-23 2023-06-15 Type Text Language eng 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/ 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. Degree Honors Thesis Note Kenneth Carano Marcus Wenzel Note Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/13577 Resource class dctype:Text Title The Relationship between Stress and Test Performance Creator Kaitlyn Duncanson Subject stress education Date Jun-23 2023-06-15 Type Text Language eng 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/ 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. Degree Honors Thesis Note Jay Schwartz Note Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/13570 Resource class dctype:Text Title Removing Roadblocks For Families In Math Education Creator Britain Schneider Subject mathematics education Date Jun-23 2023-06-15 Type Text Language eng 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/ 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. Degree Honors Thesis Note Kait Hodgin Note Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/13482 Resource class dctype:Text Title Veronica Magallon-Smith Interview 2023 Creator Alex Huynh Natalie Montalvo Ryan Tiger Mervi Foster 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. Contributor Veronica Magallon-Smith Date 11/13/2000 Identifier oralhistoriesofwou/38 Coverage 15p. 00:23:21 Bibliographic Citation Veronica Magallon-Smith -- Url https://wou.omeka.net/s/repository/item/13481 Resource class dctype:Text Title Debbie Braun Interview 2023 Creator Brittany Lucas Danial Adams Gabe Grecny Kincaid Parsons 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. Contributor Debbie Braun Date 11/9/2023 Identifier oralhistoriesofwou/39 Coverage 8p 00:12:43 Bibliographic Citation 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 Title Investigating the Work of ASL Interpreters in Postsecondary Settings Creator Andrew Weaver Subject Deaf college students interpreting work profile Date 12/8/2023 Type Thesis Text Language eng sgn-US 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. Note Amanda Smith Stacey Rainey Deloris Piper Type Master of Arts in Interpreting Studies -- Url https://wou.omeka.net/s/repository/item/13474 Title Self-Efficacy Among Students in Professional Development Creator Aidan Mack Subject Self-Efficacy Interpreting students Interpreter education Program Date 12/6/2023 Type Thesis Text Images; StillImages Language eng 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. In 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? License CC-BY (attribution) Note Amanda Smith Elisa Maroney Stephanie Clark Type Master of Arts in Teaching (initial licensure) -- Url https://wou.omeka.net/s/repository/item/13466 Resource class dctype:Text 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 Creator Elizabeth Brookbank Subject Reading habits Leisure reading Recreational reading University students Readers’ advisory 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 Publisher Taylor & Francis Group, LLC Date November 3, 2023 Type Text Language eng Relation College and Undergraduate Libraries 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 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 Bibliographic Citation 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 Doi 10.1080/10691316.2023.2261918 Issue 3 Page end 94 Page start 53 Volume 30 Department or school name within institution Library and Academic Innovation -- Url https://wou.omeka.net/s/repository/item/13461 Resource class dctype:Text Title A Little Goes a Long Way: Incremental Growth through Community Fostered Leadership (Full Issue) Description The full issue of interpreting case studies created by 2023 Masters of Arts in Interpreting Studies students at Western Oregon University. Date 11/27/2023 Type Text Identifier maiscasestudies_2023_1 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/13446 Title Helene Stankus: Leading by Example Creator Erin Seipke-Brown Subject interpreting Deaf community growth mindset leadership American Sign Language Date 11/22/2023 Type Text Identifier maiscasestudies_2023_6 Language eng 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/ 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/13334 Title Fourth Grade Reading Intervention Plan Creator Crystal Krahmer Subject Intervention Reading Learning loss Date 8/1/2023 Type Text Language eng 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/ 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. Degree Master of Science in Education: Reading Note Joshua Schulze Marie LeJeune Cindy Ryan Type Professional Project -- Url https://wou.omeka.net/s/repository/item/13333 Title Implementing Culturally Relevant Pedagogy in a Rural Classroom Creator Ryan J Kildea Subject cultrually relevant pedagogy science education junior high Date 8/4/2023 Type Text Language eng 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/ 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. Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays Joshua Schulze Lin Wu Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13329 Title Evaluating Equity: An Analysis of the Community Music Center's After School Program Creator Carly D'Amato Subject Equity SEL Music Date 8/4/2023 Type Text Image;StillImage Language eng 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/ 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. Degree Master of Science in Education: Curriculum and Instruction Note Joshua Schultze Allison Boles Carmen Caceda Type Professional Project -- Url https://wou.omeka.net/s/repository/item/13328 Title Empowering Emergent Bilingual Learners through Scaffolded Critical Thinking Classroom Activities Creator Carolyn Lipnick Subject critical thinking emergent bilinguals middle school Date 8/1/2023 Type Text Language eng 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/ 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. Degree Master of Science in Education: ESOL Note Joshua Schulze Maria Dantas-Whitney Lin Wu Type Professional Project -- Url https://wou.omeka.net/s/repository/item/13326 Title Literature Circle Curriculum Creator Natalie Shreve Subject Literature Circle High School ELA Lesson Plans Date 8/4/2023 Type Text Language eng 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. License CC-BY (attribution) Degree Master of Science in Education: Curriculum and Instruction Note Marie LeJeune Joshua Schulze Erika Fitzyounger Type Professional Project -- Url https://wou.omeka.net/s/repository/item/13323 Title "Will I Ever Feel Ready?" How to Prepare for the ASL Interpreting Field Creator Ashlynne M Setness Subject readiness interpreting confidence Date 8/4/2023 Type Text Language eng 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/ 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. Degree Master of Arts in Interpreting Studies: Theory and Practice Note Amanda Smith Elisa Maroney Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13321 Title Hip Hop Mind in the Music Classroom Creator Tamara Maximovich Subject Hip Hop Pedagogy Action Research Music Education Date 11/19/2023 Type Text Image;StillImage Language eng Abstract This essay is an action research project intended to answer the following research questions: How 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. License CC-BY-NC-SA (attribution, non-commercial, share alike) Degree Master of Arts in Teaching (initial licensure) Note Xiaopeng Gong James Reddan Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13320 Title Increasing Opportunities for Integrating Makerspaces into Rural Elementary Schools Professional Project Creator Edward M Nichols Subject makerspace professional development engagement Date 6/1/2023 Type Text Image;StillImage Language eng 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/ 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. 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. Degree Master of Science in Education: STEM Education Note Joshua Schulze Gregory Zobel Cristina Trecha Type Professional Project -- Url https://wou.omeka.net/s/repository/item/13319 Title Supporting Students’ and Educators’ Mental Health and Emotional Needs Using Culturally Responsive Pedagogy Creator Jessica Anne Lane Subject culturally responsive pedagogy mental health language arts Date 6/16/2023 Type Text Language eng 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. With 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. License CC-BY-NC-ND (attribution, non-commercial, no derivatives) Degree Master of Arts in Teaching (initial licensure) Note Xiaopeng Gong Lin Wu Hillary Fouts Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13318 Title Factors Contributing to Educational Interpreter Turnover Creator Miranda Mayeux Subject : educational interpreting employment turnover Date 6/17/2023 Type Text Image;StillImage Language eng 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/ 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. Degree Master of Arts in Interpreting Studies Note Elisa Maroney Amanda Smith Jordan Ward Type Thesis -- Url https://wou.omeka.net/s/repository/item/13316 Title Culturally Responsive Pedagogy and Teaching Literacy Skills in Math Class Creator Robert A Krause Jr Date 6/1/2023 Type Text Language eng 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/ 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. Degree Master of Arts in Teaching (initial licensure) Note Joshua Shulze Tara Heikila Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13315 Title Using Culturally Relevant Teaching to Develop Critical Thinking in Secondary Chemistry Creator Emily Hamel Subject culturally relevant pedagogy culturally relevant science instruction culturally relevant chemistry instruction Date 6/17/2023 Type Text Image;StillImage Language eng 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/ 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 Counter-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. Degree Master of Arts in Teaching (initial licensure) Note Xiaopeng Gong Jennifer Hampel Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13313 Title Promoting Self-Efficacy in Writing: A Middle School Narrative Writing Unit Creator Mary Katelyn Lowman Subject writing anxiety narrative writing self efficacy Date 6/17/2023 Type Text Image;StillImage Language eng 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/ 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. Degree Master of Science in Education: Curriculum and Instruction Note Joshua Schulze Valerie Brooks Julia Drizin Type Professional Project -- Url https://wou.omeka.net/s/repository/item/13312 Title Culturally Relevant Teaching, From Theory to Practice in a Secondary Health Class Creator Kristine Rosentrater Subject Culturally Relevant Teaching Secondary Health Education Date 6/1/2023 Type Text Language eng 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/ 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. Degree Master of Arts in Teaching (initial licensure) Note Xiaopeng Gong Loren Wisniewski Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13311 Title Teaching Academic Writing to High School English Language Learners Using a Genre Based Pedagogy Creator Lory Cruz-Esquivel Subject Genre Based Pedagogy Writing Instruction Academic Language Date 6/17/2023 Type Text Image;StillImage Language sgn-US eng 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. License CC-BY-NC (attribution, non-commercial) Degree Master of Science in Education: Curriculum and Instruction Note Joshua Schulze Maria Dantas-Whitney Amy Bowden Type Professional Project -- Url https://wou.omeka.net/s/repository/item/13309 Title How Social Emotional Learning and Restorative Justice Practices Cultivate an Inclusive Drama Classroom Creator Delaney Barbour Subject theatre restorative justice middle school Date 6/1/2023 Type Text Image;StillImage Language eng 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/ 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. Degree Master of Arts in Teaching (initial licensure) Note Marie LeJeune Joshua Shulze Nicole Accuardi Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13307 Title Addressing Disruptive and Aggressive Tendencies in Elementary Education: Effective Behavioral Interventions for Students Creator Sydney LaMont Subject Behavioral interventions elementary behavior classroom management Date 6/17/2023 Type Text Image;StillImage Language eng 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/ 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. Degree Master of Science in Education: Early Childhood Education Note Joshua Schulze Ya-Fang Cheng Katrina Hovey Type Professional Project -- Url https://wou.omeka.net/s/repository/item/13306 Title Middle School Emergent Bilinguals and their Classmates use Storytelling in the Social Studies Classroom to Promote Learning and an Inclusive Learning Environment Creator Hayden Tedrow Subject emergent bilinguals storytelling Date 6/17/2023 Type Text Image;StillImage Language eng 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/ 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. Degree Master of Science in Education: Reading Note Joshua Schulze Chloe Hughes Marcus Wenzel Type Professional Project -- Url https://wou.omeka.net/s/repository/item/13305 Title Effects of Proper Intervention on Elementary Aged Students Creator Shelby Faherty Subject literacy intervention RTI Date 6/17/2023 Type Text Image;StillImage Language eng 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/ 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. Degree Master of Science in Education: Literacy Education Note Joshua Schulze Marie LeJeune Amy Bowden Type Professional Project -- Url https://wou.omeka.net/s/repository/item/13303 Title Increasing Student Ownership in the General Music Classroom Creator Christiana Zollner Date 6/1/2023 Type Text Language eng 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/ 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. Through 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. For 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. Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13302 Title How Inclusion Can Benefit General and SPED Students Creator Miykayah Risseeuw Date 6/17/2023 Type Text Image;StillImage Language eng 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/ 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. This 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. Degree Master of Arts in Teaching (initial licensure) Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13301 Title The Effects of Video Demonstrations in Education Creator Emily Hickman Tarbell Subject Video Demonstrations Virtual learning Technology in the classroom Date 6/16/2023 Type Text Image;StillImage Language eng 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/ 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. Degree Master of Science in Education: STEM Education Note Joshua Schulze Michael Hofmann Melada Reichman Type Professional Project -- Url https://wou.omeka.net/s/repository/item/13300 Title Teaching Music in Today's Classrooms: Issues of Equity, Inclusion, and Classroom Climate Creator Drew E Medak Subject Music Equity Jazz Education Classroom Climate Retention Date 6/17/2023 Type Text Language eng 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/ 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? As you read this study, you will see my research questions addressed throughout: How 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? How can I teach my kids healthy competition in conjunction with learning how to love music and create a healthy learning environment? What 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? Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze Patrick Limbert Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13299 Title It’s Not Just About the Art: Helping Students Become Active Learners Through a Culturally Responsive Arts Curriculum Creator Teresa L. Hire Subject culturally responsive teaching middle school visual art participatory pedagogy Date 6/17/2023 Type Text Language eng 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/ 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”. Degree Master of Arts in Teaching (initial licensure) Note Xiaopeng Gong Paula Booth Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13298 Title Increasing Academic Engagement Using Universal Design for Learning in a High School English Language Arts Classroom Creator Alisha Jordan Subject Integrating UDL Multiple means of representation engagement strategies Date 6/17/2023 Type Text Image;StillImage Language eng 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/ 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. In 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. Degree Master of Arts in Teaching (initial licensure) Note Marie LeJeune Melanie Landon-Hayes Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13297 Title Language Focused Professional Development for Educators Serving Emerging Bilingual Students Creator Maribel Ortiz Subject Bilingual Education Emerging Bilinguals Professional Development Date 6/17/2023 Type Text Language eng 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/ 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. Degree Master of Science in Education: Reading Note Joshua Schulze Chloë Hughes Verónica Montes Type Professional Project -- Url https://wou.omeka.net/s/repository/item/13296 Title EMPOWER: Orientation Modules for Pre-Education Freshmen at Western Oregon University Creator Kolbie Kopp Date 6/17/2023 Type Text Language eng 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/ 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. Degree Master of Science in Education: Interdisciplinary Professional Studies Note Joshua Schulze Olivia Flores Gregory Zobel Type Professional Project -- Url https://wou.omeka.net/s/repository/item/13294 Title Revising a Fourth-Grade Math Unit Using Self-Paced and Blended Learning Strategies Creator Arriel Robinson Subject Modern Classroom Modern Classroom Instruction Date 6/16/2023 Type Text Image;StillImage Language eng 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/ 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. Degree Master of Science in Education: Curriculum and Instruction Note Joshua Schulze Randall (Dana) Ulveland Gregory Zobel Type Professional Project -- Url https://wou.omeka.net/s/repository/item/13293 Title Utilizing Direct Phonemic Awareness Instruction to Support Intervention in a Title Ⅰ First- Grade Classroom Creator Sapphire Dorfman Subject Phonemic awareness phoneme-graphing mapping intervention Date 6/17/2023 Type Text Image;StillImage Language eng 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/ 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. Degree Master of Science in Education: Reading Note Joshua Schulze Marie LeJeune Chloe Hughes Type Professional Project -- Url https://wou.omeka.net/s/repository/item/13292 Title Creating and Implementing a Website to Enhance the Socialization and Participation within a High School Anime Club Creator Jessica N. Patty Subject effects of COVID-19 after school clubs social-emotional skills and technology Date 6/17/2023 Type Text Image;StillImage Language eng 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. License CC-BY (attribution) Degree Master of Science in Education: Curriculum and Instruction Note Joshua Schulze Madeline Hunt Kevin Helfman Type Professional Project -- Url https://wou.omeka.net/s/repository/item/13291 Title Exploring Co-Teaching in an Integrated ELA/ELD Secondary Classroom Creator Cierra M. La Bounty Subject Co-Teaching Collaborative Teaching Emergent-Bilinguals Date 6/17/2023 Type Text Image;StillImage Language eng 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/ 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. Degree Master of Science in Education: Curriculum and Instruction Note Joshua Schulze Alicia Wenzel Jessica Dougherty Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13288 Title Creating Meaningful-Culturally Responsive Art Learning Experiences for Secondary Students Creator Kimberley Tzung Mei Vu Subject Visual Art Class Pacific Northwest CRT Date 6/16/2023 Type Text Image;StillImage Language eng 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/ 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. Modifications 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. Degree Master of Arts in Teaching (initial licensure) Note Marie LeJeune Marie Zens Melanie Landon-Hays Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13286 Title Mind the Gap: A Survey and Critical Analysis of Diversity-Related Competencies and Standards Within ASL/English Interpreter Education Creator Nathan Brown Subject Signed Language Interpreting Adult Education and Teaching Anti-Racism Date 6/1/2023 Type Text Image;StillImage Language eng 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/ 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. The 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. Educators 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. Degree Master of Arts in Interpreting Studies Note Elisa M. Maroney Amanda R. Smith Erica West Oyedele Type Thesis -- Url https://wou.omeka.net/s/repository/item/13285 Title Use of Engaged Pedagogy in Health Education Creator Joseph Luco Subject engaged pedagogy holistic engagement Date 6/16/2023 Type Text Image;StillImage Language eng 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/ Abstract This research study takes a look at teaching students in a high school health education from the lens of engaged pedagogy. It examines how students respond to taking a holistic approach 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. Degree Master of Arts in Teaching (initial licensure) Note Xiaopeng Gong Loren Wisniewski Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13284 Title Using Engaged Pedagogy to Foster Holistic Growth in a Physical Education Classroom Creator McKenzie M. Hunt Subject engaged pedagogy physical education elementary Date 6/17/2023 Type Text Image;StillImage Language eng 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/ 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?" To 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 Degree Master of Arts in Teaching (initial licensure) Note Xiaopeng Gong Corrine McGinnis Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13283 Title Helping Students Develop Agency in Secondary English Language Arts Creator Erin Worley Subject education English Language Arts agency Date 6/17/2023 Type Text Image;StillImage Language eng 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/ 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. Keywords: education, English Language Arts, agency Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze Charlotte Riester Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13282 Title Critical pedagogy and physical education Creator Ben Bauman Subject physical education critical pedagogy Date 6/16/2023 Type Text Language eng 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/ 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. Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze Kyla Van Voorst Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13281 Title Applying Humanistic Theory to a Secondary Mathematics Classroom Creator Timothy R. Hartley Subject Humanistic Theory Secondary Mathematics Self Efficacy Date 6/17/2023 Type Text Language eng 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/ 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. The 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. Degree Master of Arts in Teaching (initial licensure) Note Marie LeJeune Melanie Landon-Hays Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13280 Title Employing Culturally Responsive Teaching and Student-Led Inquiry in Diverse Classrooms to Increase Engagement and Student Success Creator Brian Bohannon Subject Culturally Responsive Teaching Student-led Inquiry Date 6/17/2023 Type Text Image;StillImage Language eng 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. This 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. License CC-BY-ND (attribution, no derivatives) Degree Master of Arts in Teaching (initial licensure) Note Marie Lejeune Melanie Landon-Hays Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13279 Title Fostering Engagement Through Critical Literacy and Academic Literacy Creator Taylor Mead Subject Critical Literacy Engagement Date 6/17/2023 Type Text Language eng 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/ 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. Degree Master of Arts in Teaching (initial licensure) Note Xiaopeng Gong Jessica Dowdy Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13278 Title Promoting Student Engagement Through Culturally Relevant Lens in Secondary Mathematics Classrooms Creator James Kelson Subject Mathematics Engagement Culturally Relevant Date 6/17/2023 Type Text Image;StillImage Language eng 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/ 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. Degree Master of Arts in Teaching (initial licensure) Note Xiaopeng Gong Michael Jennings Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13277 Title Cultural Paradigms in Music Education Creator Ashley Wilson Date 6/17/0023 Type Text Language eng 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/ Abstract Band is a highly differentiated subject in its nature and can become easily overwhelming to 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. This research included an investigation of my lesson plans and instructional strategies in order to increase participation and engagement in the music classroom. Using reflective journaling and observation methods, this analysis was compared to student learning patterns represented by behaviors exhibited in class. Degree Master of Arts in Teaching (initial licensure) Note Xiaopeng Gong Danny Hunt Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13275 Title Implementing Multimodal Learning into Teachings and Assessments Creator Brianna Mautner Subject VARK UDL learning modalities Date 6/17/2023 Type Text Image;StillImage Language eng 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/ 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.” Every 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. Degree Master of Science in Education Note Joshua Schulze Gregory Zobel Randall Ulveland Type Professional Project -- Url https://wou.omeka.net/s/repository/item/13274 Title Engaging and Collaborative Learning in a 4th Grade Orchestra Classroom Creator Kit Abrahamson Subject classroom management improvisation composition Date 6/17/2023 Type Text Image;StillImage Language eng 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. License CC-BY-NC-SA (attribution, non-commercial, share alike) Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze James Reddan Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13273 Title Examining Literacy in Social Studies Classrooms: the Impact of Scaffolding Strategies and Relevant Narratives of People and Place Creator Josey Koehn Subject content area literacy social studies relevant narratives of place Date 6/17/2023 Type Text Image;StillImage Language eng 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/ 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. Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze June Morris Hillary Fouts Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13272 Title The Importance of Literacy Based After School Clubs Creator Marisa Eaton Subject Creative writing after school club literacy Date 6/16/2023 Type Text Image;StillImage ata (charts, tables, raw data files, etc.) Language eng 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/ 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. Degree Master of Science in Education: Curriculum and Instruction Note Joshua Schulze Alicia Wenzel Randall Ulveland Type Professional Project -- Url https://wou.omeka.net/s/repository/item/13210 Title Library Survey 2017 Executive Summary Creator Janeanne Rockwell-Kincanon 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. Date 2-14-2018 Type Text Identifier hamlibrep/1 Language eng Rights http://creativecommons.org/licenses/by/4.0/ -- Url https://wou.omeka.net/s/repository/item/13133 Title Greetings Creator Denise Visuano Description Students greet one another near the swale on the north side of Ackerman Hall. Date 2013 Type article Identifier weekatwou/22 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/ Spatial Coverage Monmouth, OR -- Url https://wou.omeka.net/s/repository/item/13108 Title Symbols of Fine Art & Dance Creator Anna Holt Description "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." Date 1/25/2013 0:00 Type article Identifier weekatwou/40 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/ Spatial Coverage Monmouth, OR -- Url https://wou.omeka.net/s/repository/item/13089 Title Art Knows No Hour Creator Anna Holt 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." Date 1/24/2013 0:00 Type article Identifier weekatwou/39 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/ Spatial Coverage Monmouth, OR -- Url https://wou.omeka.net/s/repository/item/13047 Title Graphic Design: Process and Theory - Historical 2020 Exercise Creator Jen Bracy Subject Covid-19 Western Oregon University graphic design Black Lives Matter course materials Description A graphic design assignment created by Jen Bracy which guides students in creating a series of artworks related to living through 2020. Date 1/1/2020 Type Text; Image; StillImage Language eng Rights This Item is protected by copyright and/or related rights. 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. For other uses you need to obtain permission from the rights-holder(s). http://rightsstatements.org/vocab/InC/1.0/ -- Url https://wou.omeka.net/s/repository/item/12816 Title Sharyne Ryals Interview 2016 Creator Keegan G LeBleu Brianna L Williford Spencer M Welter Jeff R St. John Subject Oral History Oral Histories Western Oregon University Sharyne Ryals 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. Contributor Sharyne Ryals Date 4/28/2016 Type Text; Image; Sound Format PDF; MP3 Identifier 139 Language eng Coverage 4p.; 00:08:37 Rights http://creativecommons.org/licenses/by-nc/4.0/ Bibliographic Citation 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 Title Tina Fuchs Interview 2016 Creator Ashley N Fierstadt Ryan D Steele Caitlin C Bracken Nicholas E Ham Subject Oral History Oral histories Western Oregon University Archives Tina Fuchs LGBTQ Sustainability 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. Contributor Tina Fuchs Date 4/28/2016 Type Text; Image; Sound Format PDF; MP3 Identifier 39 Language eng Coverage 8 p.; 00:18:02 Rights http://creativecommons.org/licenses/by-nc/4.0/ Bibliographic Citation 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/12679 Title College Students' Response to the Death of a Loved One Creator Rachel Feldhaus Whitney Scovell Subject college students death grief Description This presentation was delivered on May 26, 2016 at Western Oregon University Academic Excellence Showcase (Monmouth). Date 2016-05-26 Type Text; Image; StillImage Identifier aes/62 Language eng 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/ Department or school name within institution Psychological Sciences Note Margaret Manoogian -- Url https://wou.omeka.net/s/repository/item/12614 Title The Effects of Mentoring and Sex Differences on Perceptions of Academic Success in At-Risk Minority Youth Creator Sandy Cerda-Lezama Description This presentation was delivered on May 28, 2020 at Western Oregon University Academic Excellence Showcase (Monmouth, OR). Date 2020-05-28 Type Text; Image; StillImage Identifier aes/240 Language eng 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/ Abstract Previous research on academic success shows a difference in achievement level between students who participated in school-based mentoring and those who did not receive mentoring. The purpose of the current study was to explore the effect that mentoring, and sex differences had on the perceptions of academic success in at-risk minority youth. It was predicted that participants would rate students with mentors as more likely to succeed academically in their future. It was also predicted that participants would rate female at-risk minority students higher in terms of future academic success compared to males if they had a mentor, as well as if they did not have a mentor. Participants (N = 29) were college students recruited at Western Oregon University through SONA. They were randomly assigned to read one of four scenarios of an at-risk minority youth’s life and rate their future academic success based on the resources that were provided to them. Results confirmed the prediction that at-risk minority students with a mentor would be perceived as significantly more likely to succeed academically in their future, but there was no significant difference in rating within the sex of the student. The implementation of the results in this study could positively influence parents, teachers, principals, representatives in school boards, etc., by giving them a message that all students can significantly benefit from mentoring independent of their sex. The finding that students who have a mentor are perceived as more successful is meaningful because research indicates that other’s expectations of individuals influences actual outcomes and behaviors. Past research suggests that youth may act as is expected for them to act. If at-risk minority youth are expected to be successful with a mentor, this indicates that the more mentoring provided for youth could be beneficial. Future research on the structure of mentoring programs that best fits the needs of at-risk minority youth, longer-term mentoring programs, and recruitment for more mentor volunteers is warranted. Department or school name within institution Psychological Sciences Note Brooke Dolenc Nott -- Url https://wou.omeka.net/s/repository/item/12613 Title Engaging in Growth Mindset through Photovoice Creator Sandy Cerda-Lezama Description This presentation was delivered on May 28, 2020 at Western Oregon University Academic Excellence Showcase (Monmouth, OR). Date 2020-05-28 Type Text; Image; StillImage Identifier aes/239 Language eng 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/ Abstract Engaging in Growth Mindset through Photovoice Research has demonstrated that children and adolescents with a growth mindset are likely to challenge themselves more often, persevere when they encounter difficulties, and have a higher level of academic achievement compared to those with a fixed mindset. A growth mindset is believing one can develop skills and talents, and this mindset leads to several positive youth outcomes (Dweck, 2019). A fixed mindset means believing that intelligence and talents are simply fixed traits, and this mindset can create barriers for youth because of believing they are not capable of accomplishing certain skills and goals. (Clear, 2018). However, research proves it is possible to transform fixed mindsets into growth mindsets. A lack of empirical understanding on how youth articulate their understanding of growth mindsets as well as how the construct and mentoring might integrate exists. Therefore, the purpose of this research was to determine if and how mentoring could be used to increase growth mindsets in adolescents and to understand what a growth mindset means to adolescents in a mentoring context. The present study used a type of participatory action research known as Photovoice to investigate these relationships. This method of research employs techniques that can capture data derived from youth perspectives, with the idea that these perspectives can provide details of existing problems that face youth. The objective of Photovoice is to support the self-empowerment of participants by providing them with an opportunity to express their experiences and “speak” through photographs about issues that challenge them, to connect with others in their community, and advocate for change. Photovoice engages those who do not usually have a say in the decisions that affect their daily lives, such as middle school students, as a way for them to deepen their understanding of an issue. Because of Covid-19, we were unable to proceed with our research with the Talmadge Middle School and Western Oregon University Mentoring Program. However, using pilot study data, it was determined that youth saw the value of hard work to achieve a goal, as opposed to giving up, because the process was meaningful. Additionally, it was found that adults who do not listen or empathize with youths’ feelings were viewed as an obstacle to growth mindsets for youth. The use of Photovoice in a mentoring context engages adolescents in power-sharing research, creating a sense of belonging and empowerment that their perspectives are being heard, evaluated and, represented. Mentors can help children feel confident in their skills due to the guidance provided in the development of a growth mindset. Mentors play a unique part in this development because they can guide adolescent students to cultivate skills. This is important because the adoption and integration of a growth mindset has been shown to improve emotional, social, relational, and psychological well-being in youth. Department or school name within institution Psychological Sciences Note Brooke Dolenc Nott -- Url https://wou.omeka.net/s/repository/item/12605 Title Understanding Intergenerational Conflict Creator Sandy Cerda-Lezama Kennedy Concepción Adrian Manriquez Concha Guerrero Description This presentation was delivered on May 28, 2020 at Western Oregon University Academic Excellence Showcase (Monmouth, OR). Date 2020-05-28 Type Text; Image; MovingImage Identifier aes/223 Language eng 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/ Abstract Understanding Intergenerational Conflict This presentation will introduce findings of current research being completed here are Western Oregon University. The focus of the research is on patterns of conflict among Latinx that may come from cultural expectations. We will explore if the presence of conflict is perceived differently among those coming from a collectivistic culture and potential conflicts between emerging adults and parents. We discuss with students how these conflicts affect relationships and consequences that may emerge. As well as explore our ethnic cultural norms and experiences with conflict and non-family related issues and challenges. In addition to exploring possible conflicts the Latinx population may experience we will provide psychoeducation and coping skills that can support mental health when facing conflict. Department or school name within institution Psychological Sciences Note Alicia Ibaraki -- Url https://wou.omeka.net/s/repository/item/12601 Title Beyond the Tutor: Web Application Developed by Team Khronos Creator Victoria Rhine Brandon Linton Maksim Stoyanov Subject tutoring scheduling Computer Science Division Western Oregon University web applications Description This presentation was delivered on May 28, 2020 at Western Oregon University Academic Excellence Showcase (Monmouth, OR). Date 2020-05-28 Type Text; Image; MovingImage; StillImage Identifier aes/218 Language eng 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/ Abstract Computer Science is a challenging major for even the brightest students. We have learned from experience that seeking and accepting help is a key component to success. Luckily, the Computer Science Division (CSD) at Western Oregon University has created their own tutoring center where tutors and students can connect. We have the unique perspective of having a CSD tutor on our team. As this team member filled a timesheet with her pen and was asked again through online chat whether she tutored that day, she recognized a need. This is how Beyond the Tutor was born. We asked questions of ourselves as students, tutors, and visited with professors to gauge individual needs. Through continuous research, we identified services that would benefit the entire department. Beyond the Tutor is an information system that will provide online resources for students, a modernized system for tutors, and comprehensive insights for professors. For students, the system will display real-time tutoring availability, provide an efficient avenue for in-person and online tutoring sessions, and consolidate additional resources. For tutors, the system will alleviate the burden of personally relaying tutoring information to students by moving the process to an easy-to-use interface. Tutors will also benefit from digital time sheets to quickly and accurately log time worked. For professors, data collected through surveys they can create and send to students directly through the user interface will provide a better understanding of student needs both in real-time and over the long term through predictive analytics. Our goal is to provide a state-of-the-art resource for the Computer Science Division to assist in moving the program to a better future! Department or school name within institution Computer Science Note Becka Morgan -- Url https://wou.omeka.net/s/repository/item/12577 Title Wolf Ride Overdrive Creator Cory Freitag Adrian Mattoon Philip Schmaltz Subject Wolf Ride Western Oregon University scheduling web applications Description This presentation was delivered on May 28, 2020 at Western Oregon University Academic Excellence Showcase (Monmouth, OR). Date 2020-05-28 Type Text; Image; MovingImage; StillImage Identifier aes/202 Language eng 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/ Abstract We are Dev Team 4 of the Information Systems division of Computer Science and our Project is Wolf Ride Overdrive. Wolf Ride is a way for students of Western Oregon University to request the service of a ride to any destination inside of Monmouth and Independence. It was created as a way for students who wouldn’t feel comfortable at night to be able to request a ride service that Western Oregon University operates. The current service of requesting a ride requires making a phone call to a number associated with the Service, our project sought to create a new way to be able for students of all needs to be able to request this service besides the use of a phone. Wolf Ride Overdrive was born from this Idea that all students of all needs should be able to access the Wolf Ride service. Wolf Ride Overdrive can allow all students a new way of requesting the Wolf Ride service. We have done this by creating an online service for requesting a ride from Wolf Ride. Wolf RIde Overdrive can have students create an account where they can input their contact information, email and phone number, as well as their home address. With their account created and information stored Students can use the Wolf Ride Overdrive site to request a ride. Wolf Ride Overdrive can offer students the option of visiting predetermined locations to visit such as Hamersly Library, Werner University Center, as well as the neighboring grocery stores in the town. This provides them quick access to anywhere they would like to get to or be picked up from. Wolf Ride Overdrive can also be used to store the students home address for fast selection by the students. Should the students like to go somewhere beside the predetermined locations then they simply need to select the custom options on Wolf Ride Overdrive and the system can take in these requests instead. Once the ride has been requested Wolf Ride Overdrive can quickly notify the student by email that their ride was successfully submitted and that Wolf Ride will be there shortly to take them to their destination. Wolf Ride Overdrive can also send an email to the driver on duty informing them of who is requesting the ride and where they will want to be picked up from and where they would like to go. Wolf Ride Overdrive can also store all the information about the use of the Wolf Ride so that later a deep dive can be done on the usage of the Wolf Ride system. Wolf Ride Overdrive was created to bring all the Wolf Ride services and system under one location to allow for automated delivery of ride requests as well as storage of the use of the system without requiring a physical tracking system so information can be sorted and gone through quicker for analytics of the Wolf Ride system. Department or school name within institution Computer Science Note Ted Beers -- Url https://wou.omeka.net/s/repository/item/12569 Title Career Development: Activities that Enhance the Skills of High School Students to Young Professionals Creator Madalyn Grieb Subject career development high school students Description This presentation was delivered on May 28, 2020 at Western Oregon University Academic Excellence Showcase (Monmouth, OR). Date 2020-05-28 Type Text; Image; StillImage Identifier aes/185 Language eng 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/ Abstract There are many obstacles on the journey of obtaining a high school diploma. In addition to taking various core and elective classes, high school students also need essential skills such as public speaking, writing a professional email, talking on the phone, writing resumes and cover letters, creating a LinkedIn, dressing professionally, networking, filling in applications, to become young professionals in the workforce. In the Oregonian, Betsy Hammond reports that “nearly 40 percent of Oregon high school grads don't go to college”. Then creating 40 percent of the Oregon population that will need help in building their professional profile for themselves sooner than many other high school students. According to the literature, one thing teachers can do to enhance their students’ transitions into the workforce is to implement the aforementioned activities in their curriculum. Along with building the stronger intrinsic motivation to learn how to apply the course material in their future endeavors. This will counteract the “extrinsically motivated students [that] may exert only the minimal behavioral and cognitive effort they need to execute a task successfully” (Ormond, 2015, p. 425). The objective of the current study is to review research studies on the topic, and make suggestions for teachers regarding what they can do to improve the next generation’s workforce by providing different ways to instill intrinsic motivation to help in their transition of becoming young professionals. A comprehensive review of the transition from High School students to young professionals will be conducted. Other relevant topics such as high school graduation rates and young adults in the workforce will also be examined. Department or school name within institution Education Note Xiaopeng Gong -- Url https://wou.omeka.net/s/repository/item/12545 Title Alignment, Retention, and Meeting Our Students Where They Are Creator Sue Monahan Description Dr. Sue Monahan's lecture on alignment and student retention at Western Oregon University. Contributor Western Oregon University. Academic Innovation Center Date 11/1/2016 Type MovingImage; Text; Image Format video/mp4; application/vnd.ms-powerpoint Identifier commlectureseries/18 Language eng Rights Western Oregon University Library has determined, as of 04/18/2021, this item is in copyright. 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/11946 Title Resource Navigation for Western Oregon University Students Creator Jennifer Beard Angela McNally Subject student awareness resources community Description This presentation was delivered on May 31, 2018 at Western Oregon University Academic Excellence Showcase (Monmouth). Date 2018-06-01 Type Text; Image; StillImage Identifier aes/98 Language eng 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/ Abstract The purpose of this project was to create a tool to increase Western Oregon University student awareness of available community resources. Department or school name within institution Health/Exercise Science Note Angela Docherty -- Url https://wou.omeka.net/s/repository/item/11914 Title Exploring Alumni Stories Through Qualitative Research Creator Marsha M. Warren Danica J. Drapela Kyla N. Bredimus Jessica Y. Flores Cierra I. Henderson Tashawna Wright Kimberly A. Lanning Isabel R. Dryden Description This presentation was delivered on May 25, 2017 at Western Oregon University Academic Excellence Showcase (Monmouth). Date 2016-05-26 Type Text; Image; StillImage Identifier aes/78 Language eng 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/ Abstract This presentation describes a project designed to connect current psychology undergraduates with alumni from the same program. Purposive sampling was used to recruit diverse alumni following different career paths (i.e., graduate school or straight to work), representing alumni who identified as first generation, nontraditional, Latina/Latino or as a student of color. Semi-structured interviews were conducted to understand alumni career paths and gather information about decision-making, barriers, supports, and advice for current psychology majors. Interviews were audio-taped and are currently being transcribed. Some alumni agreed to participate in an “Alumni Profile,” which highlighted specific alumni by name, shared details of individual’s specific story, and were made publicly available. The current presentation will share the experiences of the undergraduate researchers exploring qualitative research, learning about career options available after graduation, and benefits for current students. Department or school name within institution Psychological Sciences Note Chehalis Strapp -- Url https://wou.omeka.net/s/repository/item/11912 Title Employers to Students: 9 Lives Softwares Creator Lauren Hiland Matthew Stroud Ray Gottsch Subject 9 Lives Software employment students web applications Description This presentation was delivered on May 26, 2016 at Western Oregon University Academic Excellence Showcase (Monmouth). Date 2016-05-26 Type Text Identifier aes/74 Language eng 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/ Abstract For employers who desire a different way to evaluate students as potential employees for their company. The Employer to Students application is a web application that will provide Oregon companies with a new way to assess local students for potential job opportunities. Along with using traditional tools such as job applications and resumes, Employer to Students will also allow companies to gather information such as contact information through the information provided in student's personal profiles. This gives companies a good perspective on potential student employees, and allows companies to assess which students they believe would be most beneficial to their company. Students will also be able to upload a resume to the site that will address their personal accomplishments, such as research experience, publications, or projects the student has participated in. A recruiter can send a student an email on an email forum, and a student can reply to that email. Unlike current job finders, Employers to Students will give companies the ability to post projects that students can work on. This will allow students a glimpse into the type of work a company takes part in, and will enable the students to test if their personal skills and interests fit a specific company's needs. This will also allow the companies to see which students have the skill sets they are looking for. Department or school name within institution Computer Science Note Scot Morse -- Url https://wou.omeka.net/s/repository/item/11900 Title Refocusing Students on Study Habits: Seeking Achievement Beyond Mathematics Exams Creator Esther Shephard Subject study habits mathematics Description This presentation was delivered on May 26, 2016 at Western Oregon University Academic Excellence Showcase (Monmouth). Date 2016-05-26 Type Text; Image; StillImage Identifier aes/61 Language eng 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/ Note Heitho Reuter -- Url https://wou.omeka.net/s/repository/item/11872 Title Self-Regulation Among Children with Autism Spectrum Disorder Creator Sara Schneider Xiaopeng Gong Subject self-regulation children Autism Spectrum Disorder Description This presentation was delivered on May 26, 2016 at Western Oregon University Academic Excellence Showcase (Monmouth). Date 2016-05-26 Type Text; Image; StillImage Identifier aes/46 Language eng 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/ Abstract Self-regulation is an important life-skill that children develop as they interact with their social environment and peers. A child's ability to self-regulate is a predictor of their school engagement, academic success, and peer acceptance (Jahromi, Bryce & Swanson, 2013). When teaching students with ASD, it is important to recognize and understand the deficits that may cause difficulties with self-regulation. This synthesis of current research studies provides educators with an overview of self0regulation deficits among children with ASD and strategies for helping students with ASD to self-regulate. Note Xiaopeng Gong -- Url https://wou.omeka.net/s/repository/item/11869 Title Developing Resiliency in Students Creator Janet Costello-Plummer Subject resiliency students Description This presentation was delivered on May 26, 2016 at Western Oregon University Academic Excellence Showcase (Monmouth). Date 2016-05-26 Type Text; Image; StillImage Identifier aes/43 Language eng 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/ Note Heitho Reuter -- Url https://wou.omeka.net/s/repository/item/11836 Title Polk County Contact Tracing & COVID-19 Hotline Creator Emily Synegal McKenzie Fisher Rebecca Zharkoff Hannah McCallister Valeria Garibay Maravilla Kailey Knospe Date 2022-05-26 Type Text; Image; StillImage Identifier aes/329 Language eng Rights Western Oregon University Library has determined, as of 4/14/2023, 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 at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The Western Oregon University Community Health + Polk County COVID-19 Project is a partnership between WOU and Polk County Public Health Services that seeks to prevent the spread of COVID-19 and engage in outreach efforts in Polk County Oregon. The project offered contact tracing services until January of 2022 when a shift in pandemic management occurred. During this time, students in our project shifted to the COVID Hotline, an open resource for all members of Polk County to ask questions regarding guidelines, testing, vaccines, and other community resources. Throughout the contact tracing process, we monitored 6,757 total individuals, and since the hotline's creation, we have received 112 phone calls from residents in need of COVID-19 resources. Currently, four students are working on the hotline. This presentation will review the project's transition from contract tracing to the hotline, comparing and contrasting what these services provided to residents and our hope for the future regarding the pandemic and our collaboration with community partners. Department or school name within institution Health/Exercise Science Note Emily Vala-Haynes -- Url https://wou.omeka.net/s/repository/item/11835 Title Improving Health Literacy in Third Grade Students at Gervais Elementary School (GES) Creator Stephanie Oseguera Date 2021-05-27 Type Text; Image; StillImage Identifier aes/328 Language eng Rights Western Oregon University Library has determined, as of 4/14/2023, 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 at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Objectives: Low health literacy has been shown to lead to poor nutritional knowledge and behaviors, higher rates of obesity, increased emergency department use, and more medication errors. The objective of this study was to determine if implementing lessons on nutrition during class would increase health literacy in third graders at Gervais Elementary School. Methods: Three third grade classes (n = 44), were assessed for health literacy using the Adapted Newest Vital Sign. Prior to assessment, two classes were randomly chosen to be the intervention groups, and the remaining class was chosen to be the control group. After the screening assessment, two 30-minute lessons regarding how to read nutrition labels and follow MyPlate guidelines to create a balanced meal were implemented into the intervention classrooms. Afterwards, all students (n = 38) were re-screened with the Adapted Newest Vital Sign to gather post-intervention data and the data was analyzed. Results: After conducting both assessments, data were collected and analyzed in the form of a comprehensive bar chart. In the post-assessment, classes 1 and 2 were eliminated from the lowest scoring category and the highest category increased from 7 to 16. Implications: These results showed that health literacy can be improved significantly in third graders after just two 30-minute lessons on nutrition. Health lessons should be implemented in all K-12 grade levels to improve health literacy in students. Increased health literacy in children can lead to better health outcomes in adults. Keywords: health literacy, elementary school, third grade, nutrition, lesson plans, MyPlate, Newest Vital Sign. Department or school name within institution Nursing Note Traci Rader -- Url https://wou.omeka.net/s/repository/item/11832 Title WOU Community Health + Polk County COVID-19 Project: Campus-Community Partnership to Prevent Disease and Promote Community Well-Being During a Global Pandemic Creator Megan M. Patton-Lopez Emily Vala-Haynes Jenny Leon-Perez Maddie Dirren Fabiana Palma-Vasquez Sarah Meyer Sonia Castaneda-Feliz Queenie Agbayani Date 2021-05-27 Type Text; Image; MovingImage; StillImage Identifier aes/325 Language eng 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/ Abstract The WOU Community Health + Polk County COVID-19 project is a local example of how Academic Health Departments can serve as public health training sites for students of public health and address the public health needs of the local community. An academic health department (AHD) represents a formal affiliation between an academic institution and a public health practice organization, such as a local health department. The WOU Community Health + Polk County COVID-19 project team consists of WOU faculty in Community Health, recent alumni, undergraduate students, and Polk County Public Health. This session will review the outcomes, challenges, and lessons learned from a one-year health communication and contact tracing intervention in Polk County, Oregon. How can undergraduate students, faculty, and community partners build a network for student success and community well-being? We share our publicly available health communication campaign materials and discuss students’ perspectives on professional development and networking opportunities within the project. Department or school name within institution Health/Exercise Science -- Url https://wou.omeka.net/s/repository/item/11831 Title Art & Design Portfolio Presentations Creator Jonah Henderson Kasey Larson Marita Nash Erin Ross Carla Oberst Genevieve Hardin Sarah Westlund Date 2021-05-27 Type Text; Image; MovingImage; StillImage Identifier aes/324 Language eng 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/ Abstract Every year graduating seniors in Art & Design are selected by the faculty to present their body of work. Each of the seven students will have approximately 14 minutes to present their portfolios. The presenters and schedule are as follows: 9am Jonah Henderson, 9:15am Kasey Larson, 9:30am Marita Nash, 9:45am Erin Ross, [break 10–10:15am], 10:15am Carla Oberst, 10:30am Genevieve Hardin, 10:45am Sarah Westlund. Department or school name within institution Art Note Jen Bracy and Jodie Garrison -- Url https://wou.omeka.net/s/repository/item/11827 Title PS447 Environmental Politics & Policy Zoom Presentations - Session #1 Creator Mary Pettenger Alexander King Tiffany Sullivan Pippa Justice Yazmin Hernandez Alvarez Arlette Tapia Lopez Clair Byrer Emily Creasy Jeronimo Flores Palafox Erin Anderson John Wells Date 2021-05-27 Type Text; Image; MovingImage; StillImage Identifier aes/320 Language eng 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/ Abstract Over the spring quarter 2021, students from PS447 Environmental Politics and Policy have been researching a substantial environmental issue of their choice, defining a problem found within the issue, and devising and implementing an awareness campaign focused on a solution to the problem. During the Academic Excellence Showcase zoom presentation they will be presenting their environmental issue, creating awareness and proposing a solution for the audience. Students will present on a wide range of environmental themes such plastic waste, air pollution, deforestation and climate change. Department or school name within institution Political Science Note Mary Pettenger -- Url https://wou.omeka.net/s/repository/item/11826 Title PS447 Environmental Politics & Policy Zoom Presentations - Session #2 Creator Mary Pettenger Stefania Barragan Natalie Sanchez-Cortez Matt Worthy Alex Ped Liam Birr Sophia Klahn Maritza Gabriel-Ruiz Sandra Heaton Ana Becerra Julie Prado Esteban Ramirez Barraza Yousef Alsomali Leo Palacio Ben Cole Lilly Christopher Date 2021-05-28 Type Text; Image; MovingImage; StillImage Identifier aes/319 Language eng 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/ Abstract Over the spring quarter 2021, students from PS447 Environmental Politics and Policy have been researching a substantial environmental issue of their choice, defining a problem found within the issue, and devising and implementing an awareness campaign focused on a solution to the problem. During the Academic Excellence Showcase zoom presentation they will be presenting their environmental issue, creating awareness and proposing a solution for the audience. Students will present on a wide range of environmental themes such plastic waste, air pollution, deforestation and climate change. Department or school name within institution Political Science Note Mary Pettenger -- Url https://wou.omeka.net/s/repository/item/11805 Title Cut It Out: Conversations with Professional Editors Creator Lars Soderlund Payton Wagner April Massoni Atalin Venegas Natalie Dean Sarah Austin Date 2021-06-04 Type Text; Image; MovingImage; StillImage Identifier aes/313 Language eng 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/ Abstract We know what writers do, but what do professional editors do? Come to this session and learn how editors give shape and clarity to writing, and how they navigate the egos of their clients. The students in this session performed informational interviews with different types of editors, including people whose job is to review manuscripts and people whose job is not to review creative writing but to review important documents that will result in people dying or getting fired if they go wrong. Come to this session and learn about the power of words! Department or school name within institution English Studies Note Lars Soderlund -- Url https://wou.omeka.net/s/repository/item/11803 Title WOU Community Health + Polk County COVID-19 Project: Contact Tracing Efforts Creator Queenie Love Agbayani Sarah Meyer Maddie Dirren Jenny Leon-Perez Emily Vala-Haynes Megan Patton-Lopez Date 2021-05-27 Type Text; Image; StillImage Identifier aes/311 Language eng 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/ Abstract The Western Oregon University (WOU) Community Health + Polk County COVID-19 Project is a partnership between WOU and Polk County Public Health Services that provides contact tracing and outreach efforts to Polk County, OR. Contact tracing is the process of notifying individuals of their exposure to COVID-19, encouraging them to get tested, self-quarantine, and monitor for signs and symptoms during their 14-day quarantine period. Contact tracing has been used in public health since the 1920s; it is an important strategy to limit the spread of communicable disease and connect affected populations with resources that promote well-being. Since September 1, 2020, our team of WOU Community Health majors has monitored 4,084 individuals. Our current team consists of 11 contact tracers, of which 7 are bilingual in Spanish. In total, 23 students have been part of the team since the inception of the program. This poster will review the process and importance of contact tracing in Polk County, while also reflecting on students' professional development. Department or school name within institution Health/Exercise Science Note Emily Vala-Haynes, Megan Patton-Lopez -- Url https://wou.omeka.net/s/repository/item/11793 Title Roomies Creator Magaly Diaz Blas Aurora Santos Joshua Weber Date 2021-05-27 Type Text; Image; MovingImage; StillImage Identifier aes/298 Language eng 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/ Abstract These days, many roommates operate on very different schedules and can sometimes have trouble communicating effectively. The overall goal of Roomies is to condense the various aspects of living with roommates into a single, easy-to-use platform that allows people to easily track upcoming bills, plan events, and communicate with each other. We hope that with our product, users will be much better equipped to handle the challenges that come with living together. Our idea stems from being college students ourselves, having lived with roommates and we took inspiration from our daily lives to bring the features in this project. Department or school name within institution Computer Science Note Ted Beers -- Url https://wou.omeka.net/s/repository/item/11770 Title Empowering Black & African American Students Using a Mentorship Program Creator Justin Davis Marnasha T Fowlkes-Cetz Date 2021-05-27 Type Text; Image; StillImage Identifier aes/280 Language eng 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/ Abstract Memorial Middle School (MMS) has little support for their 22 Black/African American (B/AA) identified students, who encounter racism and discrimination inside and outside of the academic setting. We developed a mentorship program to provide representation and empowerment to the B/AA students who attend Memorial Middle School. We used the logic model to guide program implementation, performed a literature review, conducted a survey of students' perceptions and experiences, and met with key community stakeholders. The program is based within MMS and is partnered with the local Albany-Corvallis National Association for the Advancement of Colored People (NAACP). The program currently consists of five core team leaders, two mentors, and seven mentees. Characteristics of the program include being youth-centered, culturally tailored, having parental involvement and support, and ensuring mentors are trained and equipped for crucial conversations. The mentorship model incorporates a targeted and historical non-friendship model approach. Meetings will occur twice a month and during the academic school year, the option for a summer bridge program has been discussed. Implications for this program include being expanded to other schools within the Albany School District. Keywords: Black, African American, adolescence, mentor, mentorship empowerment, representation, racism Department or school name within institution Nursing Note Joshua Yoder -- Url https://wou.omeka.net/s/repository/item/11744 Title Education Strategies that Promote Community Awareness about Geologic Hazards Creator Salvador Garcia Lopez Description This presentation was delivered on May 28, 2020 at Western Oregon University Academic Excellence Showcase (Monmouth, OR). Date 2020-05-28 Type Text; Image; StillImage Identifier aes/259 Language eng 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/ Abstract Educating communities about geologic hazards saves lives while also reducing the fear and stress of living in hazardous areas and is an important tool within hazard mitigation frameworks. This study focuses on ways that local communities educate the populace about hazards that may impact their lives. By concentrating on two case studies representing different locales, one of the goals of this project is to compare educational strategies and gauge public perception of geologic hazards facing the community. One case study focuses on the towns that surround Merapi Volcano in Indonesia, while the other focuses on tsunami and earthquake preparedness in Seaside, Oregon. According to studies conducted around Merapi Volcano, many school children in the region have directly experienced hazards such as tsunamis, earthquakes, and volcanic eruptions. However, when asked questions about what to do in certain situations involving hazards, many students showed confusion and uncertainty. The information that they were taught on geologic hazards was surficial, because the teachers had only been provided with minimal training on the subject. Feedback from both the students and teachers about the teaching and training they are receiving shows that the curriculum is somewhat effective, but there is still room for improvement. Teacher training programs should be guided by the most up-to-date scientific knowledge through coursework at universities and workshops led by professional organizations. While content about geologic hazards can be embedded throughout the curriculum and be taught as a recurring theme through a student’s grade school journey, there should also be focused content delivery taught specifically by science teachers in the school. The second case study focused on strategies for educating a variety of different demographics in Oregon coastal communities about earthquake and tsunami preparation. This study showed that there are many different approaches towards promoting hazard awareness, and factors such as age, language, educational level, and disabilities should be taken into consideration. The emphasis in many coastal communities in Oregon is on educating residents through community meetings. However, there is a lack of focus on educating tourists in the coastal areas in the Pacific Northwest. If a geological hazard occurs, tourists need to know where to go and simple signs directing towards safe zones would increase the hazard preparedness. Along with signs, coastal communities can deploy warning systems that notify people about an impending hazard and provide evacuation information. More widespread use of these types of education strategies and warning systems would be beneficial towards the safety of everyone in coastal areas. While many communities are being educated about the dangers that they could face from natural disaster events, the methods by which they are being informed can only prepare them to a certain extent. Geologic hazards are natural events that will always present risks for human communities, so it is best that we normalize conversations about these hazards so that when they do occur, fear does not overcome the training and preparation that can save lives. Department or school name within institution Earth/Physical Science Note Jeffrey Templeton -- Url https://wou.omeka.net/s/repository/item/11740 Title Preparation and Mitigation Efforts for Volcanic Hazards in the Pacific Northwest Creator Nick Griffith Subject volcanic hazards Pacific Northwest preparation mitigation Description This presentation was delivered on May 28, 2020 at Western Oregon University Academic Excellence Showcase (Monmouth, OR). Date 2020-05-28 Type Text; Image; StillImage Identifier aes/253 Language eng 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/ Abstract Volcanic eruptions represent one of the most serious geologic hazards facing the Pacific Northwest, with several volcanoes located within striking distance of the most highly populated areas in the region. This paper describes the hazards associated with these eruptive centers and discusses the best practices for preparing communities for potential eruptions and mitigating volcanic hazards. This study is based on data collected by the United States Geological Survey (USGS) on volcanic systems such as Mt. St. Helens and Mt. Rainier. Many other scientific organizations have studied analogous volcanic systems beyond the Pacific Northwest, such as the volcanically active island of Indonesia; where numerous populated areas lie in close proximity to active volcanic systems. A common misconception is that many of the volcanoes in the Pacific Northwest are dormant or extinct, but research shows that these systems are active. Further, these active volcanoes have significant populations living well within their mapped hazard zones. The lack of preparedness and understanding of the true state of volcanic activity in the region could be related to a lack of education, or to inaction on the part of local government agencies in preparing for volcanic hazards. With this being said, it is imperative for local governments to prepare for volcanic activity in the inevitable future. It would be in the best interest of these governments to work with schools to educate not just students, but communities as a whole on how to prepare for a major volcanic eruption. This would be most important for the Pacific Northwest, as this is one of the more volcanically active regions on Earth. Department or school name within institution Earth/Physical Science Note Jeff Templeton -- Url https://wou.omeka.net/s/repository/item/11737 Title Emerging Conflicts for Latina College Students and their Parents Creator Sandy Cerda-Lezama Description This presentation was delivered on May 28, 2020 at Western Oregon University Academic Excellence Showcase (Monmouth, OR). Date 2020-05-28 Type Text; Image; StillImage Identifier aes/250 Language eng 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/ Abstract Emerging Conflicts for Latina College Students and their Parents Latinx population college attendance has substantially increased over the past decades (Krogstad, 2015). Typically, Latinx college students consider higher education achievement to honor parental efforts and to end generational poverty (Ceja, 2004; Jabbar, Serrata, Epstein, & Sánchez, 2019). However, there are risks for these students to drop out of college (Camacho Liu, 2011) and they often face significant responsibilities in their households. The relationships between emerging adults (ages 18-25) and their parents experience change and create the potential for conflict when adult children transitions into college and into adulthood. In this qualitative study and the focus of the AES presentation, we focus on the experiences of Latina college students who identified areas of conflict with their parents concerning: 1) family expectations conflicts with parents regarding time, labor, and family-focused responsibilities when pursing college degrees; 2) academic and career choice conflicts; and 3) dating, courtship, and marriage conflicts concerning expectations and practices. For this presentation, we focus on a subgroup of Latina perspectives concerning family expectations and related conflict and outcomes for relationship quality between parents and their daughters. Data analysis has begun and this presentation will outline preliminary findings and the ways that family expectations create conflict, are shaped by gender and cultural contexts, influence emotional and behavioral outcomes, and influence the parent – emerging adult relationship during this developmental period. Department or school name within institution Psychological Sciences Note Margaret Manoogian -- Url https://wou.omeka.net/s/repository/item/11721 Title Predictors of Leader Effectiveness for College Undergraduates Creator Jesse Johnson Description This presentation was delivered on May 28, 2020 at Western Oregon University Academic Excellence Showcase (Monmouth, OR). Date 2020-05-28 Type Text Identifier aes/230 Language eng 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/ Abstract Very little research has examined factors associated with leader effectiveness within the college student population. Consequently, this study sought to identify predictors of leader effectiveness in college students. Data were collected from 154 students from a mid-sized college in the Pacific Northwest who were enrolled in one of nine different sections of a Psychology of Leadership course offered between the spring term of 2017 and the winter term of 2020. Students completed self-assessment questionnaires assessing both leader characteristics such as traits, strengths, values, philosophy as well as leader behaviors such as leadership style and conflict management. Some self-assessments were made both at the beginning and the end of the course to allow students to reflect on changes in their leadership in their final paper. Students evaluated their teammates effectiveness as a leader based on their performance on a community service project. The results showed that, with the exception of leadership philosophy, no self-reported leader characteristics were associated with leader effectiveness. In contrast, the trait of confidence as rated by others was positively correlated with leader effectiveness. Furthermore, variability in others ratings of confidence, persistence, dependability, and conscientiousness were all negatively correlated with leader effectiveness. Finally, leader behaviors related to developing an appropriate team climate, accomplishing the team’s task, and developing and maintaining good relations among team members were all positively correlated with leader effectiveness. Based on the findings, college students should focus their energies on becoming more proficient at key leadership behaviors as well as reducing stress to minimize variability in their behavior. Department or school name within institution Psychological Sciences Note David Foster -- Url https://wou.omeka.net/s/repository/item/11719 Title EDUWheels Creator Natalie Legras Daniel Carter Kyler Dreyer Description This presentation was delivered on May 28, 2020 at Western Oregon University Academic Excellence Showcase (Monmouth, OR). Date 2020-05-28 Type Text; Image; MovingImage Identifier aes/228 Language eng 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/ Abstract EDUWheels is a platform for students to coordinate ride sharing opportunities. The mission of EDUWheels is to connect students with safe and accessible transportation and help them share costs and lessen the environmental impact of traveling outside of their local campus area. Many students have a car and travel outside of the Monmouth-Independence area regularly, and some students would like to leave town for the weekend or a day trip, but don’t have access to reliable private or public transportation options. EDUWheels makes it possible for students to adventure out of town or visit family for the weekend, and allows others to lessen the cost of a trip they were already planning to take. EDUWheels allows drivers to offer rides, and passengers to reserve them. Drivers and passengers may offer or reserve rides based on their needs and preferences so that they can ride comfortably. To increase safety and security of passengers and drivers, all users will be verified with their @wou.edu email. This ensures that anyone using the EDUWheels platform is a student or staff of Western Oregon University. In the future, EDUWheels could be scaled and implemented at campuses throughout the United States. Department or school name within institution Computer Science Note Ted Beers -- Url https://wou.omeka.net/s/repository/item/11703 Title Keeping Unsheltered Families Together in Polk County Creator Tracy Sanchez Romero Rios Kimberly Castro Description This presentation was delivered on May 28, 2020 at Western Oregon University Academic Excellence Showcase (Monmouth, OR). Date 2020-05-28 Type Image; StillImage Identifier aes/210 Language eng 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/ Abstract This project’s aim was to increase family shelter capacity in Polk County by expanding shelter services to Monmouth, Independence, and Dallas. There are no family shelters in Polk County. A modified version of the SOAR and logic model was used to guide research and recommendations. The former builds on the strengths of current practices. The latter provides a visual diagram that illustrates how the intervention will meet the community’s needs. Family Promise provides homeless prevention services, transportation, life skills, food, shelter, and case management to all types of families in Marion County. Based on research, there was a total of 46 homeless students between the Dallas and Central school districts. Data also indicated there were at least 79 homeless families in Polk County. The research found a secure location that promotes family well-being, provides stability, a sense of normalcy, and improves family outcomes. Recommendations are to continue collaboration with Polk County Family and Community Outreach (FCO), Family Promise, Polk County Congregations, and host a community forum with community members, church leaders, Family Promise and FCO to obtain congregation support. Department or school name within institution Nursing Note Angela Docherty -- Url https://wou.omeka.net/s/repository/item/11702 Title Teaching Math More Effectively and Efficiently Creator Daniel Holmberg Subject mathematics education teaching methods student engagement Description This presentation was delivered on May 28, 2020 at Western Oregon University Academic Excellence Showcase (Monmouth, OR). Date 2020-05-28 Type Text; Image; StillImage Identifier aes/208 Language eng 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/ Abstract The United States is struggling with teaching mathematics in school. Students don’t see the connection between math and the real world. Students are viewing math as a rigid set of rules instead of as a creative and exciting subject to explore. A few of the problems that are in traditional classrooms are: students having a fear of being publicly embarrassed, students memorizing methods instead of truly understanding the math , math problems not being relevant to students, and students not being engaged during class. A few methods and teaching strategies that can help solve these problems include: Gradual Release, Open Middle problems, and the 5 Practices of Discussion. By applying these strategies and tools to everyday math classrooms, math can become the intriguing and creative subject that it is meant to be. Department or school name within institution Mathematics Note Cheryl Beaver -- Url https://wou.omeka.net/s/repository/item/11701 Title Perspective Taking, Empathy, and Prosocial Behavior Creator Emily Rabe Description This presentation was delivered on May 28, 2020 at Western Oregon University Academic Excellence Showcase (Monmouth, OR). Date 2020-05-28 Type Text; Image; StillImage Identifier aes/207 Language eng 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/ Abstract Abstract The risk of becoming homeless is a growing concern for both adults and the youth within the United States (Morton, Dworsky, & Samuels, 2017). The present study examined how the use of perspective taking instruction to induce empathy could be used as a promoter of prosocial behavior toward people experiencing homelessness. Past research has found evidence to support that asking an individual to consider what another person is thinking and feeling can lead to feelings of empathy, which can then motivate helping behavior (Oceja et al., 2014). Researchers have discovered a need for better suited resources for the growing homeless population, which include the ability of those working with the homeless to empathize and build connections with those they wish to help (Barman-Adhikari et al., 2016). Therefore, the present study hypothesized that participants given empathy inducing perspective taking instructions, versus objective perspective taking instruction, would indicate a higher likelihood of donating money (i.e., a prosocial behavior) to the homeless individual in the story provided. It was also hypothesized that those in the empathy group, versus the objective group, would donate more money, on average, to the homeless person in the story. The 42 participants were all psychology students at Western Oregon University who were recruited via SONA. The experiment was conducted via a survey administered online through Qualtrics. Participants were given one of the two perspective taking instructions, a short story to read about a homeless person, which was then followed by two questions in relation to likelihood of donating money and the amount willing to donate. The results indicated trends in line with the hypothesis, however, after performing an independent t-test it was discovered that neither result was significant: likelihood to donate money t(40)=1.142, n.s., amount of money willing to donate t(40)= 0.83, n.s. These findings suggest that further research is required to support that perspective taking instruction can effectively provoke prosocial behavior toward the homeless. Developing an understanding of ways to increase empathy toward the homeless, has the potential to improve current and future resources and aid in the effort to decrease the number of homeless individuals within the U.S. at any given time. Department or school name within institution Psychological Sciences Note Brooke Nott -- Url https://wou.omeka.net/s/repository/item/11700 Title Number Talks Effects on Working Memory Creator Corvette Berthold Description This presentation was delivered on May 28, 2020 at Western Oregon University Academic Excellence Showcase (Monmouth, OR). Date 2020-05-28 Type Image; StillImage Identifier aes/206 Language eng 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/ Abstract Number Talks are a short guided educational method where students engage in meaningful conversations centered around interesting mathematical or numerical problems that are aimed at building number sense and flexibility. Participation in number talks can improve our students’ numerical reasoning, confidence, and their abilities in the collection, inception, and termination of information-processing functions such as encoding, storing, and retrieval from the long-term memory system. This is helpful to create fully inclusive classrooms since there are many common types of learning or emotional disabilities that affect a student’s working memory. Department or school name within institution Mathematics Note Cheryl Beaver -- Url https://wou.omeka.net/s/repository/item/11699 Title Portfolios: Helpful or Hyped? Creator Anna Burkey Alyssa Jacobs Description This presentation was delivered on May 28, 2020 at Western Oregon University Academic Excellence Showcase (Monmouth, OR). Date 2020-05-28 Type Image; StillImage Identifier aes/204 Language eng 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/ Abstract This project examined portfolio use among Oregon Health & Science University (OHSU) School of Nursing (SON) Monmouth campus students. The aim of this project was to assess perceptions and utilization of portfolios among OHSU SON students. Previous research suggests that portfolios can be used as a repository to highlight achievements, demonstrate competence to employers, and can help prepare for job interviews. A survey containing both quantitative and qualitative questions was sent out to student cohorts, alumni, and OHSU faculty on perceptions of portfolio benefits and utilization of the portfolio. Results showed that over half of the students felt that the portfolio was not useful, nor did they see the benefits. Almost all the students surveyed did not update their portfolio each term. Alumni felt the current portfolio was beneficial only when curating a resume. Faculty felt that the portfolio could be valuable to students but could be better implemented. There is ample evidence to show that portfolios can be beneficial for undergraduate student nurses. Recommendations were made to implement changes to increase student perceptions of portfolio benefits and portfolio utilization. This includes providing students with an orientation dedicated to the portfolio, change the platform from Sakai to Google Sites, include the portfolio in course curriculum, and remind students to download content from Sakai at the end of each term. Department or school name within institution Nursing Note Angela Docherty -- Url https://wou.omeka.net/s/repository/item/11696 Title Using the Spectrum of Prevention Model to Design a Personal Sexual Health Kit Online Ordering System Creator Tracy Sanchez Romero Rios Emily Holdner Description This presentation was delivered on May 28, 2020 at Western Oregon University Academic Excellence Showcase (Monmouth, OR). Date 2020-05-28 Type Image; StillImage Identifier aes/199 Language eng 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/ Abstract Background: The majority of college students are sexually active, but nearly half are not using safer sex practices, such as consistent condom use. These un-safe practices potentially lead to unintended pregnancies and can increase rates of sexually transmitted infections (STIs) and long-term sequelae thereof. Purpose: This project aims to apply the Spectrum of Prevention model to develop a proposed project for a Personal Sexual Health Kit Online Ordering System at Western Oregon University (WOU). Methods: Informed by a review of the literature related to STI prevention on college campuses, and discussion with national leaders in this field, we developed an intervention that uses the Spectrum of Prevention as a framework to support the implementation of a Personal Sexual Health Kit Online Ordering System. Outcomes: The developed intervention can be implemented on the WOU campus and can be used as a model for other universities seeking to decrease stigma around sexuality and improve the health of their students. Implications: By addressing the Spectrum of Prevention, this project works at all levels to reduce stigma around sexuality and sexual health. In addition, we expect to see a reduction in STI rates among college students on campuses implementing this intervention. Department or school name within institution Nursing Note Angela Docherty -- Url https://wou.omeka.net/s/repository/item/11679 Title The Relationship between Self-Perception of Math Ability and Math Performance Creator Jim Fitzgerald Subject self perception math ability math performance Description This presentation was delivered on May 31, 2012 at Western Oregon University Academic Excellence Showcase (Monmouth). Date 2012-05-31 Type Text; Image; StillImage Identifier aes/19 Language eng 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/ Abstract In this study, I examine the relationship between the self perception of math ability and math performance. High school geometry and algebra II students describe how they perceive their own math ability, where they think math ability comes from, and how they feel other people (family, teachers and peers) perceive their math ability. The student responses are then compared to their academic performance. The results show that students who believe that others see them as having natural math ability have a high self-perception of their own math ability and perform better in mathematics. Bibliographic Citation Fitzgerald, J. (2012, May). The relationship between self-perception of math ability and math performance Poster session presented at the Western Oregon University Academic Excellence Showcase, Monmouth, OR. Note Holly Eckles -- Url https://wou.omeka.net/s/repository/item/11678 Title Developing Sophisticated Reasoning Through Experiential Cognitive Dissonance Creator Leslie McLane Subject experiential cognitive dissonance secondary students reasoning Description This presentation was delivered on May 28, 2020 at Western Oregon University Academic Excellence Showcase (Monmouth, OR). Date 2020-05-28 Type Text; Image; StillImage Identifier aes/189 Language eng 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/ Abstract In Jean Piaget’s theory of cognitive development, equilibration promotes increasingly complex forms of thought. When children encounter new events that they can interpret and respond to using either actions or thoughts (schemes), they experience equilibrium. Children assess schemes as they learn from experiences, modifying and forming new schemes through the process of assimilation and accommodation. Assimilation is when children can respond to and possibly interpret events in a way that is consistent with existing schemes, while accommodation requires modification or the formation of a new scheme (Ormrod, 2016). As children age, they increasingly meet situations in which their current knowledge is inadequate, causing a state of disequilibrium, or cognitive conflict. Children who are able to resolve this mental disharmony and move from disequilibrium to equilibrium, develop more advanced levels of reasoning (Ormrod, 2016). In the current study, we aimed to design a lesson plan with such a cognitive-developmental perspective to equip eleventh graders with proper mental tools for effective equilibration in class and throughout their lives. By crafting a controlled state of cognitive dissonance, tempered with humor to balance the potentially heavy cognitive load, students learn to recognize and constructively respond to the psychological phenomenon of disequilibrium. Practicing this evaluation of individual cognitive dissonance during the critical-thinking exercises prepares students in consciously processing assimilation and accommodation; specifically, in regards to how their knowledge could be narrow, flawed, or improved upon. Students identify how cognitive dissonance can hinder communication, debate, research, and understanding of complex topics or diverse perspectives when handled inappropriately. Department or school name within institution Education Note Xiaopeng Gong -- Url https://wou.omeka.net/s/repository/item/11677 Title Weapons of Mass Creation Creator Andrew Monterroso Subject math education student learning Description This presentation was delivered on May 28, 2020 at Western Oregon University Academic Excellence Showcase (Monmouth, OR). Date 2020-05-28 Type Text; Image; StillImage Identifier aes/188 Language eng 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/ Abstract What are math wars? Why do they exist? This is a disagreement created by those who decide how we educate students. With this ongoing war on math, we have undoubtedly created ways to improve our ways of student learning. In my poster, I will be introducing the effects on students from math wars and ways we can counteract them to benefit student learning. I will also be examining helpful tools like project-based learning, the communicative approach, and mixed-attainment grouping that we can use to improve student learning capabilities. Department or school name within institution Mathematics Note Cheryl Beaver -- Url https://wou.omeka.net/s/repository/item/11650 Title #BorderWall Creator Eric Frey Subject border wall interactive installation art immigration graffiti Description This presentation was delivered on May 30, 2019 at Western Oregon University Academic Excellence Showcase (Monmouth, OR). Date 2019-05-30 Type Text; MovingImage; Sound Identifier aes/168 Language eng Rights Western Oregon University Library has determined, as of 07/16/2019, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. efrey15@wou.edu http://rightsstatements.org/vocab/InC/1.0/ Abstract This interactive installation sculpture was erected between the Oregon Military Academy Building and the Richard Woodcock Education Center from October 29 through November 30, 2018. This installation is symbolic of both the US-Mexico Border Wall other border security walls, and provides an opportunity for the students of Western Oregon University and the surrounding community to interact with the art by utilizing graffiti to express their opinions of the international border wall proposed by the current administration. When erected outdoors, this symbolic wall is approximately 50 feet long and 8 feet high. Department or school name within institution Art -- Url https://wou.omeka.net/s/repository/item/11607 Title Why are Students So Apprehensive About Writing? Creator Justin Rush Subject aversion writing K-12 Description This presentation was delivered on May 31, 2012 at Western Oregon University Academic Excellence Showcase (Monmouth). Date 2012-05-31 Type Text; Image; StillImage Identifier aes/14 Language eng 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/ Abstract The research project explores the underlying experiences and causes behind the aversion many K-12 students hold toward writing. Consisting of a questionnaire, individual interviews, and a focus group, the study delves into students’ feelings and attitudes toward writing— allowing their voices to be heard, in the hopes of improving future writing instruction in schools. With the exorbitant amounts spent on writing remediation constantly climbing, student apprehension toward writing is a problem that must be addressed. This study seeks answers to this problem from the people who should know the most about it—the students. Bibliographic Citation Rush, J. (2012, May). Why are students so apprehensive about writing?. Poster session presented at the Western Oregon University Academic Excellence Showcase, Monmouth, OR. Note Holly Eckles -- Url https://wou.omeka.net/s/repository/item/11576 Title Launching Language and Literacy Development Through Listening Creator Lauren Pangle Subject language development literacy audio books Description This presentation was delivered on May 31, 2012 at Western Oregon University Academic Excellence Showcase (Monmouth). Date 2012-05-31 Type Text; Image; StillImage Identifier aes/13 Language eng 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/ Abstract To promote language development and literacy for my special needs students, I will audio record books so my students can listen to stories before they are used for whole group or small group instruction. The audio books will pre-teach vocabulary, model fluent and expressive reading, and guide comprehension. It is my hypothesis and my hope that by giving students the opportunity to interact with stories individually prior to interacting with them in a group setting; it will increase comprehension, vocabulary, language development, participation in group lessons, self-confidence and overall literacy development. Bibliographic Citation Pangle, Lauren. "Launching Language and Literacy Development Through Listening." Poster presented at the Academic Excellence Showcase, Western Oregon University, May 31, 2012. Note Chloe Hughes -- Url https://wou.omeka.net/s/repository/item/11574 Title Analyzing Leaders in the Technology Industry Creator Nicholas Marlas Sophia Dykast Emmitt Potter Leialoha Kekahuna Subject leaders technology industry leadership success Description This presentation was delivered on May 31, 2018 at Western Oregon University Academic Excellence Showcase (Monmouth). Date 2018-06-01 Type Text; Image; StillImage Identifier aes/128 Language eng 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/ Abstract Students from BA 474 Business Leadership conducted a strategic leadership analysis of the Technology industry to determine what are some of the best leadership principles, qualities, skills, traits, etc. for senior leaders to be effective in this highly competitive and rapidly changing industry. Their leadership analysis included senior leaders from Airbnb, Microsoft, HP, and Uber. Department or school name within institution Business/Economics Note Paul Disney -- Url https://wou.omeka.net/s/repository/item/11571 Title Connecting Students to Transformative Experiences Creator Karina Lopez Subject community internship program students professional development internship Description This presentation was delivered on May 31, 2018 at Western Oregon University Academic Excellence Showcase (Monmouth). Date 2018-06-01 Type Text; Image; StillImage Identifier aes/125 Language eng 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/ Abstract As coordinator of the WOU Community Internship Program, I had the opportunity to work with WOU students and connect them with accessible academic and career relevant paid internships. Overseeing the program gave me the opportunity to strengthen my leadership skills by equipping interns with the support needed to be successful throughout their internship experience, as well as being a resource for them to grow professionally. I have improved my communication skills and expanded my connections within WOU Departments, which will help me in my future career aspirations. Note Kathryn Plummer -- Url https://wou.omeka.net/s/repository/item/11485 Title May Day Drills Creator Undetermined Description Female students dressed in flowing dresses with flowers on the sleeve and in their hair pose outside of Campbell Hall. Date 5/5/1916 0:00 Type Image; StillImage Identifier mayday/48 Source Oregon State Normal School Lantern Slides Collection (MSS 17) 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/ Spatial Coverage Monmouth, OR -- Url https://wou.omeka.net/s/repository/item/11484 Title May Pole Winding Creator Undetermined Description Junior female students dressed in white and yellow dresses wind the may pole during a competitive event part of the May Day festivities on the Oregon Normal School campus. Spectators watch from the sidelines holding umbrellas. The Monmouth Herald noted "The May Pole winding was done under the most adverse circumstances since the rain was falling and the ground slippery but the results were very credible" (May 12, 1916). Date 5/5/1916 0:00 Type Image; StillImage Identifier mayday/49 Source Oregon State Normal School Lantern Slides Collection (MSS 17) 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/ Spatial Coverage Monmouth, OR -- Url https://wou.omeka.net/s/repository/item/11482 Title May Day Procession Creator Undetermined Description Students involved with the senior class original drills featuring the Canterbury Inn line up outside Campbell Hall as part of the wedding processional. Students wore traditional Elizabethan costumes; religious attendants hold crosses and don robes at the beginning of the line. The May Queen and her attendants are in the middle of the procession. The Monmouth Herald reported, "The moving pageantry and pomp offered by the senior class was very effective and splendidly carried out. The Canterbury Inn, the church, the variegated costumes of the moving throng, the dances, the dramatic entrance of the pageant wagon drawn by spirited horses, the clever bits of humorous acting all served to show the lives of all classes of people in Elizabethan times" (May 12, 1916). Date 5/5/1916 0:00 Type Image; StillImage Identifier mayday/53 Source Oregon State Normal School Lantern Slides Collection (MSS 17) 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/ Spatial Coverage Monmouth, OR -- Url https://wou.omeka.net/s/repository/item/11479 Title May Day Queen and Students Creator Undetermined Description The May Queen Myrtle Clayville and her attendant sit on a throne on the tennis courts outside of Maple Hall. Other students in costumes stand nearby, some holding umbrellas. Date 5/5/1916 0:00 Type Image; StillImage Identifier mayday/55 Source Oregon State Normal School Lantern Slides Collection (MSS 17) 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/ Spatial Coverage Monmouth, OR -- Url https://wou.omeka.net/s/repository/item/11476 Title Male Vaudeville Dancers Creator Undetermined Description Seven male junior students dressed in traditional female May Day costumes, including white dresses with flowered headbands, sit in front of The Cottage. Men participated in the Oregon Normal School Day Day events as part of the Junior Vaudeville Show, which took place the night before May Day. Date 5/2/1924 0:00 Type Image; StillImage Identifier mayday/1 Source Marguerite Loretz Scrapbook 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/ Spatial Coverage Monmouth, OR -- Url https://wou.omeka.net/s/repository/item/11475 Title May Day Drill Costumes Creator Undetermined Description Four students dressed for May Day drills and pageantry pose outside of the dormitory Todd Hall. From left to right: Marguerite Loretz, junior, wearing a frilly white collar; unidentified man in top hat; female gypsy trail usher, and a female student dressed in a green petal costume. Date 5/3/1924 0:00 Type Image; StillImage Identifier mayday/2 Source Marguerite Loretz Scrapbook 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/ Spatial Coverage Monmouth, OR -- Url https://wou.omeka.net/s/repository/item/11474 Title Male Vaudeville Dancers Creator Undetermined Description Three male students dressed in traditional female May Day costumes, including white dresses with flowered headbands, dance in front of The Cottage and Todd Hall. Men participated in the Oregon Normal School Day Day events as part of the Junior Vaudeville Show, which took place the night before May Day. Date 5/2/1924 0:00 Type Image; StillImage Identifier mayday/3 Source Marguerite Loretz Scrapbook 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/ Spatial Coverage Monmouth, OR -- Url https://wou.omeka.net/s/repository/item/11473 Title May Pole Winding Creator Undetermined Description Female students dressed in black and gold dresses compete in the winding of the may pole for the senior class. Date 5/6/1922 0:00 Type Image; StillImage Identifier mayday/43 Source Violet Denny Scrapbook (MSS 34) 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/ Spatial Coverage Monmouth, OR -- Url https://wou.omeka.net/s/repository/item/11471 Title Junior Class Drill Creator Undetermined Description Female students dressed in green and white dresses perform with garlands during the junior class original drills part of the May Day competition. The Queen's Pavilion is shown in the background. Date 5/6/1922 0:00 Type Image; StillImage Identifier mayday/44 Source Violet Denny Scrapbook (MSS 34) 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/ Spatial Coverage Monmouth, OR -- Url https://wou.omeka.net/s/repository/item/11470 Title May Queen and Her Court Creator Undetermined Description May Queen Lena Keen (center) sits with other students in the May Court underneath the Queen's Pavilion Canopy located on the tennis courts outside Maple Hall. Also appears in The 1923 Norm, page 176. Date 5/6/1922 0:00 Type Image; StillImage Identifier mayday/42 Source Violet Denny Scrapbook (MSS 34) 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/ Spatial Coverage Monmouth, OR -- Url https://wou.omeka.net/s/repository/item/11468 Title Senior Class Drill Creator Undetermined Description Female senior students dressed in white dresses, white hats, and parasols pose outside of The Cottage and Todd Hall. As part of May Day, each class would perform an original drill as part of the competition. Also located in The 1921 Norm, page 89. Date 5/14/1921 0:00 Type Image; StillImage Identifier mayday/12 Source Violet Denny Scrapbook (MSS 34) 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/ Spatial Coverage Monmouth, OR -- Url https://wou.omeka.net/s/repository/item/11467 Title Junior Class Drill Creator Undetermined Description Female junior students dressed in dark sleeveless dresses and skipping ropes pose outside of Campbell Hall, with the Monmouth Training School (ITC Building) in the background. As part of May Day, each class would perform an original drill as part of the competition. Second from right: Miss Garbe, faculty director of the junior original drill. Also located in The 1921 Norm, page 89. Date 5/14/1921 0:00 Type Image; StillImage Identifier mayday/13 Source Violet Denny Scrapbook (MSS 34) 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/ Spatial Coverage Monmouth, OR -- Url https://wou.omeka.net/s/repository/item/11446 Title May Day Drills Creator Undetermined Description Female students at Oregon Normal School and children from the Monmouth Training School dance in costumes and garlands for one of the traditional May Day drills. After a five year hiatus, May Day was combined with Junior Day to create Junior Weekend in 1921. Date 5/14/1921 0:00 Type Image; StillImage Identifier mayday/4 Source Agnes M. Anderson Collection (MSS 5) 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/ Spatial Coverage Monmouth, OR -- Url https://wou.omeka.net/s/repository/item/11444 Title May Pole Winding Creator Undetermined Description One of the main attractions of the May Day event, female students in costumes consisting of long dresses and flowered headbands, wind the may pole located on the tennis courts outside of Maple Hall. The Queen's canopy sits to the left. Date 5/14/1921 0:00 Type Image; StillImage Identifier mayday/7 Source Agnes M. Anderson Collection (MSS 5) 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/ Spatial Coverage Monmouth, OR -- Url https://wou.omeka.net/s/repository/item/11442 Title May Day Queen and Her Court Creator Undetermined Description May Day Queen Ruth Stover (center with garland around her neck) is surrounded by female students. Dressed in white lacy dresses and garlands, the Queen's Court and Monmouth Training School schoolchildren are lined up outside Campbell Hall before the Queen's Procession past the crowd of spectators. Also located in The 1921 Norm, page 89. Date 5/14/1921 0:00 Type Image; StillImage Identifier mayday/9 Source Agnes M. Anderson Collection (MSS 5) 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/ Spatial Coverage Monmouth, OR -- Url https://wou.omeka.net/s/repository/item/11441 Title May Pole Winding Creator Undetermined Description Female students wind the may pole as part of the May Day afternoon festivities. Women wore long white dresses with a lace bottom and a sash ribbon around the waist. Spectators watch along the sidelines of the tennis court. Maple Hall is visible in the background. Also found in The 1921 Norm, page 90. Date 5/14/1921 0:00 Type Image; StillImage Identifier mayday/8 Source Agnes M. Anderson Collection (MSS 5) 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/ Spatial Coverage Monmouth, OR -- Url https://wou.omeka.net/s/repository/item/11440 Title Junior Class Procession Creator Undetermined Description Female students in the junior class line up holding their class banner outside of Campbell Hall. Each class would participate in the procession leading up to the entrance of the May Queen and her court. The banner reads " '22." Date 5/14/1921 0:00 Type Image; StillImage Identifier mayday/10 Source Agnes M. Anderson Collection (MSS 5) 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/ Spatial Coverage Monmouth, OR -- Url https://wou.omeka.net/s/repository/item/11439 Title Senior Class Procession Creator Undetermined Description Female students from the senior class of 1921 line up as part of the class procession leading up to the entrance of the May Queen and her court. Students are lined up outside Campbell Hal behind a class banner that reads " '21." Date 5/14/1921 0:00 Type Image; StillImage Identifier mayday/11 Source Agnes M. Anderson Collection (MSS 5) 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/ Spatial Coverage Monmouth, OR -- Url https://wou.omeka.net/s/repository/item/11435 Title Senior Class Drill Creator Undetermined Description Female students dressed in harlequin costumes and large rubber balls perform in the senior class drills held on May Day outside of Maple Hall. A crowd of spectators holding umbrellas are in the background. Students in costume from left to right: Mary Cole, Agnes Wadsworth, Velma Johnson, Inez Clark, Emma Groat. Date 5/5/1923 0:00 Type Image; StillImage Identifier mayday/18 Source May Day Group Photographs 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/ Spatial Coverage Monmouth, OR -- Url https://wou.omeka.net/s/repository/item/11434 Title Senior Class Drill Creator Undetermined Description Female students dressed in harlequin costumes and large rubber balls perform in the senior class drills held on May Day on the tennis court platform. The May Queen canopy is in the background. Date 5/5/1923 0:00 Type Image; StillImage Identifier mayday/19 Source May Day Group Photographs 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/ Spatial Coverage Monmouth, OR -- Url https://wou.omeka.net/s/repository/item/11433 Title May Day Class Procession Creator Irving Swenson Description Students from the senior class line up for the class processional to start the day. A male student dressed in Elizabethan attire leads the procession of students in front of Campbell Hall. The annual May Day celebration in 1916 centered around the Tercentenary of William Shakespeare's death. Photograph included in The 1916 Norm, page 86. Date 5/5/1916 0:00 Type Image; StillImage Identifier mayday/38 Source May Day Group Photographs 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/ Spatial Coverage Monmouth, OR -- Url https://wou.omeka.net/s/repository/item/11430 Title May Day Drills Inside Maple Hall Creator Irving Swenson Description Ten female students dressed in white floor-length dresses and white bonnets perform original May Day drills with garland inside Maple Hall. Classes competed against each other for a trophy. Spectators watch in the background and from the balcony. Date 5/1/1916 0:00 Type Image; StillImage Identifier mayday/17 Source May Day Group Photographs 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/ Spatial Coverage Monmouth, OR -- Url https://wou.omeka.net/s/repository/item/11429 Title May Day Queen and Students Creator Undetermined Description May Queen Myrtle Clayville (center) sits in a throne in front of Maple Hall. Students dressed in costumes for different original drills hold umbrellas around her. Date 5/5/1916 0:00 Type Image; StillImage Identifier mayday/39 Source May Day Group Photographs 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/ Spatial Coverage Monmouth, OR -- Url https://wou.omeka.net/s/repository/item/11428 Title Senior Class Drill Creator Undetermined Description Female students dressed in harlequin costumes with diamond pattern and a ruffled collar throw large rubber balls in unison in the air as part of the senior class drill held on May Day. The Monmouth Herald reported that the seniors "kept almost perfect time and made very few errors" (May 11, 1923). Date 5/5/1923 0:00 Type Image; StillImage Identifier mayday/20 Source May Day Group Photographs 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/ Spatial Coverage Monmouth, OR -- Url https://wou.omeka.net/s/repository/item/11427 Title Senior Class Drill Creator Undetermined Description Female students dressed in harlequin costumes with diamond patterns and ruffled collars perform a senior original drill as part of the May Day ceremonies. The May Queen canopy is in the background. Students from left to right: Kathleen Skinner, Murial Spouse, Mary Cole, Velma Johnson, Katherine Murphy, Inez Clark, Agnes Wadsworth, Estelle, Emma Gnoat. Date 5/5/1923 0:00 Type Image; StillImage Identifier mayday/21 Source May Day Group Photographs 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/ Spatial Coverage Monmouth, OR -- Url https://wou.omeka.net/s/repository/item/11401 Title May Day Procession Creator Undetermined Description Students involved with the senior class original drills featuring the Canterbury Inn line up outside Campbell Hall as part of the wedding processional. Students wear traditional Elizabethan costumes; religious attendants hold crosses and don robes at the beginning of the line. Date 5/5/1916 0:00 Type Image; StillImage Identifier mayday/33 Source May Day Group Photographs 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/ Spatial Coverage Monmouth, OR -- Url https://wou.omeka.net/s/repository/item/11400 Title May Day Drills Creator Undetermined Description Female students dressed as fairies in white dresses with fabric wings and flowered headbands hold strings of garland attached to a may pole as part of an original drill. Date 5/5/1916 0:00 Type Image; StillImage Identifier mayday/29 Source Oregon State Normal School Lantern Slides Collection (MSS 17) 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/ Spatial Coverage Monmouth, OR -- Url https://wou.omeka.net/s/repository/item/11399 Title may day 18-2 Creator Undetermined Description Senior girls perform as garland bearers for the senior class play as part of May Day at Oregon Normal School. Women pose outside Campbell Hall and wear long white dresses with flowered garlands around their necks, waists, and in their hair. Students (not in order): Mrs. Root, Edna Galbreath, Agnes McCracken, Neva Burns, Vera Tracy, and Stella Ingraham. Date 5/5/1916 0:00 Type Image; StillImage Identifier mayday/28 Source May Day Group Photographs 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/ Spatial Coverage Monmouth, OR -- Url https://wou.omeka.net/s/repository/item/11397 Title May Day Queen and Her Court Creator Undetermined Description May Queen Myrtle Clayville sits to the right surrounded by her court dressed in Elizabethan costumes to celebrate the Tercentenary of William Shakespeare's death under the May Court Canopy. Students in photograph (no particular order): Maids of honor Laura Bell, Isabel Garland, Opal Bretz, and Ellen Jackson; Glenn Work dressed as William Shakespeare, Chad Newhouse dressed as Sir Walter Raleigh, and two children as pages, Neil Moreland and Teddy Graham.\ Chant written on the back of the photograph: "All hail to thee, your majesty, All hail to thee we sing, We trip along with journal song and make Queen Myrtle Clayville the welcoming." Date 5/5/1916 0:00 Type Image; StillImage Identifier mayday/34 Source May Day Group Photographs 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/ Spatial Coverage Monmouth, OR -- Url https://wou.omeka.net/s/repository/item/11395 Title May Day Pageant Creator Undetermined Description Students perform as wagon players in the senior class pageant featuring Canterbury Inn and Elizabethan characters as part of May Day and the Tercentenary celebration of William Shakespeare's death. Maple Hall is located in the background. Description from The Monmouth Herald: "The moving pageantry and pomp offered by the senior class was very effective and splendidly carried out. The Canterbury Inn, the church, the variegated costumes of the moving throng, the dances, the dramatic entrance of the pageant wagon drawn by spirited horses, the clever bits of humorous acting all served to show the lives of all the classes of people in Elizabethan times" (May 12, 1916). Date 5/5/1916 0:00 Type Image; StillImage Identifier mayday/35 Source May Day Group Photographs 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/ Spatial Coverage Monmouth, OR -- Url https://wou.omeka.net/s/repository/item/11394 Title May Day Procession Creator Undetermined Description Female students wearing long white dresses await the arrival of the May Queen and her Court outside of Maple Hall. Date 5/5/1916 0:00 Type Image; StillImage Identifier mayday/36 Source May Day Group Photographs 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/ Spatial Coverage Monmouth, OR -- Url https://wou.omeka.net/s/repository/item/11393 Title Class of 1920 Creator Undetermined Description Female students sit for a class photograph holding flower baskets and the "Class of 1920" banner. Streamers hang from the ceiling in the background. Students took class photographs using banners adorned with their graduating year. The banners were used in processions and events on campus surrounding Junior Weekend/May Day and commencement. Date 1920 Type Image; StillImage Identifier mayday/22 Source May Day Group Photographs 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/ Spatial Coverage Monmouth, OR -- Url https://wou.omeka.net/s/repository/item/11323 Title Women's Softball Game Creator Undetermined Description As part of a physical education class, a female student pitches a baseball while her teacher, Virginia Hale, acts as umpire behind her. In the background is Maple Hall and the dormitory. Female students and J.B.V. Butler watch from the sidelines. This photograph was taken circa 1917. Date 1/1/1917 0:00 Type Image; StillImage Identifier campusphotos/39 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/ -- Url https://wou.omeka.net/s/repository/item/11322 Title Summer School Orchestra Creator Undetermined Subject violin viola clarinet drum cello oboe Description Students from the 1921 summer school orchestra class for normal students pose outside of Campbell Hall with their instruments. The normal orchestra furnished music for various school functions. Date 7/1/1921 0:00 Type Image; StillImage Identifier campusphotos/34 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/ -- Url https://wou.omeka.net/s/repository/item/11314 Title Relaxing at the Pergola Creator Public Information Office, Western Oregon State College Description Two students sit on a bench near the pergola outside of Todd Hall. Date 1/1/1984 0:00 Type Image; StillImage Identifier campusphotos/24 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/ -- Url https://wou.omeka.net/s/repository/item/11312 Title Dormitory Room Creator Public Information Office, Western Oregon State College Description Two female students sit on a bed in a dorm room. Photograph taken for use in the Western Oregon State College Catalog. Date 1/1/1984 0:00 Type Image; StillImage Identifier campusphotos/26 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/ -- Url https://wou.omeka.net/s/repository/item/11311 Title Dance Students Creator Public Information Office, Western Oregon State College Description Two female dance students pose near a window with a male instructor. Photograph taken for use in the Western Oregon State College Catalog. Date 1/1/1982 0:00 Type Image; StillImage Identifier campusphotos/27 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/ -- Url https://wou.omeka.net/s/repository/item/11285 Title Wolf Signage Creator WOSC News Service Subject WOSC Western Oregon State College Description Caption: "Students and faculty will notice a number of physical changes to campus when they return his week for the start of fall term. Western Physical Plant workers have been busy all summer working on a number of projects." Photograph by Vern McFarland. Wolf sign reads: "Wolf says: Excuse our dust...but preserve we must." Date 10/1/1988 0:00 Type Image; StillImage Identifier campusphotos/9 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/ -- Url https://wou.omeka.net/s/repository/item/11284 Title Welcome to Western Creator WOSC News Service Subject WOSC Western Oregon State College Description Student assistants in the residence halls prepare for freshmen students who begin moving into the halls at WOSC. Photograph by Karen J. Burch. Date 10/1/1988 0:00 Type Image; StillImage Identifier campusphotos/10 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/ -- Url https://wou.omeka.net/s/repository/item/11274 Title Homecoming Memorial Fund Creator Undetermined Subject Oregon College of Education OCE Description Students stand around a table during Homecoming week collecting money towards a memorial of Campbell Hall, the Grove, and the carillon bells that were lost the previous year during the Columbus Day Storm in October 1962. Date 11/2/1963 0:00 Type Image; StillImage Identifier campusphotos/6 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/ -- Url https://wou.omeka.net/s/repository/item/11272 Title Homecoming Bonfire Creator Undetermined Description One of the longstanding freshman traditions is the incoming freshman class building and lighting a bonfire on campus. In this photo, the rubble accumulates with students adding to the pile in the foreground circa the 1950s. Date 10/1/1950 0:00 Type Image; StillImage Identifier campusphotos/7 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/ -- Url https://wou.omeka.net/s/repository/item/11271 Title Signing the Frosh Walk Creator Undetermined Subject Oregon College of Education OCE Description Three students kneel and sign their names in the wet cement in celebration of freshman orientation near the Natural Sciences Building.. One young woman wears the Oregon beanie hat and four male students stand around the sidewalk. Phrase on back of photograph: "Freshman initiation is part of your introduction to life at Oregon College of Education. Whether you are signing the freshman walk, taking a placement test, or meeting new friends, your first days at OCE will be among your most memorable." Date 10/1/1960 0:00 Type Image; StillImage Identifier campusphotos/8 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/ -- Url https://wou.omeka.net/s/repository/item/11270 Title Campus Move-In Day Creator Public Information Office, Western Oregon State College Subject WOSC Western Oregon State College #TBT Throwback Thursday Description A female students holds a stack of clothing on hangers and a stuffed unicorn while moving into campus housing. Photograph used in the 1985-1986 Western Oregon State College Catalog on page 17. Date 10/1/1985 0:00 Type Image; StillImage Identifier campusphotos/4 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/ -- Url https://wou.omeka.net/s/repository/item/11269 Title Student Pre-Registration Creator Public Information Office, Western Oregon State College Subject WOSC #TBT Throwback Thursday Description Students stand in line at a counter to register for classes in the New P.E. Building at Western Oregon State College. Date 10/1/1989 0:00 Type Image; StillImage Identifier campusphotos/3 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/ -- Url https://wou.omeka.net/s/repository/item/11268 Title Student Registration Creator Public Information Office, Western Oregon State College Subject WOSC #TBT Throwback Thursday Portland Breakers Description Two female students register for classes in the New P.E. Building during "New Student Week" at Western Oregon State College in 1985. Date 10/1/1985 0:00 Type Image; StillImage Identifier campusphotos/2 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/ -- Url https://wou.omeka.net/s/repository/item/11267 Title New Student Week Creator Public Information Office, Western Oregon State College Subject WOSC Western Oregon State College #TBT Throwback Thursday Description Nine male and female students cross arms in a circle to celebrate "New Student Week" at Western Oregon State College, circa 1986. Date 10/1/1986 0:00 Type Image; StillImage Identifier campusphotos/1 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/ -- Url https://wou.omeka.net/s/repository/item/11089 Title Life Experiences of Mexican and Mexican-American Students: Migrant Education Program, Salem/Keizer School District Creator Anna I Munoz Subject Salem Keizer School District Migrant Education Description Access file scanned at 300 dpi (Black and White) using Capture Perfect 3.1 on a Canon DR-9050C in PDF format. Access file converted to 300 dpi (Black and White) .pdf with compression and textual OCR using Adobe Acrobat Pro DC (2015 version). Date 5/29/2002 Type Text Identifier his/362 Language eng Rights Western Oregon University Library has determined, as of 07/28/2021, this item is in copyright, which is held by Anna I. Munoz. 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/ Department or school name within institution History -- Url https://wou.omeka.net/s/repository/item/7228 Title The White Rose’s Resistance to Nazism: The Influence of Friedrich Nietzsche Creator Katilyn R. Kirkman Subject The White Rose Friedrich Nietzsche World War II Resistance Nazism Date 1/1/2017 Type Text Identifier his/65 Language eng 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/ Abstract The White Rose was a non-violent resistance organization founded by students in Munich during the Second World War. Many scholars argue that religion influenced the group the most, but an analysis of their leaflets and correspondences highlights the influence that Friedrich Nietzsche had on the organization. Members of the White Rose, particularly Hans and Sophie Scholl, solidified their commitment to opposing Nazism by reading and discussing Friedrich Nietzsche. Nietzsche’s ideas shaped the foundational beliefs of the White Rose, including their belief that Germans could no longer ignore the crimes of the Nazi State. From 1942 to 1943, the White Rose anonymously distributed leaflets in Germany in an attempt to reach out to the German people and open their eyes to Nazi atrocities. By analyzing these leaflets, as well as journal entries and letters from the Hans and Sophie Scholl, it becomes quite evident that Nietzsche’s ideas on the “Good and Evil Dichotomy”, the “Herd Mentality”, the “Higher Man”, and “The Shadows” are prevalent within the organizations writings. Through these ideas the White Rose attempted to use their leaflets to empower the German people to see where Hitler fit in the “Good and Evil Dichotomy”, break from the “Herd Mentality”, find their “Higher Man”, and escape from the suffocating grasp of “The Shadows” to free not only themselves, but Germany as a whole. Department or school name within institution History Note David Doellinger -- Url https://wou.omeka.net/s/repository/item/7103 Title Ian Fleming's Chitty Chitty Bang Bang: A Free Drama Program for Students and Adults in the Community of Monmouth/Independence (Project Analysis) Creator Jeremiah Price Subject theater Maurice Price Western Oregon University Description 2018 Finalist Date 6/1/2018 Type Text Identifier maurice/14 Language eng 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/ Abstract Back in September, after having seen a great need in my community for arts programs for students and adults, I set out to put on a theatre program and direct a musical in the community. Ihad worked with my students at local churches and schools that were looking for creative outlets,but whose parents could not afford to have them participate in local theatres or choirs. I alsoencountered teachers, pastors and other working adults whose work schedules would not allow them the flexibility to participate with local programs. The goal was to raise enough money for the production that cast members would not have to pay dues to be apart of it, and coordinate the schedule so that busy adult s with careers could also participate. This was going to be a significant challenge, but after raising money in the fall and securing a couple of churches with open schedules, I felt that I had a realistic and measurable goal that I could accomplish over the period of a couple of months. Department or school name within institution eng -- Url https://wou.omeka.net/s/repository/item/7101 Title Let's Make College Happen: Para Adelante el Futuro Creator Mayra Mendoza Cristina Garcia Toche Subject first generation college students high school students higher education Description 2017 Finalist Date 6/1/2017 Type Text Identifier maurice/16 Language eng 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/ Abstract As first generation college students, we have experienced several obstacles that have made higher learning harder to achieve. In our project, we wanted to create awareness to motivate high school students to continue their education, especially undocumented students. We are very passionate about human rights and are strong believers in equal opportunity which is why we wanted to focus our project on education. We wanted to combine our passions and motivate those high school students who believe they do not have a chance or do not have the right tools or support to apply for college. One of our goals was to provide resources to high school students, giving them first hand advice from current first generation college students, and assisting them with seeking scholarship opportunities. Our plan was to create an open workshop at a high school and share our resources. We also planned on doing a family workshop so families can attend and learn about our survey results. Throughout our project, we encountered several hurdles. However, the results that we collected influenced us to create a video where we can share with high school programs. This video can be used as a resource for high school students and families in the future. -- Url https://wou.omeka.net/s/repository/item/7099 Title DREAMers Awareness Project Creator Juan Navarro Sandy Estelle-Bazaldua Subject Dreamers Deferred Action for Childhood Arrivals DACA undocumented students Latino community service learning Western Oregon University Description 2017 Finalist Date 1/1/2017 Type Text Identifier maurice/10 Language eng 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/ Abstract Our purpose is to work from the very core of the Latino community. We will go into our local high schools: Central High School and Salem-­‐Keizer School District. Sometimes, for students who are first generation and have no prior knowledge of what it takes to go to college, the process can be intimidating and discouraging. We will place all the helpful tools we’ve received from meetings, mentors, clubs, etc. in one insightful presentation which we can follow up with one to one mentoring. We want to be that source of insight that we wished we could’ve had back when we were younger; it only takes one person to propel a student into higher education. -- Url https://wou.omeka.net/s/repository/item/7097 Title Personal Training for a Campus Recreation Setting Creator Cassidy Bek Subject personal training college students service learning Western Oregon University Description 2017 Award Winner Date 1/1/2017 Type Text Identifier maurice/13 Language eng 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/ Abstract The objective of my project was to find a way to implement personal training into Western Oregon University’s Health and Wellness Center. Personal health and wellness is a huge part of my life. I share my passion through the fitness classes I teach, working at the Health and Wellness Center, and studying Exercise Science with a minor in Health. Being a part of a college campus gym setting, I witness many students struggle to move out of their comfort zone. With no personal trainers on staff, students are left to experiment with weights, machines, and other exercise routines which may cause an injury, or give up all together because they feel discouraged. A need exists for a systematic program of fitness instruction that is available to all interested students. I strongly believe by providing resources to students they may feel more comfortable in the gym setting, and be more inclined to sustain a healthy lifestyle. Teaching students to live in good health while in college is important. It will hopefully promote a better quality of life after school. Major health implications due to lifestyle is a huge issue in our country. We can help prevent this by educating our students through private mentors for more individualized assistance with their health fitness goals. -- Url https://wou.omeka.net/s/repository/item/7064 Title UnWasted Creator Joshwa J. Salvador Subject Food insecurity Hunger Food banks Food waste programs Western Oregon University Description 2015 Award Winner Date 1/1/2015 Type Text Identifier maurice/6 Language eng 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/ Abstract After witnessing a full pan of Chicken Parmesan being thrown in the garbage, Joshwa Salvador initiated a program to donate unused food from Western Oregon University (WOU) Retail Dining to the WOU Food Bank. This paper traces Joshwa's efforts to institute a food (un)waste program at the University and the obstacles he encountered during the process. Along the way, Joshwa discovered fifty-nine percent of his fellow students face hunger or “food insecurities” and a decline in academic performances correlated with those issues (Patton- López et al., 2014). -- Url https://wou.omeka.net/s/repository/item/7061 Title L.E.A.D. (Learning, Engaging, Achieving, Diversifying) Creator Maria Vargas Sylvia Garcia Description 2014 Award Winner Date 1/1/2014 Type Text Identifier maurice/3 Language eng 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/ Abstract Undergraduate students Maria Vargas and Sylvia Garcia created a network named L.E.A.D., whose purpose was to encourage and support more woman leadership in the Western Oregon University campus and community, as well as in the various career fields that the participants are pursuing. The project included a conference, bi-weekly meetings, mentoring, and job shadows. -- Url https://wou.omeka.net/s/repository/item/7059 Title Student Short Film Festival at Western Oregon University Creator Nathaniel Dunaway Description 2014 Finalist Date 1/1/2014 Type Text Identifier maurice/1 Language eng 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/ Abstract Final analysis report on the work involved in creating the inaugural Student Short Film Festival on the Western Oregon University campus. The student sought to give an outlet to the students of WOU whose passion for film has largely gone unnoticed and unurtured. He sought to give the directors and videographers the opportunity to present their hard work to a real-­life audience and to experience the electricity of seeing their short films on the big screen. -- Url https://wou.omeka.net/s/repository/item/6870 Title A Spirit of Service Creator Ali Ann Artis Subject Xenia Woods Leadership American Sign Language (ASL)/English Interpreter Date 7/6/2017 Type text Identifier maiscasestudies/vol1/iss1/12 Language eng 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/ Alternative Title A Spirit of Service Abstract From 2005 to 2010 Xenia Woods served as a leader and mentor in my rural community of Humboldt County, CA, and has paved the way for many interpreters to gain the skills they need in the profession. Her contributions to the community have been long-lasting and have had a huge impact on me personally. Her long term commitment to reach out and assist newer interpreters in the profession is impressive. Xenia has a giving spirit and is generous with her time and energy. Her passion to support the students she teaches, the profession of interpreting, and the Deaf community is exemplary, as I have witnessed first-hand and as her record demonstrates. -- Url https://wou.omeka.net/s/repository/item/6867 Title Debra Russell: A Leader for All Occasions Creator Christopher Grooms Subject Debra Russell AVLIC Interpreter Certification American Sign Language (ASL)/English Interpreter Date 7/6/2017 Type text Identifier maiscasestudies/vol1/iss1/9 Language eng 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/ Alternative Title Debra Russell Abstract This article is part of a collaborative project by students and faculty in the Master of Arts in Interpreting Studies program, class of 2014, at Western Oregon University. The goal of the project is to recognize and honor leaders in the interpreting and interpreter education fields. Debra (Deb) Russell has a long history of serving in leadership roles in varying capacities from local communities to the international stage. She is known as a person of integrity and humanity with a passion for building and connecting communities at home and across the globe. I had the privilege of meeting with Deb to find out where her passion stems from and where she finds inspiration and the motivation to serve. What follows is an inspirational tale of one person’s unselfish determination to engage in and foster collaborations across communities that serve to uphold the linguistic, cultural, and human rights of what have long been an underserved, underrepresented, and oppressed people. -- Url https://wou.omeka.net/s/repository/item/6863 Title A Passion that Leads to Destiny Creator Nicole Shambourger Subject Dr. Jacqueline Bruce Jackie Bruce Activism African American/Black Deaf Community American Sign Language (ASL)/English Interpreter Date 7/5/2017 Type text Identifier maiscasestudies/vol1/iss1/5 Language eng 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/ Alternative Title A Passion that Leads to Destiny Abstract In an effort to bring recognition to leaders in the field of interpreting and interpreter education, graduate students pursuing a Master of Arts in Interpreting Studies selected a local community leader to spotlight. Dr. Jacqueline Bruce, affectionately known as Jackie Bruce was selected for interview because of her commitment to the field of signed language interpreting and her passion for educating and mentoring interpreters. Dr. Bruce’s educational opportunities served as a springboard for her successful journey. Although she never thought of herself as a leader, she exhibits leadership qualities recognized by everyone she comes in contact with. Her path to becoming a leader has been paved with a colorful patchwork of opportunities filled with twists and turns that have allowed her to settle into a comfortable place that serves the community who supported her along the way. -- Url https://wou.omeka.net/s/repository/item/6861 Title Activist = Interpreter = Activist Creator Amy C. Williamson Subject Lianne Moccia Activism American Sign Language (ASL)/English Interpreter Date 7/5/2017 Type text Identifier maiscasestudies/vol1/iss1/3 Language eng 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/ Alternative Title Activist = Interpreter = Activist Abstract Lianne Moccia has served as an activist within the interpreting community for many years. She has been a constant force in the interpreting communities of Vermont and New Hampshire throughout her career. Her roles have been both formal and informal in moving the profession forward through her thought provoking questioning of the status quo and her commitment to seeking solutions. Lianne has been committed to change within the system of structured formality of certification under the Registry of Interpreters for the Deaf, but more importantly, through remaining curious and questioning of the services being provided by colleagues on a day-to-day basis. This chapter is part of a collaborative project of the students and faculty of Western Oregon University’s Master of Arts in Interpreting Studies. This chapter chronicles Lianne Moccia’s path from curious student to change agent within the northern New England interpreting community. -- Url https://wou.omeka.net/s/repository/item/6860 Title Celebrating Leadership: Turning Passion into Action (full issue) Subject American Sign Language interpreters Deaf professionals Master of Arts in Interpreting Studies Western Oregon University Date 7/5/2017 Type text Identifier maiscasestudies/vol1/iss1/2 Language eng 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/ Alternative Title Celebrating Leadership (full issue) Abstract This volume was created by the cohort of students that began the Master of Arts in Interpreting Studies at Western Oregon University in June 2013. -- Url https://wou.omeka.net/s/repository/item/6856 Title Global Learning: Bringing the World to WOU Students Creator Rob Troyer Description Dr. Rob Troyer's lecture on global learning at Western Oregon University. Contributor Western Oregon University. Academic Innovation Center Date 5/1/2017 Type Image; MovingImage; Text Format video/mp4; application/vnd.ms-powerpoint; application/pdf Identifier commlectureseries/5 Language eng Rights Western Oregon University Library has determined, as of 04/18/2021, this item is in copyright. 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/6846 Title Retention: It Takes a Campus Creator Kristin M Mauro Subject Kristin Mauro retention campus students college life Western Oregon University Description The college, Western Oregon University, has resources available to them while they are here, and they are not alone in going through college because professor, advisors and WOU employees are around to give assistance when necessary. Contributor Western Oregon University. Academic Innovation Center Date 3/1/2017 Type MovingImage, Image; Text Format video/mp4, .ppt Identifier commlectureseries/22 Language eng Rights Western Oregon University Library has determined, as of 04/18/2021, this item is in copyright. 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/6844 Title Global Learning: Bringing the World to WOU Students Creator Robert A. Troyer Subject global learning world Robert Troyer Western Oregon University Description Exposing and understanding the reason for learning and involvement with diversity in the world and community Contributor Western Oregon University. Academic Innovation Center Date 5/1/2017 Type MovingImage, Image; Text Format video/mp4, .ppt Identifier commlectureseries/23 Language eng Rights Western Oregon University Library has determined, as of 04/18/2021, this item is in copyright. 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/6834 Title Meeting Our Students Where They Are Creator Sue Monahan Subject college students Sue Monahan Western Oregon University Contributor Western Oregon University. Academic Innovation Center Date 11/15/2016 Type Image; MovingImage; Text Format video/mp4; application/vnd.ms-powerpoint Identifier commlectureseries/27 Language eng Rights Western Oregon University Library has determined, as of 04/18/2021, this item is in copyright. 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/5163 Title Wolfie Round-Up: A Pilot Program to Assist Students with Staying Connected To WOU Creator Raynie A. Ehret Date 6/1/2022 Type Text Honors Thesis Identifier honors_theses/261 Language eng 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/ Abstract A common goal amongst many different universities is to attain a higher retention rate from their students. This project will particularly focus on trying to achieve this goal at Western Oregon University, making it so more students will continue pursuing their degree at WOU. As a Western Oregon University alum, I have first-hand experience with recognizing the need for a program that Western can offer to students. Due to the common retention goal amongst the collegiate world, there is a plethora of information that discusses the psychology surrounding why students are hard to retain - this dissertation will only cover the information that directly relates to the community, geography, and population that is most similar to Monmouth, Oregon. We will start by discussing current and recent past practices that WOU has proposed to retain students, we will also examine what another university, Eastern Washington University, which is a peer institution to WOU and what their current methods/data on retention techniques are, then we will discuss the data dilemma that may cause lack of true information that could impact how well techniques are doing. At the end of this discussion, you will be able to view a PowerPoint that goes over the details of a newly developed pilot program named, “Wolfie Round-up''. I have composed this pilot program to have a sole focus on achieving a higher retention rate for Western Oregon University in conjunction with other methods that WOU is current by providing Western students with more accessible resources, informational sessions that allow new and current students to have a personal relationship with different members of the WOU community, and 4 specifically identify most aspects that the university has to offer that their students can take advantage of during their time. Department or school name within institution Honors Program Note Megan Habermann-Guthrie M.S. Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/5161 Title Why College? Making the Decision Creator José R. García Date 6/1/2014 Type Text Honors Thesis Identifier honors_theses/21 Language eng 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/ Abstract A four year college degree may be one of the largest investments a person can make in their lifetime in terms of the time, effort, and money. Making this personal investment may be life-changing, which is why it is so important that one take the decision making process to attend college seriously. This study sought to investigate how and why students decide to pursue an undergraduate college degree. Undergraduate students were surveyed with a series of questions in hopes of acquiring a better understanding of what factors they take into account in their decision making process. The hypothesis was that students do not engage in a comprehensive college decision making process as they should. Results indicated that most students believe to have dedicated an appropriate amount of time and effort investigating their options and making the decision to pursue a college degree. Implications of this study suggest that most students are satisfied with their decision to attend college; however, a low percentage of the undergraduate students surveyed considered alternatives to attending college right after graduating high school. Further and refined research studies are proposed. Department or school name within institution Honors Program Note Dean Braa Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/5157 Title What's the Subjunctive, Again? Preparing English Speakers for Learning Spanish Creator Emmy Lou Pearl Olsen Subject language acquisition Date 6/1/2014 Type Text Honors Thesis Identifier honors_theses/13 Language eng 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/ Abstract Fostering communicative competence goes far beyond throwing students into conversation groups. A communicative approach to language teaching involves using authentic language from the very beginning of instruction, presenting real or at least plausible language tasks, and focusing on use of language not on specific grammatical function. What this tends to mean for a classroom is much less time spent on explicit grammar instruction and more time spent on students “getting their hands dirty” and exploring the language for themselves. For all the shifting away from constant grammar lessons in second language teaching, there is still a time when some of the fine inner workings of grammar must be explained. This type of grammar instruction requires that teachers and students engage in “metalanguage,” the vernacular or language used to talk about language. This is where my project fits into the scheme of second language Spanish instruction. Department or school name within institution Honors Program Note David Hargreaves Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/5156 Title What’s in an Essay: A Study of International Student Writing Growth over Two Terms Creator Amber Rynearson Date 7/1/2020 Type Text Honors Thesis Identifier honors_theses/235 Language eng 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/ Abstract Academic language is a specific variation of language that is marked by its own grammatical features. It is one register, or specific variation of language characterized by certain types of vocabulary and grammatical structures; others include fiction writing, news writing, spoken language, magazine writing, etc. All of these registers differ both grammatically and lexically. In order to become proficient in a specific type of writing, one must become familiar with using the different rules and guidelines (both spoken and unspoken; the conventions) of that type of writing. For academic writing, which is learned over time, writing growth can be observed in various ways, such as through vocabulary usage, thematic development, use of nominalizations, use of non-finite clauses, use of prepositional phrases, and use of embedded clauses. This growth can be observed over time through a writer increasing in the number of appropriate grammatical choices based on the discipline or style they choose to write in; the more advanced syntax they use, the more they’ve grown in their writing ability. Many of these aspects of writing are difficult for native speakers to grasp, more so for non-native users of English. This is because academic language has to be learned by all- it is no one’s native language. The following project seeks to investigate change and growth in specific areas of academic writing (such as vocabulary, thematic development, lexical density, and reading level) of international students throughout twenty weeks (two terms) and chart their improvement. Further, the study will connect the various aspects of writing growth with self-reported survey data inquiring about the student’s own beliefs on what constitutes good academic writing, and how they feel about their own writing and 5 language growth. This survey allows for connections to be made between the areas in which students produced the most growth and the grammatical features they see as most important. It also allows a glance into their self-confidence when producing their second language, which is a crucial aspect of success in a second language. This project will be based in both quantitative and qualitative data sets and will utilize corpus software and manual analysis. Department or school name within institution Honors Program Note Cornelia Paraskevas Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/5133 Title Using Children’s Books to Teach Mathematics Creator Laura White Date 9/1/2017 Type Text Honors Thesis Identifier honors_theses/147 Language eng 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/ Abstract One way for teacher to maximize time in the classroom is to combine language arts and mathematics when teaching, which causes several benefits for both teachers and students. One effective method of this is to use children’s storybooks to expand students’ understanding of each subject. An examination of current examples of storybooks that combine both of these subjects resulted in determining the most effective books which can be used in a classroom setting. This information was used to create a unit for fourth grade students to learn both mathematics and language arts by reading and examining one of the storybooks, then having students their own stories which used their knowledge of fractions. Through this students were able to practice both their language arts skills and their mathematics knowledge at the same time. Department or school name within institution Honors Program Note Marie LeJeune Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/5132 Title Unsustainable and Unsupported: Connecting "Islands" of Federal Title IX Guidance, Campus Adjudication, and the Need for Holistic Care and Hope in an Era of Rape Culture Creator Jennifer Romadka Date 4/1/2020 Type Text Honors Thesis Identifier honors_theses/211 Language eng 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/ Abstract Sexual assault is extremely prevalent on college campuses, with an estimated 25% of college women reporting that they have experienced some form of sexual assault (Beaver, 2017). With federal and state policies written around trying to support adjudication regarding sexual assault, independent task forces created, and entire university departments dedicated towards helping assault survivors, it seems that this problem should be alleviated. Critics argue that university departments are biased and not doing their job in order to protect schools, or that policies are written in order to erase so many experiences from receiving help. Academia looks into the psychological effects of trauma on post-secondary students and analyses endless sets of data in order to find trends related to various policies, yet the same problem seems to keep creeping up. As of yet, there hasn’t been a comprehensive look at how these policies and their affected college departments are connected. This thesis dives into the world of Title IX and sexual assault policy from the lense of sexual assault resource and Title IX staff members on Oregon Public University campuses. Through researching federal and state policies and the guidance that the Oregon Sexual Assault Task Force provides to Title IX and sexual assault resource departments on university campuses, I was able to perform interviews with various staff members about how they are able to implement policies. Through latent thematic analysis of these interviews, I found that Title IX and sexual assault resource departments are severely unsupported and working in a way that is unsustainable. My conclusions lead me to suggest that it is unethical to create policies that focus on trauma without using holistic verbiage and providing necessary and adequate resources. Department or school name within institution Honors Program Note Dana Schowalter and Aislinn Addington Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/5130 Title Understanding the Reading Wars: The Incorporation of Phonics in the Elementary Classroom Creator Joshua W. Nelson Date 4/1/2021 Type Text Honors Thesis Identifier honors_theses/246 Language eng 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/ Abstract Education practices over the years have continuously been changed and developed for the better. One area of elementary education that can still be advanced is reading, through the integration of phonics to young readers. Reading has been taught in a whole language approach1, but studies suggest that explicit instruction in phonics, which takes advantage of students' phonological awareness, is a better way to teach reading. Although the science of reading (explicit instruction in phonics) has been shown to be beneficial for students, it is still not the common practice across the country. At best, teachers combine explicit phonics instruction with whole language instruction, which is an approach termed balanced literacy. In the project I will investigate the ways in which the Oregon state-adopted textbooks align with the science of reading but also meet the Common Core State Standards, or CCSS, outcomes for reading. In addition, in order to see how reading instruction is enacted in the classroom, I will observe teachers and, if needed, informally interview elementary principals. The final product will be a guidebook for teachers who are not familiar/comfortable with a sense of reading (explicit phonics instruction): it will include foundational concepts on children's phonological development and reading instruction as well as three lesson plans based on best practices recommended by experts in the field. Department or school name within institution Honors Program Note Cornelia Paraskevas Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/5127 Title Trend Analysis of Depression and Anxiety in College Students Creator Katarina Smith Date 6/1/2016 Type Text Honors Thesis Identifier honors_theses/109 Language eng 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/ Abstract The purpose of this thesis is to determine what factors are contributing to the growing trend of depression and anxiety on college campus. Each section will explore a questioned topic as it relates to depression and anxiety among college students. The first section focuses on the idea that students are unaware of the trend. Data from a 2014 American College Health Association study will be used to demonstrate this assumption. The next section addresses depression and anxiety and the sub-disorders most associated with college students. Each disorder is explained through clinical descriptions and concrete examples are provided. The final section focuses on concerns related to availability and access of mental health services including funding and resource allocation. I also provided a Western Oregon University specific example to show how accessibility impacts the trend. Through my research, I identified all of these factors as major forces driving the increase in mental health issues among college students. Department or school name within institution Honors Program Note Molly Mayhead Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/5122 Title There’s No Place like Home: Or is there? Study Abroad Reentry Creator Kelsey Gray Subject psychology Date 6/1/2014 Type Text Honors Thesis Identifier honors_theses/8 Language eng 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/ Abstract In 2012, The Institute of International Education (IIE) reported that U.S. student participation in study abroad has more than tripled over the past two decades (IIE, 2012). During the 1990’s, U.S. students studying abroad grew from 50,000 in 1985 to 140,000 in 2000. Despite changes in foreign relations and the American economy, the popularity of study abroad has continued to grow (IIE, 2012). Study abroad has been on the rise for many years because it holds many benefits for students. A semester, year, or any segment of time in a different culture can impact a student’s worldview, cultural understanding, and their scope of experience. As this experience has become more common, study abroad has become a topic of interest in the psychology field. Study abroad includes many complex psychological processes; this research will focus on the activity of reentry into one’s home culture as a focal point to examine several of these processes. Department or school name within institution Honors Program Note Victor Savicki Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/5093 Title The Physical Space of the Classroom and its Impact on Creativity Creator Samantha Gallagher Date 6/1/2017 Type Text Honors Thesis Identifier honors_theses/126 Language eng 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/ Abstract This thesis will address the impact of the classroom environment on the creative thinking of elementary learners. Using extensive research, the following writing will address factors such as physical space, flexibility of the classroom, desk arrangement, resources, curriculum, hierarchy of systems, and range of activity/subjects. For example, the proposal will give strategies as simple as switching the arrangement of the room or where the students sit, but also suggest changes to the system of public education as a whole. In our current education system, there is something about the way children are being taught and what they are being taught that is discouraging originality. As a nation, we understand that creative thinking is often difficult to find. My interest in this topic grew from a concern about the lack of emphasis in our classrooms on creativity and its importance. If we cannot value creativity, then we will lose the potential of new ideas and discoveries as well as the ability to use critical thinking and problem solving. These are all essential skills for our society, and they need to be addressed for our upcoming generations. Department or school name within institution Honors Program Note Jennifer Schulze Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/5091 Title The Music Experience: Phenomenology in Music Education Creator Aleisha Douthitt Date 6/1/2017 Type Text Honors Thesis Identifier honors_theses/124 Language eng 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/ Abstract Music is a powerful part of our world. It touches our daily lives and surrounds us more than we even realize. It connects us to others, builds culture, and is appreciated by many. Music has been taught in schools for many years and is a part of many memories of students from elementary school. Music is full of theory. From the note names and sounds, rhythm and beats, time signature…the list of theoretical aspects goes on and on. Although these components are the measurable forms of music, these are not what people remember and what makes music powerful. It is the combination of all of those components created into a musical song that creates power. The way music makes people feel and what they experience is what sets music apart and makes it a staple in culture. Our education system is highly influenced by behavioristic theories. Behaviorism tells us that learning is quantifiable and measurable. We see in our education system music being taught and placed under behaviorism, which is not a place that it fits. Music is not based on theory or logic but on emotion and experience. There has been a great deal of research done on the way that we experience the natural world and the ways that these experiences shape us as people. Department or school name within institution Honors Program Note Dana Ulveland Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/5090 Title The Linguistics of Sexual Assault: How the Dissonance of Individuals’ Perpetrator Expectations and The Ordering of Information Effects Perceptions of Sexual Assault Creator Magen Boegli Date 4/1/2020 Type Text Honors Thesis Identifier honors_theses/205 Language eng 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/ Abstract This study was an investigation into the framing of sexual assault cases and how media may sway the opinions of the public through their choice use of language to describe the case. Most commonly we see stories present victims’ irresponsibility along with characteristics of the perpetrator that are inconsistent with societal stereotypes of assaulters. This may influence the public's perceptions of justice and accuracy of the statements made about the crime. The researcher hypothesized that by using paradoxical language around the assaulter and ordering information so victim’s irresponsibility is presented first, there would be lower perceived perpetrator responsibility responses. Participants for this study included seventy undergraduate students at a mid-sized university in the pacific northwest. In Condition A, participants read an article where victims irresponsibility was presented first and included paradoxical language surrounding the perpetrator. In Condition B, the case was presented so that victim testimony and evidence was presented first and lacked any language about the perpetrator’s life outside of the reported assault. After reading one of these framings of the same assault, participants took a short survey designed on a Likert scale to examine perceived perpetrator and victim responsibility along with perceived accuracy and justice of the case. Two of the presented fifteen questions yielded statistical significance. Department or school name within institution Honors Program Note Deborah Brannan Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/5080 Title The Effects of Rhythm Versus Visual Images on Working Memory Recall Creator Sarah Hughes Subject rhythm working memory mnemonics Date 6/30/2019 Type Text Honors Thesis Identifier honors_theses/203 Language eng 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/ Abstract In the current study, the researcher aimed to examine the interaction between the independent variable of mnemonic modalities (visual images versus auditory rhythms) and working memory recall. Previous research indicates that information encodes better when presented with rhythm compared to a no-rhythm condition. This suggests that rhythm acts as a mnemonic, or a memory aid. However, across the numerous studies on rhythm and memory, rhythm’s effectiveness on memory retention has not been compared to the effectiveness of more commonly used mnemonics, such as images. The researcher hypothesized that the auditory rhythm condition would produce better working memory recall compared to the visual images condition. Participants for this study included 11 undergraduate students at Western Oregon University. In Learning Condition A, participants learned ten words in Estonian and their associated English meaning, paired with images related to each word shown. In Learning Condition B, participants learned the same list, paired with a rhythm. After a short distraction, participants in both conditions were asked to recall the English meanings. The difference between the two conditions was significant, t(10) = 3.184, p < .05, supporting visuals as the better mnemonic device, leading the researcher to fail to reject the null. Future research should include more participants. Department or school name within institution Honors Program Note Melissa Cunningham Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/5079 Title The Effects of Peppermint and Orange Aromas on Mood and Task Performance: A Research Study and Process Narration Creator Reina Morgan Date 5/1/2015 Type Text Honors Thesis Identifier honors_theses/61 Language eng 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/ Abstract The purpose of this study is to determine if peppermint and orange aromas can improve mood and task performance. The participants for this study were 26 female and 11 male students (Mage = 22.05 years, SD = 5.00). This study utilized a mixed design. Participants complete d practice GRE questions while being exposed to peppermint, orange, or no scent. Pre and post mood were measured using the Quick Mood Scale (Woodruffe -Peacock, Turnbull, Johnson, Elahi, & Preston, 1998) and task performance was measured based on responses to the GRE questions. Exposure to peppermint and orange was not found to improve the cheerfulness component of mood F (2, 34) =.19, p>.05, ?²=.19, or task performance F (2, 34) =.15, p>.05, ?²=.01. Based on the effect size for this study, aromas could potentially be used in the workplace to improve mood but further research with more participants is needed. Department or school name within institution Honors Program Note Chehalis Strapp Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/5076 Title The Effect of Labels Related to Hearing Loss on Implicit Attitudes toward Deafness Creator Sarah Lundquist Date 6/1/2017 Type Text Honors Thesis Identifier honors_theses/132 Language eng 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/ Abstract The present study sought to determine whether exposure to various labels about hearing loss has an influence on implicit attitudes about deafness. It was hypothesized that the term “hearing impaired” would elicit a more negative attitude than the terms “deaf”, “hard-of-hearing”, or no label. Thirty Western Oregon University students participated (males=11, females=19; mean age=20.67 years, SD = 2.19). Eleven participants indicated that they had a relationship with someone who is D/deaf or hard-of-hearing, and four students had taken one or more American Sign Language (ASL) courses in the past. Participants read a vignette created by the researcher containing one of the previously mentioned labels associated with deafness, and then completed an Implicit Associations Test to measure implicit bias with regard to deafness (Greenwald, McGhee, & Schwartz, 1998). The results failed to reveal a significant difference between implicit bias of any of the groups, one-way between subjects ANOVA F (3, 26) = .018, p = .997, η² = .002, implying that exposure to deaf-related labels in a vignette likely does not influence implicit attitudes about deafness. Department or school name within institution Honors Program Note Chehalis Strapp Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/5053 Title The Dancing Classroom Creator Jenny Barnes Date 6/1/2010 Type Text Honors Thesis Identifier honors_theses/24 Language eng 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/ Abstract The modern classroom often requires alternative teaching methods and modified lesson plans of the core curriculum in order to reach and teach all students. Incorporating creative dance and movement into the classroom may provide students, especially those with Attention Deficit Disorder and Attention Deficit Hyperactivity Disorder, an alternative teaching method and a constructive outlet for their often restless energies. This thesis is an exploration of how creative dance and movement can be integrated with elementary - leveled lesson plans in the area of life science organ systems and how that influenced student learning and satisfaction with lessons for all students and, for children with ADD and ADHD, their ability to focus on lesson content. Department or school name within institution Honors Program Note Marita Cardinal Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/5045 Title Teaching Strategies for the High School Math Classroom Creator Tabitha McAfee Date 6/1/2012 Type Text Honors Thesis Identifier honors_theses/56 Language eng 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/ Abstract As technology, social interactions and diverse cultures grow; teachers are faced with the challenge of creating informative, relevant and interesting lesson plans for the current generation. While this thesis started out as a creation of two unique lesson plans, it turned into a journey through different teaching methods and the theories that back those methods. This thesis highlights two teaching strategies: Inquiry-Based Learning and the use of Real World examples. These methods can be applied to most middle school or high school mathematics classrooms. Two lessons are given as examples of these teaching methods. A Cryptology lesson introduces students to c lock arithmetic and relates it to encrypting and decrypting codes. In addition, a Geometry lesson focuses on the relationships between similar and congruent triangles. Both lessons use the Inquiry -Based Learning method and Real World applications to actively engage students in what they are learning and thus, give them the opportunity to create meaningful learning experiences. Department or school name within institution Honors Program Note Cheryl Beaver Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/5043 Title Teaching Children to Learn, Not to Test Creator Mary Rice Date 12/1/2015 Type Text Honors Thesis Identifier honors_theses/106 Language eng 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/ Abstract The theory of Experiential Learning states that children develop knowledge and skills through experiences outside of the traditional classroom setting. The knowledge gained from these experiences is more long lasting and more enjoyable to students than the traditional rote memorization approach. The focus of my thesis will be to analyze the theory of Experiential Learning in a first grade classroom during my year in the Education Program at Western Oregon University. I will be designing lessons around principles founded by John Dewey, the father of experiential learning, to teach a Science unit in a first grade classroom. The science unit will focus on the life cycle and structure of insects while implementing hands--‐on learning opportunities at a first grade level in compliance with the state--‐ adopted Next Generation Science Standards for First Grade Science. The lessons will also seek to enhance the personal interest in the subject area. I plan to implement these lessons in a first grade\ classroom in the Dallas School District during my year of student teaching. Department or school name within institution Honors Program Note Marcus Wenzel Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/5039 Title Support for Students: Best Practices for Creating a Website with Resources for Western Oregon Students, Current and Future Creator Rylie L. Horrall Date 6/1/2022 Type Text Honors Thesis Identifier honors_theses/259 Language eng 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/ Abstract In this thesis, I will be providing research on the best practices for a website, and the implementation process for a website for Western Oregon University students that compiles both online materials they may use frequently in addition to relevant WOU-related resources. Students can struggle to find resources for writing papers, projects, etc., or could have a difficult time trying to navigate life as a WOU student and staying up-to-date with things going on at the university, so a website that’s easy for students to figure out and access the things they need would be beneficial. This could be things ranging from style guides for writing to social media pages related to clubs and organizations. WOU has a page similar to this called the WOU Portal, which serves as a reference or guideline for the website as mentioned. In addition to research on implementation tactics, graphics and icons displaying the previously mentioned design tactics will be shown, along with a web page mock-up. Department or school name within institution Honors Program Note Lucas Cordova Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/5036 Title Student Veteran's Perceptions of Campus Support Creator Ashley Heeter Subject veterans students student veterans wellbeing campus services Date 6/1/2018 Type Text Honors Thesis Identifier honors_theses/156 Language eng 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/ Abstract College poses many challenges to the average population, however, there are additional challenges for different populations. For example, completion rates of nontraditional students are 33.7% (New, 2014), and for student veterans there are additional barriers to completing their college degree. Despite a variety of obstacles, veterans who were active duty after September 2001 have college completion rates of 51% (Cate, 2014). With this in mind, this exploratory study examined student veterans from Western Oregon University (WOU) overall wellbeing (moods, satisfaction with life, social integration) in association with the campus services and culture. Department or school name within institution Honors Program Note Debi Brannan Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/5011 Title Should Standardized Testing Be Required for College Acceptance? Creator Maddie Little Date 6/1/2022 Type Text Honors Thesis Identifier honors_theses/266 Language eng 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/ Abstract Is standardized testing a valid method to determine the acceptance or denial of a high school student into an educational institution? This thesis is a scholarly essay that examines the unintended consequences of requiring SAT or ACT scores for educational institution admittance. This project explores other methods for colleges and universities to use as a way of determining whether or not a student should be accepted or denied into the institution. Specifically, in my project, I researched the reasonings behind using standardized test scores as a primary method for determining the admittance of a student, the unintended consequences of requiring standardized test scores, and different options educational institutions can use to weigh the acceptance or denial of a student. The goal of this project is to synthesize existing research on this topic for college/university educators and administrators, who have yet to be informed about the drawbacks of requiring standardized test scores for institutional admittance. In order to address these points, I have conducted a meta-analysis of current, published research regarding standardized tests and college admissions. I have discovered that there are multiple unintended consequences of the SAT and ACT such as racism and socioeconomic bias. I have also researched other methods educational institutions can use to determine admittance such as becoming test- optional and interviewing potential students. Department or school name within institution Honors Program Note Alicia Wenzel Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/5010 Title Shock and Awe: Surprising Revelations on Cognition Creator Jacob Martin Date 6/30/2019 Type Text Honors Thesis Identifier honors_theses/193 Language eng 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/ Abstract Surprise is a fundamental, yet by definition unpredictable element of life. In the current experiment, the aim is to explore if surprise will have some form of statistically significant effect on cognitive performance. Participants consisted of io students from a northwestern university, the average age of participants was 19.3 (S = .io56). Materials include a Hexbug Fire Ant remote controlled robot, two tests of cognitive ability, a demographics form, a debriefing form, and an informed consent form. Participants first read and signed the informed consent. The robot was kept out of sight of participants. Subjects completed two tests with the pen on the desk. In the experimental group, the robot would suddenly be wheeled out from its hidden location before taking the test. After, subjects completed the demographics form and were debriefed. Participants were scored on the number of questions answered correctly. Participants who did receive a surprise had a slightly higher score (M = 1io.25, SD = .5) than individuals who did not (M = 15.33, SD = 2.52). The mean difference was not significant, t(5) = .186, p > .05, d = 0.511. The results do not support the hypothesis. This suggests that the treatment had no effect on participants. However, this study had multiple limitations. Department or school name within institution Honors Program Note Debi Brannan Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/5008 Title Sharing Stories: Insights on the Holistic Experiences of Latino ELLs Creator Wendy Bryant Date 6/1/2012 Type Text Honors Thesis Identifier honors_theses/28 Language eng 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/ Abstract Through interviewing local students, this thesis seeks to understand the experiences of Latino English Language Learners (ELLs) in high school. National research and test results suggest that Latino ELLs are both failing and being underserved in a number of categories, including school completion with “the highest rates of drop out among all students” (Edl, Jones, & Estell, 2008, p. 39). These findings are also substantiated by the testing statistics reported at state and local levels. By interviewing six students who are directly affected by changing policies and testing approaches, this study will discuss and give voice to the academic, interpersonal, and intrapersonal experiences of these students. Furthermore, their accounts will be compared to national research and findings to begin telling part of the story of language learners in the state where I reside: Oregon. These stories are a powerful resource for educators seeking to better understand the needs and experiences of their students. Department or school name within institution Honors Program Note Karie Mize Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4997 Title Representation in Children’s Literature: An Analysis of Disability in Picturebooks Creator Rebecca J. Tew Date 7/1/2020 Type Text Honors Thesis Identifier honors_theses/233 Language eng 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/ Abstract In my project I will be analyzing how physical disabilities are portrayed in children’s literature. Specifically, I will be doing a content analysis of four picture-books that have won the Schneider Family award, which is given to books that embody the disability experience for child or adult audiences. Using the guided questions from the article “Beyond the Medal: Representations of Disability in Caldecott Winners,” I am going to determine if the characters with disabilities are portrayed in an ableist way. Appropriate representation is important for marginalized people, including people who have disabilities. Providing picturebooks that embrace disability rather than marginalize it has a positive impact on all children in a classroom. The goal of my project is to create an understanding of the importance of non-ableist representation of characters with disabilities in picturebooks. After using the article to analyze the picturebooks, I will use the picturebooks that represent disabilities in an appropriate way as the basis of lesson plans to use in an elementary school classroom. The lesson plans will be centered around the importance of inclusion and lead to a discussion with students about why it is important to learn about people that might be different from them. I hope that my lesson plans will be useful in my own future classrooms, and potentially the classrooms of other educators too. Department or school name within institution Honors Program Note Marie LeJeune Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4960 Title Physical Activity in The Elementary Classroom Creator Ashley Templeton Date 6/1/2017 Type Text Honors Thesis Identifier honors_theses/138 Language eng 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/ Abstract It is clear that physical activity affects the body and helps us to become healthy and physically fit, but there is an increasing amount of research being done suggesting that the benefits of physical activity stretch much farther than building and toning muscles. During physical activity, the brain is influenced in ways that have the potential to improve academic success among elementary school students. The purpose of our thesis was to analyze the research that has been done on the effects of physical activity on the brain by creating this literature review that helps determine how physical activity can be utilized in the education system. We then took that information and compared it to our theories so that we could better understand where current issues lay and how they might be addressed as we enter the teaching profession. Based on our research, we developed a pedagogical theory of best practice which we can now put to use in our future teaching careers. To conclude this thesis, we have included ways for teachers to implement our findings through activities such as brain breaks, teaching strategies and school wide fitness programs, so that our research benefits more than just our own classrooms. Our goal is to impact the lives of as many students as we can, in the area of physical education. Department or school name within institution Honors Program Note Katherine Farrell Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4956 Title Perceived Task Difficulty and Procrastination in College Students Creator Max Hebing Subject Procrastination Task Difficulty Students College Date 6/1/2016 Type Text Honors Thesis Identifier honors_theses/98 Language eng 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/ Abstract The present study examined the potential effects of task difficulty on the level of procrastination in college students. I hypothesized that an increase in the perceived difficulty of a task would increase procrastination. Participants were randomly separated into two groups. While both groups took the same “test”, each group received a different description of the test prior to being sent the link through e-mail. One group received a description of an easy task, while the other group received a description of a difficult task. Procrastination was measured as time taken to initiate the test (Time A), time taken to complete the test (Time B), and Total Time. Time A was significantly longer for participants in the “difficult” group, t(41)=-2.286, p=.027, r^2=.1182. Total Time was also significantly higher for this group, t(41)=-3.028, p=.039, r^2=.1903. Department or school name within institution Honors Program Note Jaime Cloud Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4935 Title People of WOU: A study of the perception of diversity at Western Oregon University Creator Nathan Tew Subject diversity visible attributes invisible attributes Date 6/1/2016 Type Text Honors Thesis Identifier honors_theses/110 Language eng 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/ Abstract The purpose of my study is to address the perception of diversity on Western Oregon University’s campus. Many publications define the diversity of student populations using only visible attributes including race, age, and gender. With those types of definitions for diversity, Western Oregon University (WOU) could be seen as a predominately young, white and female university, since these groups make up the majority of the student population. However, there are many other ways diversity can be defined, looking at individuals based on invisible attributes, including sexual orientation, geographic origin and socioeconomic class, which cannot be seen on a surface level. Diversity is an essential and beneficial piece for any institution of higher education and provides people with different views that are varied from their own. Just like one cannot judge a book by its cover, it’s hard to truly describe an individual or a group if only specific visible attributes are used. It is important both visible and invisible attributes are used when defining an individual. In order to determine the perception of diversity WOU has to offer, I interviewed 12 students attending Western Oregon University and asked them three questions: How would you describe a typical Western Oregon University student? How would you define diversity? Do you think Western Oregon University is a diverse university? These questions guided my exploration of the perception of the diversity among Western Oregon University’s students. I compared their responses and perceptions to the perception commonly shared by publications, in which diversity is primarily focused on visible attributes such as race, gender, and ethnicity. The student responses could be used to help determine strategies and ways to continue promoting diversity at WOU, which will benefit students in their pursuit of higher education for years to come. Department or school name within institution Honors Program Note Marcus Wenzel Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4934 Title Pedagogy of Teaching History: Comparing the Chronologic and Thematic Approaches Creator Daniel J. Tew Date 6/1/2014 Type Text Honors Thesis Identifier honors_theses/14 Language eng 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/ Abstract In Ferris Bueller’s Day Off, a monotone history teacher lectures in a room full of adolescents who show no interest at all in the topic. Unfortunately this is not an isolated instance of teaching history. History teachers are plagued with the stereotype of being dry and boring. While other contents adjust to accommodate students, the majority history tends to be taught in the typical fashion (Laufenberg, 2011, p. 1). A teacher lectures and students absorb information by taking notes. If students are really “lucky” there will be a break from lectures and instead will be able to enjoy a lengthy historical documentary. What can be done to change the ways that history can be taught? Perhaps the approach the teacher takes to teaching can impact the way students respond to the content. Classes typically taught with this lecture style tend to teach history as a timeline (Olson-Raymer, 2011). Teachers start with one event or date and move forward throughout history. An alternative approach further examined in this paper is a thematic approach where a teacher instead selects meaningful themes for students to explore in great detail. While other methods exist outside of these two approaches, the traditional chronological approach is contrasted to the thematic approach to determine if there are ways to alleviate the disinterest students have in history. Advantages, disadvantages and sample lesson plans are used to dissect these approaches to determine their effectiveness for use in the history classroom. Department or school name within institution Honors Program Note Ken Carano Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4930 Title Oral History, Women, and Institutional Space in Twentieth Century America Creator Brianna Williford Date 6/1/2017 Type Text Honors Thesis Identifier honors_theses/144 Language eng 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/ Abstract Women have lived much of their lives in institutionalized spaces. These spaces, such as capitol buildings and schools, are owned and regulated by the government. To explore women’s access to institutionalized spaces in the mid/late twentieth century, I have analyzed five oral history interviews. These are all with and/or about Maurine Neuberger, Karen Jensen, and Linda Stonecipher. I share pieces of their stories. Oral Histories exhibit a direct and personal recounting of the ways in which American society has regulated women’s access to institutional spaces, and how some attempted to surpass the expectations placed upon them. All these oral histories exhibit some of the ways the women were separated from men, and treated differently than men as students, athletes, and professionals. Because of separation by gender, many sports became uniquely male or female, think football versus field hockey. Neuberger in the 1920s, and Jensen and Stonecipher in the 1970s, all studied Physical Education. Into at least the 1970s, most men’s P.E. programs had separate, newer buildings, and women were taught with completely different educational philosophies. Directly opposing men, women’s athletic and academic programs focused on non-competition and non-commercialization. All three women worked in industries dominated by men (coaches, educators, Jensen was an athletic trainer, and Neuberger a politician). My unique oral histories contribute to the current research by adding more voices and stories to the larger discussion of women in sport and institutional space, both popular scholarly discussions today. Department or school name within institution Honors Program Note Kimberly Jensen Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4929 Title Online Education for K-12, the Growing Job Market: Are Education Majors Ready? Creator Kathryn Kopel Date 6/1/2015 Type Text Honors Thesis Identifier honors_theses/101 Language eng 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/ Abstract Innovation as well as a desire for more may be seen as twin influences in the field of education today. Out of this dichotomy online education for grades K-12 has emerged. Its many forms include everything from “flipped classrooms” to online classes or homework that supplements conventional classrooms to completely online charter schools (Wolk, 2011). Just four years ago there were already state-wide virtual charter schools in 20 states. These schools were often funded through rulings by state legislatures (Watson, 2008). There is also a growing concern over whether the majority of teacher candidates will need to be ready to use online supplements or even to teach entirely online (Natale, 2011). Future educators may need to be skilled in meeting the needs of students through the online medium, which may or may not be substantially different from the skill set needed for a physical classroom. How does a teacher candidate become qualified to teach online effectively? What are universities doing to prepare undergraduate and graduate students for teaching online? What do administrators and principals of online schools look for in their teachers? What do the teachers themselves have to say about this new facet of the education job market? What about the views of the students themselves in how effective online teachers meet their needs? This study offers an overview of literature on virtual or online schools. Additionally, action research was conducted to interview various contributors to online education, including teachers, administrators, and college professors. The results of surveys and interviews conducted with hiring staff on online schools, online teachers, and university faculty of online education training in Oregon’s public education system are analyzed and reported as well. Department or school name within institution Honors Program Note Marie LeJeune Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4927 Title Nullification of The CSI Effect Through Exposure at Critical Points in The Trial Process Creator Amanda M. Mooney Date 6/1/2022 Type Text Honors Thesis Identifier honors_theses/277 Language eng 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/ Abstract The present study sought to determine how briefing a jury on the CSI Effect would influence the verdict. It was hypothesized that those briefed on the CSI Effect would find the defendant guilty, while those not briefed would find the defendant innocent. One hundred sixty-three undergraduate students were recruited via SONA and were compensated with course extra credit for their participation. Participants were randomly assigned to one of the three conditions (no briefing, briefing before forensic testimony, and jury instructions briefing). A one-way ANOVA test was run and no significant results were found between the three conditions, (f(162)=0.5954), n.s.. These results suggest that there is no nullification effect to briefing a jury on the CSI Effect; however, due to the many limitations of the study an effect may be present that was not found in the current study. Department or school name within institution Honors Program Note Misty Weitzel Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4886 Title Learning About Language: A Teacher’s Guide Creator Erin Roan Date 6/30/2019 Type Text Honors Thesis Identifier honors_theses/191 Language eng 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/ Abstract Academic language, while a key component of language arts education and Common Core State Standards for English Language Arts, is often poorly understood by educators. Academic language and its norms must be taught explicitly in language arts classrooms in order for students to be proficient writers of academic genres and for testing purposes. This project provides a literature review on academic language instruction and writing instruction at the secondary level. The guidebook for academic language includes several lesson plans to assist educators in teaching academic language and its features. The features of academic language are outlined using authentic Texts that teachers can use in their own classrooms. Department or school name within institution Honors Program Note Cornelia Paraskevas Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4885 Title Knowing Your Student Power: Reclaiming Full Autonomy Over the Student Incidental Fee Creator N. J. Johnson Date 10/1/2022 Type Text Honors Thesis Identifier honors_theses/281 Language eng 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/ Abstract Student governments of universities and community colleges were created and recognized in order to uplift student voices and represent the best interests of their student body. Associated student governments are also an integral component to the concept of shared governance, where students, faculty, staff share influence in the decision-making process with administration. Influenced by factors such as the culture and current events of a campus, student bodies and student governments can take on a surprisingly wide range of goals and initiatives. Regardless of what issue the student body has identified as a worthwhile cause, student governments must be aware of and equipped to use a variety of tools to successfully advocate for their vision. This thesis walks student leaders through a real-world case study of a student government who successfully fought for autonomy over the student incidental fee after that had been infringed on by University Administration in the middle of the COVID-19 pandemic. This case study is written by the student body president who led these efforts and provides strategic commentary and lessons learned throughout the recount of his experience. No matter what your student government is fighting for, this thesis aims to equip leaders with versatile tools and advice that can be applied to any issue of student interest. Department or school name within institution Honors Program Note Megan Habermann-Guthrie Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4855 Title Individual Perceptions of Disabilities In the General Education Classroom Creator Chloe P. Furlong Date 6/1/2022 Type Text Honors Thesis Identifier honors_theses/274 Language eng 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/ Abstract The purpose of the present study was to examine individuals’ immediate responses and perceptions when faced with presuming children with disabilities performance levels in a general education classroom. The participants consisted of 96 college students attending Western Oregon University and who were enrolled in at least one college course during the school year. Seventy-six students identified themselves as female, 16 identified as male, and 3 identified as nonbinary, with the average age of participants being 18-22 years, and the standard deviation being σ = 0.66. Forty-eight percent of participants identified themselves as having a White ethnic background, whereas 32.67% identified with having a Hispanic background. The participants were sampled from a website called SONA Systems. Using the Qualtrics survey creation tool, all participants were provided with two short vignettes about children in a general education classroom that they were asked to read. Following each vignette, participants were asked to answer six survey questions, twelve questions in total, regarding the vignette they just read. The results revealed that individuals believe children with disabilities will perform poorly in a general education classroom without the presence and assistance from special education teacher aides, but will perform better with such aides in the general classroom. This research will aid in revealing individuals' 6 perceptions of students with disabilities engaging socially and learning in a general education classroom. Department or school name within institution Honors Program Note Cindy Ryan Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4851 Title Implementing Multiple Learning Styles into Elementary School Classrooms Creator Jenae Nelson Date 6/1/2013 Type Text Honors Thesis Identifier honors_theses/62 Language eng 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/ Abstract A young student's experience within their early years of schooling can determine their overall attitude towards education. These experiences can either positively or negatively affect what choices the student makes in their future academic endeavors. More often than not the students who are struggling to understand the material get lost in large class sizes where they don't get the necessary instruction to meet their learning needs. In my thesis I aim to explore the advantages of creating lesson plans for second and fourth graders that incorporate multiple learning styles to better fit the needs of the students, despite growing class sizes. Research in the implementation of Howard Gardner's multiple intelligences and the effects of these styles on improvement and understanding will give every student an equal opportunity to have an intellectually positive school experience. Department or school name within institution Honors Program Note Mark Girod Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4849 Title How to Teach Math More Effectively and Efficiently: Engaging Students In the World of Math Creator Daniel E. Holmberg Date 6/1/2022 Type Text Honors Thesis Identifier honors_theses/272 Language eng 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/ Abstract The United States is struggling with teaching mathematics in school. Students don’t see the connection between math and the real world. Students are viewing math as a rigid set of rules instead of as a creative and exciting subject to explore. A few of the problems that are in traditional classrooms are: students having a fear of being publicly embarrassed, students memorizing methods instead of truly understanding the math , math problems not being relevant to students, and students not being engaged during class. A few methods and teaching strategies that can help solve these problems include: Gradual Release, Open Middle problems, and the 5 Practices of Discussion. By applying these strategies and tools to everyday math classrooms, math can become the intriguing and creative subject that it is meant to be. Department or school name within institution Honors Program Note Cheryl Beaver Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4846 Title Highly Mobile Students in the Elementary Classroom Creator Bailey Hough Date 6/1/2013 Type Text Honors Thesis Identifier honors_theses/48 Language eng 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/ Department or school name within institution Honors Program Note Diane Wood Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4845 Title Higher Education, Critical Pedagogy, and Nontraditional Students Creator Marina Sikora Date 6/1/2012 Type Text Honors Thesis Identifier honors_theses/74 Language eng 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/ Abstract Critical pedagogy is a way of teaching and learning that allows people to think critically about society, have an active role in their own learning, and to apply it to the real world. Recent studies suggest that nontraditional students are more likely to accept critical pedagogy in the classroom than traditional students. Interviews with professors and students at a public university also suggest that older students are more likely than younger students to be in favor of critical pedagogy. Students and professors seem to be comfortable with some aspects of critical pedagogy. Department or school name within institution Honors Program Note Peter Callero Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4843 Title Health Risks Involved with Prolonged Sitting: Spreading Awareness to College Students Creator Jordyn Watanabe Date 6/30/2019 Type Text Honors Thesis Identifier honors_theses/194 Language eng 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/ Abstract This thesis is about the health risks involved with prolonged sitting. Our bodies are designed to move, and research has shown that sedentary lifestyles increase health risks. In addition to type 2 diabetes, cancers, and cardiovascular diseases, sedentary lifestyles can lead to premature mortality. Often times a sedentary activity such as prolonged sitting is overlooked, when in fact, sitting for long periods of time has a negative effect on health. The goal of this thesis is to research and spread awareness about the health risks involved with prolonged sitting to the students of Western Oregon University. In order to spread awareness, I have created and displayed posters supported by flyers throughout campus with information from my research on the topic. The posters address sedentary lifestyles as a problem and display what a sedentary lifestyle looks like. The flyers discuss the problem of prolonged sitting and potential solutions. Although there are posters and resources that already exist on the topic of sedentary lifestyles, I have created resources specific to the college student population in order to be more effective in spreading awareness to them. This is a widespread problem with serious consequences, yet simple fixes. This is an attempt to spread awareness to a population that includes individuals at a critical point in life who may not be informed about this issue. Department or school name within institution Honors Program Note William J. Armstrong Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4841 Title Grammatical Madness: A Step Away from Formal Instruction Creator Olevia McKay Date 6/1/2015 Type Text Honors Thesis Identifier honors_theses/103 Language eng 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/ Abstract In the international context of concerns surrounding standards in writing, this Honors Thesis addresses the role of grammar in the teaching of language awareness and writing. It considers both historical and current perspectives on knowledge about language. This thesis argues that there has yet been a critically research link on how language instruction is supported in the common core and the knowledge requirements of teachers. The rationale behind this study lies in exploring the between traditional pedagogical approach to language and the language requirements required by the current education standards, the Common Core. Through research spanning from Australia to the United States, I will explore how this disconnect came to existence and what steps can be taken to close the gap between teacher knowledge of language and their understanding of the required language skills of their students. Currently students are falling short of achieving the stepping blocks established by the state adopted standards largely due to misconceptions about what knowledge of language is required. Department or school name within institution Honors Program Note Cornelia Paraskavas Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4839 Title Give Me a Break: A Study of the Gap Year Creator Sophia Wellons Date 6/2/2013 Type Text Honors Thesis Identifier honors_theses/86 Language eng 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/ Abstract The Gap Year is a period of time taken away from formal education to pursue experiential learning and self discovery. The present study sought to investigate and understand how the Gap Year fits in to the American high school and university contexts. High school counselors and university students were interviewed and surveyed in order to understand if the Gap Year is part of the post high school plan discourse. Results indicated that counselors and students had a positive attitude towards the Gap Year; however, academic discussions of it remained limited. Implications of this study suggest that a Gap year may be a worthy post -high school option to discuss, and it is perhaps an indication of a new life stage, Emerging Adulthood. Further research including longitudinal and case study data was proposed. Department or school name within institution Honors Program Note Sriram Khe Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4838 Title Fostering Critical Thinking in the Elementary Classroom Creator Malia Allen Date 4/1/2021 Type Text Honors Thesis Identifier honors_theses/239 Language eng 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/ Abstract In this modern-day world, we have an immense amount of information that we can access right through our technology. The power and speed of technology have created a world where information changes quickly, and new ideas can be distributed and adapted almost instantaneously. It has also resulted in inaccurate and misinformation which has to be sorted through and questioned critically (Murawski, 2014). Today it is so important that students learn critical thinking skills, so they can be both the inventors and the critics of the new information being put out. Yet with this issue arising, change still has not come. Organizations and initiatives that are involved in education reform (National Center on Education and the Economy, the American Diploma Project, the Aspen Institute) have brought attention to the need for students to think and/or reason critically. Content that once had to be drilled into students’ heads is now just a phone swipe away, but the ability to make sense of that information requires thinking critically about it. My thesis aims to address this problem by integrating the development of critical thinking into a Common Core-based literacy unit. I have created a literacy unit that will develop students’ critical thinking while still covering the required 5th grade Oregon Common Core Standards for English Language Arts. The central focus and learning objective in the unit all align with each other and the ELA state standards as well. These lessons use the concept of discrimination to engage students with the content as it is an authentic issue that can affect many of them. The main purpose of my project is to provide an example unit to show that a 6 classroom teacher can align the development of the critical thinking skills with common core standards they must teach. Department or school name within institution Honors Program Note Marie LeJeune Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4837 Title Fostering an Understanding of Childhood Anxiety Through Picturebooks: Children’s Literature as a Tool for Emotional Regulation Creator Elizabeth C. Chapman Date 10/1/2022 Type Text Honors Thesis Identifier honors_theses/280 Language eng 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/ Abstract This thesis provides an understanding of pediatric anxiety and provides a tool for students to learn about their emotions and how to regulate them. In early stages of adolescence, the effects of mental illness may have already begun to take effect or are beginning to develop. As a child goes through their early life without learning how to express and handle emotions in a healthy way, these effects can worsen. It has been shown that children greatly benefit from social and emotional learning in school as well as learning about mental illnesses early on to develop tools to monitor and aid in the regulation of emotions. As a child, I suffered from an undiagnosed anxiety disorder, and I would have benefited greatly from learning about emotions and knowing that the way I felt was manageable and not something to be pushed to the side. I created this book with children like me in mind, who think that it is “normal” to be nervous and scared all of the time and have no idea what to do with their overwhelming emotions. In my project, I will navigate the understandings of adolescent mental health and use this understanding to author and illustrate a children’s picture book centered around a little girl learning how to handle her generalized anxiety disorder through discovering tools and language to manage the symptoms she experiences. The completed book functions effectively in and out of a classroom as a tool for children to understand anxiety. This project also includes a reflection on the process of creating this book and the contextualization of this book in the genre of pediatric mental health issues and children’s literature. Department or school name within institution Honors Program Note Marie LeJeune Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4814 Title Felt with the Heart: A Domestic Student’s Journey with International Students Creator Jethna S. Korecki Subject international students Date 12/1/2017 Type Text Honors Thesis Identifier honors_theses/150 Language eng 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/ Abstract No matter the country of destination, international students are well documented for their extra challenges they face as university students. Over the years both successful students and challenged students have been studied as to why they struggle. This Honors thesis is meant to document the perspective of a domestic student who lived and worked with mostly undergraduate international students for over three years. Department or school name within institution Honors Program Note Robert Troyer Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4809 Title Experiential Education: Teaching Elementary Mathematics With a Deweyan Framework Creator Amy Keithley Date 5/1/2013 Type Text Honors Thesis Identifier honors_theses/50 Language eng 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/ Abstract In the current educational climate in America, standardization is the driving force. Across the United States school districts are facing severe budget cuts which, when paired with legislature such as the No Child Left Behind Act, are creating a learning environment void of creativity and spontaneity. John Dewey, the father of progressive education, believed that learning should not be marked by rote memorization, but rather should aspire to actively engage students in experience and learning that erased boundaries between subject areas and integrated daily life practices. This thesis addresses the question of whether or not it is possible for a typical classroom teacher in the public elementary school setting to implement an experiential education framework into academic curriculum through the administration of a mathematics unit. Using the backdrop of art, music, and cooking, students will develop the necessary skills and knowledge to authentically use fractions. Department or school name within institution Honors Program Note Steven Wojcikiewicz Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4804 Title Embracing The Quiet Ones: Strategies for Teaching Introverted Students in the Elementary Classroom Creator Madelyn Russell Date 4/1/2021 Type Text Honors Thesis Identifier honors_theses/249 Language eng 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/ Abstract Over the last two centuries, the urbanization of American society and subsequent alterations in patterns of daily life have caused a shift in preference toward qualities associated with extroversion. Referred to as The Extrovert Ideal, the promotion of extroversion has impacted the American K-12 school system as well, creating educational settings ill-suited for introverted students and the way in which they learn. Although statistics surrounding the exact number of introverted individuals in the population remain inconclusive, many studies indicate that one-third, and up to one-half, of the population is introverted; inevitably, an educator will teach introverted students every year. This project seeks to explore ways in which introverted students in the elementary grades can be supported by their teachers. After contextualizing the conversation — providing the history of introversion as a psychological concept, an overview of modern Western perceptions of introversion, and a picture of the typical introverted student—a description and analysis of current educational trends in light of the needs of introverted students will follow, examining Cooperative Learning, Inquiry-Based Learning, Project-Based Learning, Gamification, and Social Emotional Learning. The project concludes with a series of recommendations for differentiating the strategies with introverted students in mind, along with several additional recommendations, and an open letter to educators and parents of introverted students about implementing the topics discussed. Department or school name within institution Honors Program Note Cornelia Paraskevas Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4798 Title Dropping the Lowest Score: A Mathematical Analysis of a Common Grading Practice Creator Rosie Brown Date 6/1/2013 Type Text Honors Thesis Identifier honors_theses/27 Language eng 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/ Abstract A common grading practice among educators has been to drop low test, quiz, or homework scores to help students in their classes. Although there exist simple cases in which it is easy to determine which scores should be kept and which scores should be dropped, there are many more complex cases that require an algorithm to solve. I will be discussing different ideas for how to easily determine the best set of scores to keep, why some methods do not work, and will go into detail about an efficient algorithm. Department or school name within institution Honors Program Note Breeann Flesch Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4759 Title Common Core Math: A Guide Creator Stephanie J. Eaton Date 6/1/2014 Type Text Honors Thesis Identifier honors_theses/5 Language eng 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/ Abstract The state of Oregon has been realigning, reformatting, essentially re-creating its educational math standards every few years for over a decade. For today’s parents, this not only means that an entirely new system is being used to teach their children math than when they went to school themselves, but that their children are learning a completely new way of looking and dealing with math altogether. The progression of alterations made to standards has led to a more content-oriented curriculum, which aims toward deeper student understanding of the same math concepts taught years ago. Current standards point their focus away from rote memorization of integer operation facts (e.g. times tables), and toward mastery comprehension of the “why” and “how” of mathematical reasoning. Students are being taught to become mathematical thinkers rather than mechanized reiterators. According to the Oregon Department of Education (ODE), academic content standards are “statements of what students are expected to know in particular subjects and be able to do at specified grade levels” (ODE, 2010, p.1). These expectations provide teachers with a general guideline to which they orient their lessons throughout the year, and which they use to assess student learning. Department or school name within institution Honors Program Note Breeann Flesch Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4757 Title College Students’ Feelings and Sex Differences When Having Children with Disabilities Creator Austin Gehrett Subject parenting college learning disabilities Date 6/1/2017 Type Text Honors Thesis Identifier honors_theses/127 Language eng 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/ Abstract The current study analyzed how college students responded to the idea of having a child under different scenarios. The hypotheses were that females would react more positively than males to having a child and that individuals would react more positively to having a child when thinking about healthy children as opposed to children with learning disabilities. Additionally, an interaction hypothesis was made which stated that female responses would be more negatively affected by thinking about children with learning disabilities than male responses. The experiment was set up for participants to view a video of parents interacting with their children. The children in the videos were either healthy or diagnosed with learning disabilities. Afterwards, participants rated how much they looked forward to parenthood. Data was analyzed with a 2 x 2 Analyses of Variance. No main effect for sex or video viewed was found nor was an interaction effect found. Implications from this study were discussed such as how females and males view parenthood similarly in college and how strongly opinions about parenthood are formed in college students. Department or school name within institution Honors Program Note Jaime Cloud Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4734 Title Chicano English in Children’s Literature Creator Katie Nance Date 6/1/2017 Type Text Honors Thesis Identifier honors_theses/134 Language eng 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/ Abstract Language is an integral part of our day-to-day lives; it is the way we express ourselves, the way we relate to others, and the way we meet our basic needs. However, for speakers of nonstandard dialects of English in America, language can be complicated. Many American students who fall into this category are taught, explicitly or implicitly, from a very young age, that the way they speak is different, wrong, and should be changed. With the growing number of Hispanic Americans currently in the United States, there is a nonstandard dialect which is becoming increasingly relevant: Chicano English. However, there seems to be a gap between the number of speakers of Chicano English in America, and the frequency with which this dialect is represented in literature, specifically within children’s literature. Following the recommendations of several online sources and academic experts, more than 50 children’s books that reportedly contained representations of nonstandard dialects were selected as a representative sample for initial screening. This preliminary analysis revealed that only twelve of the books actually contained representations of nonstandard dialects. Subsequent detailed analysis determined which nonstandard dialects including Chicano English were represented in this sample of children’s literature as well as the frequency with which these dialects were present. The results showed that no representations of Chicano English were found in the children’s books that were studied; however, the dialect was present in some young adult literature which was added to the analysis for comparison. The implication is that the Chicano English dialect may be considered less established and/or less prestigious than other nonstandard dialects of American English. The research and analysis, outlined below, show evidence of this, as well as potential explanations for this gap between the number of speakers of this dialect, and the lack of its representation in children’s literature. Department or school name within institution Honors Program Note Robert A. Troyer Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4726 Title Bridging Generation Y: A Commentary on the Financial Development of Young Adults in the New Millennium Creator Sheridan R. Bailey Date 6/1/2014 Type Text Honors Thesis Identifier honors_theses/6 Language eng 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/ Abstract In this thesis, I will explore beneficial financial literacy standards that should be applied to Generation Y students and will attempt to explain why all of them are truly vital for financial survival or overall well-being in this new Millennium. Through this commentary, I will develop a pyramid containing six fundamental rules that will assist with one’s financial future. Thirdly, I will create a basic website that will act as a technological module to help with the overall education of the site’s viewers; on it, there will be the six rules formatted as a pyramid and a compilation of resources to help the viewer out with basic finance. Through all of these parts, it is my hope that I help facilitate and create the desire within an individual to learn all that they can in order to help their future and prevent minor financial mishaps. Department or school name within institution Honors Program Note Tom Burrell Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4719 Title Benefits of Foreign Language Instruction Creator Angelica Strickland Date 6/1/2011 Type Text Honors Thesis Identifier honors_theses/78 Language eng 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/ Abstract There are many benefits to teaching a foreign language, for example Spanish, to elementary school students in the United States. There are forty five million Hispanics who speak Spanish as a first or second language and there are six million Spanish students and there is an increasing need for United States citizens to be bilingual. Teaching students a second language will also he lp to increase the influence of the United States politically and economically. This paper will look at how foreign languages are typically taught to students i n the United States, and how the English language is taught to students in Europe. It will also explore the cognitive benefits to teaching foreign languages to younger students through research from educational journals and texts concerning bilingual education. The many benefits of teaching elementary school students a foreign language in public schools should persuade school districts to incorporate mandatory foreign language classes. Department or school name within institution Honors Program Note Carmen Caceda Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4695 Title Anyone Can Lead: A Workshop for Individualized Leadership Discovery Creator Rachel Bayly Date 4/1/2020 Type Text Honors Thesis Identifier honors_theses/224 Language eng 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/ Abstract The traditional leadership paradigm recognizes a narrow group of people as possessing the capability to be leaders. Specifically, educated white heterosexual males are overrepresented in leadership positions, and characteristics traditionally expected of leaders come more naturally to that demographic. This narrow paradigm is problematic, because it creates barriers to leadership for individuals who do not identify as educated, white, heterosexual, or male. Moreover, it does not acknowledge leadership as diverse and malleable. Individuals who do not identify with the characteristics acknowledged as leaderly by the tradition paradigm, but who have potential to be strong leaders tend not to seek leadership roles. Undergraduate college students who seek to create altruistic change, but lack the identities associated with the traditional leadership paradigm have much to gain from a paradigm shift toward a more inclusive idea of leadership. This thesis seeks to address this issue and opportunity through developing a leadership workshop focused on instilling the belief that leadership should be fit to the individual, not the other way around. The Anyone Can Lead workshop, developed through this project, creates a space for diverse undergraduate students to reconceptualize leadership. The workshop is built on the values of servant leadership and guides participants in discovering the unique version of leadership that will allow them to create positive change. Department or school name within institution Honors Program Note Aislinn Addington Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4693 Title Answering the Question Why: The Theoretical Foundations to Instructional Choices in a Middle School Mathematics Class Creator Alyssa Schmidt Date 6/4/2013 Type Text Honors Thesis Identifier honors_theses/71 Language eng 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/ Abstract In all public middle schools in Oregon, students are required to complete a yearlong mathematics course. And while middle school marks a time of transition and development for many students, it also marks an important transition in mathematics. Every student in the district will transition from general mathematics courses into domain -specific courses, and it is critical that both teachers and students ask the question, "Why?" in order to facilitate meaningful learning. As a teacher, the answers to this question should inform every aspect of one's practice. These answers should not only be defined by a personal philosophy of teaching, but they should also be informed by and evident of theories of learning in their application. In order to defend my own teaching practices, this thesis is a presentation of my personal philosophy of teaching, as informed by learning theories, followed by a detailed analysis of how my teaching practice was evident of these theories in application. Specifically, this analysis examines a sixth grade mathematics unit that I planned and taught to 28 students within the Salem -Keizer School District. Department or school name within institution Honors Program Note Rachel Harrington Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4687 Title ADHD Study Utopia Creator Morgan Montoya Date 7/1/2020 Type Text Honors Thesis Identifier honors_theses/228 Language eng 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/ Abstract This thesis describes how educators and students alike can physically alter a learning environment to increase attention of students with ADHD. Attention deficit hyperactive disorder is a brain disorder in which there is a pattern of inattention and or hyperactivity and impulsivity that interferes with functioning. These symptoms frequently present themselves in childhood and continue into adulthood. Despite ADHD often being a lifelong disorder, the majority of research done to understand and support those with ADHD is focused on elementary-aged children. By focusing on such a young group, research has neglected students in high school and college who would be in greater need of learning strategies, symptom regulation, as well as environment and time management. Additionally, few studies are directed for adults with ADHD to manage their own behavior and symptoms. The goal of this thesis is to provide practical environment interventions to create a functional study environment that promotes attention. To accomplish this, various research has been compiled on environment factors that affect attention, productivity, and physical health. The research addressed symptoms of ADHD, how those symptoms affect school performance, and how teenagers and adults with ADHD are in need of solutions/ interventions to increase attention. To spread awareness of issues faced and solutions, compiled research was applied to create a utopian study environment for college students with ADHD. Department or school name within institution Honors Program Note Dan McCarthy Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4685 Title Acquisition of the English Language: An Examination of Deaf Students and Literacy Creator Kristin Mahoney Date 5/1/2013 Type Text Honors Thesis Identifier honors_theses/54 Language eng 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/ Department or school name within institution Honors Program Note Robert Troyer Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4684 Title Achieving Immersive Gameplay: Interpreters and Video Game Accessibility Creator Rebekah Cheeley Subject deaf video games accessibility ASL sign language Date 6/1/2018 Type Text Honors Thesis Identifier honors_theses/171 Language eng 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/ Abstract ASL/English interpreters (ASLEI) are exploring their influence and how they impact the communities they work with. Sensitive to oppression and marginalization of the needs of the d/Deaf community, interpreters and interpreting students are looking at how they can best support greater accessibility for people with who identify as d/Deaf or hard of hearing. Video games are one such area where accessibility is lacking. Problems include reliance on sound cues for crucial survival information... Department or school name within institution Honors Program Note Erin Trine Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4682 Title A Truly Special Education: an analysis of developments in social skills education, and synthesis of best practices in supporting students with diverse needs Creator Channing T. Bushman Date 4/1/2021 Type Text Honors Thesis Identifier honors_theses/240 Language eng 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/ Abstract Education has changed greatly over the last hundred years, as shown in an extensive literature review showing attitudes towards social skills education and the hidden curriculum. Doing so provides a clear picture of what has worked in the past and what needs to be further improved upon. By analyzing what has been done, case studies that have been successful, and discussing current practices, it is recommended that the current education system be reformed. A shift towards person-centered thinking in education would prioritize meeting students’ needs as they arise instead of chasing diagnoses that may be vague anyway. This is specifically relevant for those with or pending autism spectrum disorder diagnoses, that look different for each person and therefore require individualized supports anyway. With that in mind, classroom culture should be addressed collaboratively by the teacher and all of the students, to better support all students, those with disabilities and those without. Department or school name within institution Honors Program Note Shari Hopkins Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4678 Title A Qualitative Analysis of Student Motivations, Intentions and Participation in a Breast Cancer Advocacy Internship Creator Tasha Burlison-Trump Date 6/1/2010 Type Text Honors Thesis Identifier honors_theses/30 Language eng 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/ Abstract Objectives. This study aimed to gain insights into perceptions of student interns who participated in a professional advocacy training conference and to describe the training impact s on their educational experience, personal growth, and professional development. Methods. Study participants included 20 Western Oregon University student interns. Each student completed a motivations survey prior to training, five open -ended journal entries during training, and an intentions survey upon completion of the advocacy training. Qualitative data w ere transcribed and analyzed using content analysis techniques and quantitative data were analyzed with SPSS statistical software. Results. Top motivations for participation in the training internship were to learn outside of the classroom and to learn how to become an advocate. The four themes that emerged from the journal entries were (1) connecting with breast cancer survivors and advocates; (2) empowerment; (3) learning; and, (4) action through advocacy. Perceived benefits included enrichment of the college learning experience and personal growth. Post -internship, students had intentions to be lifelong advocates and believe d that the political system works only when we participate and advocate. Conclusion. Student perceptions were that the advocacy experience enhanced their personal growth and professional development. Since advocacy is one of the seven responsibilities of a health educator, it is essential that academic programs recognize the value of advocacy development among students. Department or school name within institution Honors Program Note Jessica Henderson Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4676 Title A Path to Graduation: An Evaluation of Degree Planning Resources at Western Oregon University Creator Natalie R. Legras Date 4/1/2020 Type Text Honors Thesis Identifier honors_theses/223 Language eng 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/ Abstract Evidence suggests that additional registration tools may improve graduation and retention rates in higher education institutions like Western Oregon University (WOU). The tools that WOU currently employs to support students and advisors could be enhanced to benefit students, advisors, departments, and consequently, the university as a whole. With the guidance of the Student Success and Advising Office and the Office of the Registrar, I conducted research in order to better understand the degree pathway planning needs of students and advisors. Using formal software implementation techniques to elicit software requirements, I evaluated the potential benefits and challenges of available degree pathway planning tools to students, advisors, and administrators. I hope that information generated from this project may be of use to the Office of the Registrar in the process of implementing new systems throughout the continuous improvement of the registration process at WOU. Furthermore, I hope that the recommendations from this research will be a valuable contribution to the university’s mission and its strategic planning initiative, Forward Together. I hope that this project will inspire and inform a successful software implementation and be an asset to the university in its plan to promote student success. Department or school name within institution Honors Program Note Niki Weight and Amy Clark Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4644 Title 2A Delivery Creator Julian Garcia Date 6/1/2015 Type Text Honors Thesis Identifier honors_theses/38 Language eng 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/ Abstract For students who want or need to learn how to count in binary and hexadecimal, the 2A Delivery Android application is a teaching tool that will help students learn by playing a game. This game will simulate a career with a fictional delivery company and will encourage the dedication of the student with pay raises, bonuses for great work, upgrades to vehicles, and map expansions. Unlike the current educational games available on the market, our product will use a storyline that will boost learning and stimulate the mind by teaching how to convert between multiple number bases. Department or school name within institution Honors Program Note Becka Morgan Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4618 Title What’s missing? Mentee training seminars for students of interpreter training programs Creator Samantha J. Paradise Subject Curriculum and Instruction Special Education and Teaching Mentorship Mentoring Mentor Mentee Training Date 7/30/2013 Type Text Identifier theses/12 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The purpose of this professional project was to identify what current practicum students of Interpreter Training Programs know and understand about the Mentorship process. This study aimed to collect information regarding their current knowledge of the terms Mentorship, Mentor, and Mentee, and what their experiences with mentorship were like. The larger and overarching question that led to this research study was, Would a training session on Mentorship be beneficial for our students prior to beginning a mentored relationship? An online survey was sent to two ITPs and had a total of 21 participants. The findings show that students receive little to no training about the mentorship process, and the majority of participants do believe that prior training would have been helpful. The findings also show that mentorship is viewed as a relationship between the mentor (experienced interpreter) and the mentee (less experienced interpreter, student). Embedded in the data are a variety of factors that promote and hinder the success of the mentorship. This research was then used to develop a training seminar designed specifically for interpreting students about to enter their practicum or internship courses. Mentorship is a way to bridge the gap between student and professional status, and ease the transition into the interpreting field (RID, 2007). The goal of this training is that with a full understanding of what and how the relationship between mentor and mentee is developed and fostered, both the student and the professional interpreter are able to engage in the mentorship process effectively. Date Available 8/1/2013 Degree Master of Arts in Interpreting Studies Note Amanda R. Smith, Elisa Maroney, Pamela Cancel Type professional_project -- Url https://wou.omeka.net/s/repository/item/4617 Title What is available for potential deaf interpreting students? Obtaining a snapshot of colleges that offer a B.A. or B.S. in Interpreting Studies Creator Tiffany Green Subject Education Other Languages Societies and Cultures Interpreting Interpreter Interpreter Education Deaf Interpreter Date 4/28/2017 Type Text Identifier theses/36 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract In this thesis, the history of interpreter education pertaining to the education and training of Deaf Interpreters will be reviewed and summarized. While some research and examination of current training programs and curriculum for hearing interpreting students exists, there is little or no research on the educational or training needs of and opportunities for the deaf students who enroll in a college offering a Bachelor’s degree in interpretation and major in interpreting studies. The goal of this research is to gather information about existing colleges that offer a degree in interpreting studies by examining the course offerings required to graduate with a degree in interpreting. For this study, the information was gathered from colleges identified as offering an undergraduate degree in Interpreting Studies and also accredited by the Commission on Collegiate Interpreter Education (CCIE), an accreditation board for interpreter education programs that certifies programs meeting the educational standard requirements for interpreting studies degrees. In addition, Gallaudet University and California State University, Northridge, two universities with long histories of serving individuals who are Deaf and hard of hearing, were added to the research pool. The charts and diagrams in this study provide a snapshot of current options for deaf students interested in earning a degree in interpreting studies. The conclusions and results from examining the data and course offerings show that there are many more possible research avenues, including the need for additional research on curriculum design and development and research on the educational needs of interpreting students, especially deaf interpreting students’ needs. Date Available 4/28/2017 Degree Master of Arts in Interpreting Studies Note Amanda R. Smith, Elisa Maroney, Marie LeJeune Type thesis -- Url https://wou.omeka.net/s/repository/item/4616 Title We are what we eat: Gauging the effects of nutritional choices on the cognitive performance of an educational interpreter Creator Nicole Larson Subject Interpreting nutrition intake alertness emotion self-care Date 11/5/2020 Type Text Identifier theses/144 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The purpose of this action research specifically relates to new educational interpreters working with Deaf or hard of hearing (DHH) students. This study provides information about American Sign Language (ASL)/English Educational Interpreting professionals’ practice in self-care to reduce role strain, increase alertness, emotional wellbeing, and cognitive performance. Nutritional intake of my own was documented, analyzed and used to describe how that has had a perceived impact on my work in interpreting. The results of this data provide comparisons between recommended amounts of specific nutrients (e.g., calories and carbs), actual consumption, alertness, and identified emotions from an educational interpreter. The analyzed data includes a phone app called MyFitnessPal that had been used to document a nutritional intake log of an educational interpreter, documented perceived alertness during the interpretation by use of a Likert Scale as well as the Junto Institution’s Emotion Wheel (Chadha, 2020) to track perceived effectiveness, satisfaction, and overall feeling during the end of each work day. Further studies would benefit future and current interpreters as this research indicates a need to experiment with an adequate use of self-care by healthier intake of nutrition in our bodies, and note what kind of impact specific nutritional intake has on our ability to focus and interpreter’s note whether they interpret with a higher perceived efficacy rate compared to inadequate self-care and poor nutrition. Date Available 6/10/2022 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda Smith Type action_research -- Url https://wou.omeka.net/s/repository/item/4615 Title We Are All Students: Finding Success in Teaching with Empathy and Humanity Creator Arilla Utley Subject Education Date 6/11/2022 Type Text Identifier theses/197 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The purpose of this Action Research was to examine the use of empathy and unconditional positive regard in teachers. I wanted to look at my current teaching practices and better them so that I could see where I needed to be more empathetic towards students, differentiate my teaching, and overall consider the diversity of high school classrooms. Understanding these elements would help me be a better teacher and would answer this research question: “How do I demonstrate empathy and unconditional positive regard to teach my students as real people, rather than subjects in a study?” Through lesson plans, journal entries, and university supervisor feedback, I will take different parts of my teaching and discover new ways that I can do better, for the benefit of my students and this Action Research. Date Available 6/8/2022 Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze, Dana Ulveland Type action_research -- Url https://wou.omeka.net/s/repository/item/4614 Title Voices from the Islands: Culturally Responsive Pedagogical Practice and Reflections in Pacific Rim World History Creator Kenneth Roundy Subject Educational Methods Secondary Education culturally responsive pedagogy teaching action research planning instruction Date 6/11/2021 Type Text; Image; StillImage Identifier theses/92 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract When considering successful teaching strategies in the context of modern social studies classrooms, it becomes imperative to consider the weight and responsibility of balancing the socio-cultural needs and knowledge of our students with voices and perspectives often left out of our collective understanding of the past. In this brief project, I endeavored to explore the potential of using culturally responsive pedagogical teaching and learning strategies during my student teaching placement in a 9th through 12th grade world history classroom in an alternative education environment. Throughout the targeted 6 week term that this project centered on, I employed varied CRP strategies and recorded my observations, student input, and professional feedback from my mentor teacher and university supervisor. My research focus for this project sought to analyze the possible benefits and difficulties associated with teaching strategies like CRP in the context of social studies instruction specifically designed with culturally diverse voices, context, and perspectives in mind. While this would present potential challenges for my students given their traditional academic experiences, my focus on CRP strategies would also actively incorporate their perspectives and experiential knowledge to help shape our shared class content and connect more meaningfully with voices from the past. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays, Mark Wolfe Type action_research -- Url https://wou.omeka.net/s/repository/item/4611 Title Using Multisensory Components to Teach Letter and Sound Knowledge Creator Ally Miller Subject Muiltisensory letter and sound knowledge dyslexia Date 7/27/2022 Type Text Identifier theses/217 Language Eng Rights Western Oregon University Library has determined, as of 10/28/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The focus of this study is to investigate if using multisensory components can increase students' letter and sound knowledge. Specifically this study probes how effective these multisensory components may be to students learning who have dyslexia or symptoms of dyslexia. This study also investigates if using these multisensory components increases students' engagement during intervention. To investigate this study I selected three focus students, two who were flagged as having dyslexia and one who had symptoms of dyslexia. These students would receive reading intervention to continue learning their letters and sounds only this time using multisensory components. Students would receive two weeks of intervention learning digraphs and consonant blends and taking progress monitoring assessments to analyze their development. In addition, I would observe students during intervention to collect field notes about their engagement during each lesson. Students would also complete an end of intervention engagement survey to collect their own thoughts about multisensory components and their engagement during intervention. After analyzing the data, it was evident that after two weeks of intervention with the three focus students there was not a clear indication that using multisensory components increased students' letter and sound knowledge. However, there was evidence to provide reason that using the multisensory components helped increase students' engagement during intervention. Date Available 7/14/2022 Degree Master of Science in Education: Curriculum and Instruction Note Joshua Schulze, Anne Ittner, Amanda Olsen, Joshua Schulze Type professional_project -- Url https://wou.omeka.net/s/repository/item/4589 Title Using Culturally Relevant Mentor and Authentic Texts To Promote Socioemotional & Academic Development Creator Rachael Jones Subject Educational Methods Educational Psychology Language and Literacy Education Secondary Education Date 6/11/2022 Type Text Identifier theses/172 Language eng Rights http://creativecommons.org/licenses/by-nc-nd/4.0/ Abstract To be a responsive language arts teacher is to continuously assess the availability and variety of choice books in the classroom to support literacy development. When our students are able to read and explore topics of their own interests, educators not only foster a safe environment for students to learn about challenging topics, but also a space where educators are able to learn from their students' interests to bring into their education. This project's purpose is to identify and put into practice how language arts educators can bring students' interests into the classroom to support development in core content alongside socio-emotional skills. Date Available 6/7/2022 Degree Master of Science in Education: Literacy Education Note Joshua Schulze, Marcus Wenzel, Mandy Olsen Type professional_project -- Url https://wou.omeka.net/s/repository/item/4588 Title Use What We Have : Ways to Contextualize and Improvise in the Classroom Creator Todd Fadel Subject Education improvisation play collaboration collaborative trauma trauma-informed Date 6/12/2021 Type Text; Image; StillImage Identifier theses/96 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The purpose of this action research project was to study my own teaching and find out what I could learn about how trauma affects my classes, how I can meet the challenges my students face and how I can playfully and respectfully assist them on their learning journey. The questions I asked myself that guided my research were: 1) In what ways does my teaching practice change when I approach it with a more trauma-informed lens than a less trauma-informed lens? 2) What are the different outcomes when I approach my lesson delivery with a more playful approach than with a less playful approach? and 3) In what ways do improvisational practices help my teaching from getting stagnant? I collected data from my own personal journals as I did my practicum over the last three terms, the comments from the formal observations I had and the commentaries I wrote for the planning, instruction and assessment tasks of my edTPA. As a music teacher, one of the most important lessons I teach is one of self-acceptance. Throughout the year, it became apparent that my students needed reprieve from the daily turmoil they faced. In the case of some, they encountered two simultaneous pandemics - one after their physical health and another after their mental, emotional and spiritual health. I see my position as one who can aid in the internal struggle, as music is a healing force. This process has helped me recognize the strengths and limitations that I face going into my teaching career. Being reflective and seeing myself through the lens of this research has transformed me, and the classrooms I meet with in the coming years will feel the effects of my findings here. We all have the ability to shape our futures - we have to be willing to stand the discomfort of not knowing long enough for the new reality to come alive in us. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Kenneth Carano, Dianne Nelson Type action_research -- Url https://wou.omeka.net/s/repository/item/4585 Title Trends in Teaching Pre-Assignment Preparation Strategies in ASL-English Interpreter Education Programs Creator David M Rice Subject Applied Linguistics Curriculum and Instruction Disability Studies Education Educational Assessment Evaluation and Research Educational Methods Higher Education and Teaching Other Languages Societies and Cultures Preparation prep interpreting ASL curriculum direct Date 1/22/2020 Type Text Identifier theses/59 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Through the process of interviewing instructors of ASL-English interpreting courses, trends in how pre-assignment preparation is taught to students in interpreter education programs (IEPs) were identified and documented. Until now, there have been no studies on how preparation methods are taught in IEPs. Through a cursory examination of ASL-English interpreting curriculum and a look into relevant research, it was found that no standard on how to prepare for assignments or how to teach preparation strategies currently exist within the field of ASL-English interpreting (Nicodemus et al., 2014). Trends in how preparation is taught included data on the amount of context given to students before asking them to interpret, techniques used in teaching preparation, information about where preparation is taught within an IEP, participant’s satisfaction with students’ preparation abilities, and ways the process of teaching preparation skills could be improved. Participants shared their thoughts on themes discussed in the literature on preparation which included topics such as the demands that interpreters prepare for, the value of preparation, the variables that the selection of preparation methods depend on, preparation significance for interpreters of various skill levels, the debate between conceptual preparation and terminological preparation approaches, reasons that an interpreter may not prepare, the role of agencies in the preparation process, and the possible negative effects of over-preparing. Participants also explained how they learned how to prepare for assignments; how they prepare for both assignments they are familiar with, and those they are not; and whether or not they are satisfied with their own ability to prepare for assignments. Date Available 1/24/2020 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Elisa Maroney, Diana Gorman Jamrozik Type thesis -- Url https://wou.omeka.net/s/repository/item/4579 Title The stories interpreters tell Creator Peter Flora Subject Industrial and Organizational Psychology Interpersonal and Small Group Communication Organizational Communication Social Psychology Interpreting Folklore Occupational Folklore Date 5/23/2013 Type Text Identifier theses/5 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The purpose of this study was to start a collection of folklore of the American Sign Language interpreting community and to initiate a conversation about the role these stories play within the community. The initial hypothesis was that there are folklore stories which circulate among the members of the interpreter occupational folk group. Since there had been no other study of this kind done in the ASL interpreting community, a single story was chosen as a starting point for research on the topic. The chosen tale for the focus of this research was about the students/new interpreter told by the seasoned interpreter. The working hypothesis was that these stories reinforced a specific structure within the field and represent unease toward perceived changes to the field. No research into the folklore of the American Signed Language interpreting community had been done at the time of this research, therefore the majority of literature reviewed was on the topic of folklore studies to provide a foundation for inquiry. Face- to-face interviews, conducted with three experienced interpreters, were used to collect the stories and gather the impressions. The data revealed that seasoned interpreters do indeed circulate stories about the students/new interpreters living and working in the Pacific Northwest. The informants’ perceptions of how the stories function differed, however all agreed the stories exist and influence the field. Further research on the American Signed Language interpreting community’s folklore, as well as further expansion on the specific stories investigated for this research, is recommended. Date Available 5/28/2013 Degree Master of Arts in Interpreting Studies Note Amanda R. Smith, Curtis Yehnert, Elisa Maroney Type thesis -- Url https://wou.omeka.net/s/repository/item/4578 Title The Start of Something New Creator Leslie Ann McCuan Subject Education Other Languages Societies and Cultures Interpreting ASL ITP Date 3/1/2022 Type Text; Image; StillImage Identifier theses/149 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The goal of this professional project is to generate a proposal for a sign language interpreter training program at California State University of Bakersfield, constructed from research on the community’s needs in Bakersfield. Surveys will be issued to all stakeholders such as, American Sign Language students, working interpreters, interpreting agencies and the Deaf and hard of hearing community of Bakersfield. The data collected from these groups will provide information on the current state of the interpreting field in Bakersfield. This data collected from surveys will be used to support the proposal for an interpreter training program at California State University Bakersfield. Any issues that arise, related to the interpreting field in Bakersfield, from the surveys will be addressed and possibly researched as well. While this project is specific to Bakersfield, this information could be of use to others as well, to improve their community and field of interpreting. Date Available 1/14/2022 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Stacy Lugo, Kiarah Moore Type professional_project -- Url https://wou.omeka.net/s/repository/item/4575 Title The Role of Access: Interpreting for Deaf and Hard of Hearing Immigrant Students Creator Anna Jacobs Subject Language Interpretation and Translation Sign Languages deaf immigrant interpreter trauma Date 12/8/2021 Type Text Identifier theses/147 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract As immigrant and refugee populations in American schools continue to increase, the education system has opted for changes to better accommodate these students. The impact schools are experiencing requires careful reflection and analysis. Considering the number of deaf individuals who are included within the immigration numbers, it seems incumbent upon American Sign Language (ASL) interpreters as professionals to also prepare themselves in order to provide accessible interpretations for students. This research will highlight the progression and change within the educational interpreter’s landscape and attempt to provide temporary strategies that ASL interpreters can utilize while the student is in the process of learning ASL and English. This work will be viewed through the lens of trauma informed care while specifically addressing trauma derived from both the migration process and language deprivation. Date Available 6/10/2022 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Elisa Maroney Type action_research -- Url https://wou.omeka.net/s/repository/item/4574 Title The Reading Habits of High School Former English Language Learners Creator Jay M. Gipson-King Subject Secondary Education Reading ELL Hispanic secondary adolescent literacy Date 6/1/2021 Type Text; Image; StillImage Identifier theses/88 Language eng Rights http://creativecommons.org/licenses/by-nc-nd/4.0/ Abstract In this action research project, I set out to investigate the reading habits of Hispanic and current- or former English Language Learners in high school. Research questions included: Do Hispanic and ELL students read for pleasure, and if so, how much? What are they reading? Are they reading in English or Spanish, or both? How important is it to these readers that they have characters and authors that look like them? What are their obstacles to reading? And what would encourage them to read more? To answer these questions, I conducted a survey in one northeast Salem school. Nine students participated, and two were interviewed. Results indicated that Hispanic and former ELL students read with the same range of frequency, amount, and complexity as their peers, following national trends. Seventy-five percent of former ELL students continue to read in their first languages. Surprisingly, students showed little to no interest in reading books by authors of color, while they preferred modern books with “relatable” characters. I speculate on these results and discuss implications for teaching. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays, Joshua Schulze Type action_research -- Url https://wou.omeka.net/s/repository/item/4573 Title The Pandemic of Online Teaching Creator Steven Swanson Subject Secondary Education Date 6/11/2021 Type Text Identifier theses/113 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The purpose of this Action Research Project was to take a look at how my own actions towards students, and their own actions towards myself, compare and contrast between an online environment and a physical classroom environment. With the corona virus pandemic, students were transitioned from going to a classroom physically in person, to working remotely from their own houses online. When beginning this project, I wanted to put a specific focus on how the interactions between students and their educators change from an online environment to a physical classroom environment. Alongside of that, there is also a focus on whether or not student interactions change when interacting within an online environment or an in person environment. Through this analysis of classroom interaction with students in both an online an in-person environment, as well as example lessons and journal reflections, it has become apparent that student academic experiences are vastly different between the two environments. While both can be successful and efficient in what students learn and accomplish in their academics, the personal relations and the connections made between classmates that are made within a physical classroom can be replicated in an online environment. This project looks at the different aspects of differentiating instructional material, the various styles of creating presentations between online and in person learning, and how students interact with one another and with their educator depending on whether their online or in person. These interactions that I encountered and handled throughout my teaching experience in this program shaped how I want to act as an educator for my future students. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays Type action_research -- Url https://wou.omeka.net/s/repository/item/4570 Title The Importance of Voice and the Power of Narrative: Developing a Workshop for Sign Language Interpreters Creator Ali Ann Artis Subject Education Other Languages Societies and Cultures transformative learning interpreting asl deaf perspective voice Date 6/11/2019 Type Text Identifier theses/54 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract This paper outlines my process of developing a workshop for sign language interpreters. In the field, we encounter many perspectives and a diverse range of individuals who see the world in different ways. One of our roles is to become the voice of the deaf individuals with whom we work. This requires a tremendous amount of trust on the part of the signer, and it is our responsibility to do our part to ensure that their voice is accurately represented and heard. Part of our ability to do so involves seeing things from their point of view. I created a workshop based on transformative learning theory, which is the process of experiencing a shift in worldview that causes us to see our environment through a new lens. Using this the framework, I compiled data that reveals the first-hand experiences of deaf students working with interpreters in an academic setting. Their ability to have a voice and speak freely in the classroom was a meaningful issue that arose. I then broadened my search to include stories of others who have experienced isolation and found empowerment through various methods of self-expression. This highlighted the power that narratives have on how we view the world, ourselves, and one another. It also underscores the importance of allowing space for multiple narratives to be heard and the responsibility we have in our role as we become someone’s voice. Date Available 6/11/2019 Note Amanda Smith, Erin Trine, Sarah Hewlett Type professional_project -- Url https://wou.omeka.net/s/repository/item/4549 Title The good, the bad, and the ugly: Students report on experiences with instructors in interpreter education programs Creator Ann Adamiak Subject Adult and Continuing Education American Sign Language Curriculum and Instruction Education Educational Methods Higher Education Higher Education and Teaching Interpersonal and Small Group Communication Other Languages Societies and Cultures motivation theory interpreter education program ASL Student instructor interactions positive negative Date 3/7/2018 Type Text Identifier theses/46 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract This research study was exploratory in nature, seeking to gather and document the experiences and perceptions of current and former students in interpreter education programs with the focus of interpreting between signed language and spoken language in the United States. Data was collected through an online survey for a three-week period, resulting in 514 consenting respondents from 40 states and 126 distinct interpreter education programs. The mixed methods study included quantitative and qualitative questions. The qualitative responses were coded, and emergent themes were identified in a grounded theory approach (Corbin & Strauss, 1990; McMilan & Schumacher, 2009; Strauss & Corbin, 1994, 1998). In this study, the data-driven themes have been limited to two top 10 lists for the most prevalent categories of positive and negative experiences with instructors. The findings show that the top 10 negative categories of student-reported experiences with faculty are: Personality; Feedback/Grading; Classroom Management; Intolerance for Others; Lack of Current Knowledge and Skills; Unclear or Unreasonable Expectations; Turnover or Institution Incompatibility; “Told Me I Couldn’t Do It”; Playing Favorites; and Too Busy Elsewhere. The top 10 positive categories of student-reported experiences with faculty are: Supportive and Encouraging; Teaching Techniques; Kind, Caring, “Wonderful”; Sharing Real Work Experiences; One-on-One Time; Community Connections and Resources; Content of Class/Curriculum; Desirable Outcome of Education; Passionate and Invested; and Available and Willing to Answer Questions. Each of the categories in the two top 10 lists can be shown to either strengthen or weaken the four motivational conditions of Wlodkowski and Ginsberg’s (1995) Motivational Framework for Culturally Responsive Teaching: establishing inclusion, developing attitude, enhancing meaning, and engendering competence. The data collected from the instrument, as well as the literature reviewed, suggest that faculty play a crucial role in student motivation. With the emergent themes from the data, ASL and interpreting instructors are given the opportunity to consider the national perspective and use it to improve their individual and systemic practice to work with and motivate adult learners. The findings in this research study can be used to formalize and optimize interpreter education. Date Available 3/14/2018 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda R. Smith, Catherine Calen Type thesis -- Url https://wou.omeka.net/s/repository/item/4545 Title The business of interpreting: The ins and outs of independent contracting as a freelance interpreter Creator Andrea Rehkopf Subject Education freelance interpreting independent contract interpreting self-employed sign language interpreting sign language interpreting business sign language interpreting taxes Date 7/31/2018 Type Text Identifier theses/57 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract When it comes to working as an independent contractor or freelance American Sign Language interpreter, there are various skills that go beyond just learning and knowing culture and language. Novice and experienced interpreters have learned that they may not be equipped with the necessary business strategies to function as a freelance/independent contract interpreter. The lack of information may be due to lack of material resources readily available or lack of specific instruction in Interpreter Training Programs. To ensure students and current working interpreters are exposed to this information, a professional development workshop was developed. This professional project was inspired by years of frustration, conversations with colleagues, personal trial and error, and this study’s pertinent data. Participants attending this workshop will explore efficient and ethical business practices used by professionals in the field. Topics covered include: marketing and social media, what invoice elements are necessary for billing, and a brief discussion about tax information. The workshop will also discuss helpful organizational systems, contract negotiating, and will touch on retirement and insurances. Much of the content for this workshop was gleaned from surveys sent to various groups in the interpreting field. Date Available 7/24/2018 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Vicki Darden, Stacy Marsala Type professional_project -- Url https://wou.omeka.net/s/repository/item/4544 Title The Black Perspective: A Need for Representation and Inclusion in ASL/English Interpreter Training Programs Creator Jordyn Beal Subject American Sign Language Education Language Interpretation and Translation Other Languages Societies and Cultures American Sign Language Black interpreter educators ITP professional identity social identity Date 6/9/2021 Type Text Identifier theses/67 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract American Sign Language/English interpreting is a profession growing in recognition in the United States and internationally. As its popularity increases, its diverse groups, specifically interpreters who identify as Black or African American, should follow. As a result, the diversity of its practitioners should imply that more interpreters of diverse backgrounds, under the influence of interpreter educators, are acquiring knowledge under keen leadership that positively impacts their acquisition of knowledge and their social and professional identity. Interpreters acquire language, cultural information, and knowledge through varying degree levels of Interpreter Training Programs (ITPs) across the United States. However, this paper hypothesizes that the documented programs, established at institutions of varying levels, struggle to meet the diverse needs of the students they serve, or lack the attendance of culturally diverse groups. This project seeks to obtain insightful information from Black and African American ITP students and graduates through personal accounts, resulting in discussion relating to the growing issue of ITPs and the deficit produced in serving marginalized and culturally diverse populations. By collecting data specific to identifying experience impact on social identity, professional identity, and their acquisition of knowledge, this collection aims to provide suggested practices to mediate the cultural deficit. The desired result is greater awareness leading to an increase in accessibility and strategies fostering the social and professional identities of Black/African American and other diverse interpreters, interpreting students, and ITP graduates. Date Available 6/9/2021 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Elisa Maroney, Royce Carpenter Type thesis -- Url https://wou.omeka.net/s/repository/item/4543 Title The Benefits of SEL and Why it Should Be Added to the Everyday Curriculum Creator Ashtin Fawcett Subject Education Date 12/9/2022 Type Text Identifier theses/228 Language Eng Rights Western Oregon University Library has determined, as of 03/08/2023, 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/ Abstract This project provides an opportunity to talk about the importance of social-emotional Learning (SEL) and why it belongs in the classroom. During the 2020-2021 school year, SEL was seemingly neglected during comprehensive distance learning (CDL) in some schools and school districts. This project focuses on the Salem-Keizer School District, the second largest school district in the state of Oregon, and how important it is to have SEL in the classroom on a daily basis. As this paper continues, you will not only learn why SEL is important in the classroom, but the many benefits it has to many different students, as well as adults. Date Available 12/7/2022 Degree Master of Science in Education: ESOL Note Joshua Schulze, Alicia Wenzel, Xiaopeng Gong Type professional_project -- Url https://wou.omeka.net/s/repository/item/4542 Title The benefits of imbedding literacy and skill development into content while embracing culture and diversity in the classroom Creator Ryan Bell Subject Bilingual Multilingual and Multicultural Education Civic and Community Engagement Community-Based Learning Community-Based Research Educational Sociology Language and Literacy Education Race and Ethnicity Sociology of Culture Scaffolding Sheltered Instruction Literacy Development ESOL Culture Diversity Date 6/10/2021 Type Text Identifier theses/115 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract ABSTRACT Imbedding literacy and critical thinking skill development into content while embracing culture and diversity in the classroom By Ryan Bell By teaching the Socratic Method for discussion and debate, and classroom instruction that relies on skill-building critical thinking skills and literacy development can have a profound impact on creating deeper learning connections. By using sheltered instruction and scaffolding tools taken from the ELD framework, my Action Research shows that not only can I teach students how to break down primary and secondary sources, but also develop literacy skills, while creating a culturally inclusive and diverse classroom. The methods used for this action research include evidence that allowed students to develop deeper literacy and critical thinking skills. Students were able to learn using my philosophy of teaching method of Social Constructivist. I believe in the Social Constructivist theory that students make deeper connections by learning and observing the experiences or opinions of others. I found this theory to be profound in my own learning and decided to employ it in my teaching practice. I believe that to create a classroom that embraces culture and diversity the Social Constructivist classroom-style curriculum must be present. This way, students are growing and evolving by learning and collaborating with each other. This action research argues that not only can a social studies teacher implement literacy development within their content area, but also while skill building the content areas core focuses on analysis and examination of issues from the past, present, or future using primary and secondary sources. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays, Kenneth Carano, Kenneth Ball, Zigmond Derochowski Type action_research -- Url https://wou.omeka.net/s/repository/item/4541 Title Teaching: An Exploration of Best Practices Creator Timothy Pickle Subject Education Date 8/13/2022 Type Text Identifier theses/218 Language eng Rights Western Oregon University Library has determined, as of 10/28/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The purpose of this Action Research Project as part of the fulfillment of my Master of Arts in Teaching degree is to become aware of my teaching practices and to explore options and avenues to better improve my teaching practices. To build a foundation of understanding of teaching practices I first began researching three major themes: effective teaching, evidence-based practices, and developing stronger readers in an ELA classroom; I also sought examples of how I could implement them into my practice . The research begins with an examination of what differentiation is and how it can be modeled. Three sub-themes emerged: designing differentiation, supporting English Language Learners, and how to create inclusive classrooms. Second, my research focuses on identifying the major theme of evidence-based practices by focusing on three sub-themes: high leverage practices, effective instruction in the ELA classroom, and how to create student-centered classrooms. Lastly, because I know that reading is usually a strong indicator for student ability in an ELA classroom, I sought out ways to help develop students into stronger readers. The three sub-themes that arose from this research were using literature circles, technology, and reading identity. I gathered data from my year of student teaching including my teaching journals, lesson plans, lesson materials such as slides or assignments and directions, and teaching observation summaries. Using this data, I analyzed my teaching practices, noting where I had room for growth or had met some of my goals. Date Available 7/26/2022 Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze, Amy Bowden Type action_research -- Url https://wou.omeka.net/s/repository/item/4540 Title Teaching with Differentiation: Students Searching for Joy and Justice Creator Jay Wylie Subject differentiation instructional strategies technology social studies science engineering Date 6/12/2022 Identifier theses/206 Language eng Rights Western Oregon University Library has determined, as of 6/21/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract This document is an action research project that studies a teacher’s growth to include two years of classes and student teaching from Western Oregon University Master of Arts in Teaching: Initial Licensure program. As a student teacher for high school social studies classes, environmental science classes, and teacher of record for engineering classes, the primary researcher wanted to ensure that he was continually improving his teaching skills and best practices. His experiences in the classroom led him to the questions listed below in his research to improve his teaching for current and future classes. An expanded version of the primary researcher’s chapters includes philosophy of education, a literature review, research methods, findings, and conclusions. Three specific research questions that were analyzed through various data sources included: (1) How and why has my incorporation of differentiation strategies changed since I started teaching last school year, (2) how and why has my use of instructional strategies changed since I started teaching last school year, and (3) how and why has my incorporation of technology changed since I started teaching engineering last school year and social studies and science this year? Date Available 6/15/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays & Amy Bowden, Larkin Foley Type action_research -- Url https://wou.omeka.net/s/repository/item/4539 Title Teaching Students in Modern Day Physical Education Classrooms Creator James Leach Subject Education Date 6/10/2022 Type Text Identifier theses/196 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Abstract This research study takes a dive into teaching students in a physical education and health setting where students are viewed as the center of learning. As teachers we need to understand that we are a tool and can benefit students greatly along their educational journey. We as educators need to continuously be striving for a growth mind set to better ensure that we reach as many students as we possibly can. This study specifically looks at how one can make themselves a better leader of the classroom through data collection and analysis. I formulated this study around three main questions: 1. How can I create a classroom environment that is conducive toward culturally responsive learning for all students? 2. How can I increase my opportunities for students to experience high leverage practice within my lesson plans? 3. How can I improve my classroom management skills to create more time on task for students? Data was collected from mentor and university supervisor feedback, lesson plans from the duration of my teaching, and finally from video recordings of myself leading and instructing in the classroom. Keywords: Differentiation, High Leverage Practice, Classroom Management, Active Learning, Teacher-Centered, Student-Centered Date Available 6/8/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays, Destiny Kuehl Type action_research -- Url https://wou.omeka.net/s/repository/item/4538 Title Teaching Social Studies to Social Justice and Equity Through the Lens of ELL Students Creator Erik Anderson Subject Bilingual Multilingual and Multicultural Education Online and Distance Education Classroom Management in an online environment Teaching to Equity and Social Justice ELLs Social Studies Date 6/10/2021 Type Text Identifier theses/103 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract This research project was designed to discover new and unique teaching strategies and classroom management techniques that would improve my teaching Social Studies to English Language Learners through a lens of equity and social justice. By researching and learning new and unique teaching strategies for both online and in-person instruction, I was able to use my research to broaden my experiences and knowledge as well as gain a better understanding of the historical inequities and lack of social justice that has been the norm in most education systems. By educating myself of these injustices and inequalities, I was able to identify and correct any deficiencies in my teaching in regard to teaching to equity and social justice, using my newfound awareness to adjust and correct teaching errors. The study illuminated the many areas of teaching where I may have gone wrong had I not been made aware of the inequities and lack of social justice in my teaching. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon Hays, Jacklyn Caires Hurley Type action_research -- Url https://wou.omeka.net/s/repository/item/4537 Title Teaching Secondary Art in the Time of the Covid-19 Pandemic: Art applications that create a reflective curriculum online and in-person Creator Tara Preston Subject Art Education Secondary Education Flow art secondary activist art lower anxiety pandemic Date 6/1/2021 Type Text; Image; StillImage Identifier theses/108 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract This action research project examines my experience teaching and learning how to teach more effectively to secondary school art students learning online and in-person during the Covid-19 pandemic. The following questions were asked and answered: What tools am I able to apply to support activist art in the classroom? How can I use drawing activities to lower student anxiety levels in-person and online and provide continuity across face-to-face and online class meetings? In what ways can I differentiate drawing activities to provide access for diverse learners? While using qualitative research for my methodology, and journaling, interviews, and comparisons as my data collection, I discovered the following themes while examining my data: subject matter, critical thinking, connection, grace, interaction, multiple-pathways, and meeting them where they are. More research should be conducted to find ways to differentiate art education to have more opportunities for flow in the classroom. Along with more research about how important art education is for assisting students in their learning of other subjects. And finally, more research should be conducted to discover how to create a more effective online learning environment. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Jacklyn Caires-Hurley, Trish Thomas-Henley Type action_research -- Url https://wou.omeka.net/s/repository/item/4536 Title Teaching New Generations the Language of Mathematics Creator Nicholas Kolta Subject Education Date 12/1/2022 Type Text Identifier theses/210 Language eng Rights Western Oregon University Library has determined, as of 6/21/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract In the beginning of the school year, many 9th grade students dread having to walk into a mathematics classroom and try to understand all those incomprehensible symbols. This action research is an attempt to delve into how we can make mathematical language more relevant, meaningful, and valuable in our students’ lives. The research shows that reasoning and understanding is equally important as procedural skills. In fact, giving students time to explore and make sense of mathematical language and its’ purposes is necessary to engage in math fluency skills in meaningful, informed, and flexible ways. The research also demonstrates that to give students the resources they need to explore and interact productively with mathematical language, teachers need to frequently provide contextual examples that students can understand and relate to. Additionally, teachers need to carefully design materials and activities that will help reduce students’ cognitive load and help students organize everything they are learning in meaningful ways. Date Available 6/15/2022 Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze, Michael Jennings Type action_research -- Url https://wou.omeka.net/s/repository/item/4535 Title Teaching in the Dark: Increasing Student Engagement in Comprehensive Distance Learning Creator Abraham J Maletz Subject Curriculum and Instruction Online and Distance Education online learning increasing engagement high leverage practices distance education increasing participation best practices Date 6/12/2021 Type Text Identifier theses/107 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract This project began as a desperate attempt to increase student engagement in my online classroom at the beginning of the Covid-19 Pandemic. I was having no success at convincing students to interact with me, with each other, and with the content. After turning to the literature for help I found extensive research on engagement strategies in online college classes, a plethora of engagement centered high leverage practices for traditional high school classrooms, and almost no research on increasing engagement in online high school classrooms. So, I decided to do the research myself. I started with the data on traditional high leverage practices and data proven university level online strategies. I then implemented these practices in my social studies classroom alongside social studies specific pedagogy. For a whole quarter I wrote formal lesson plans before instruction and journal reflections afterwards. I also recorded classes and high leverage practices using education technology. After a thorough document analysis of my lesson plans, journals, and digital records I found that some traditional best practices are extremely engaging online as well. These can be especially effective when implementing them with education technology providers for integrated online formative assessments or social studies disciplinary literacy. Other practices, like flexible groupings, were far less effective online than anticipated. Overall, I was able to greatly improve the engagement in my online classroom, and I found some practices that I will carry over into a traditional classroom. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays, Patrick Croasdaile Type action_research -- Url https://wou.omeka.net/s/repository/item/4531 Title Supporting Latinx, Spanish-Speaking Emergent Bilinguals with Culturally- Sustaining Pedagogy Creator Melissa Vargas Subject Bilingual Multilingual and Multicultural Education Education Secondary Education culturally-sustaining pedagogy Date 6/12/2021 Type Text Identifier theses/110 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract At the author's request, only the abstract for this title has been posted online. This action research project was designed to help me research and apply culturally-sustaining pedagogy, focusing primarily on strategies to support my Latinx, Spanish-speaking emergent bilinguals. In addition to general strategies to develop culturally-sustaining pedagogy for Latinx, Spanish-speaking emergent bilinguals, I researched best practices for supporting these students with learning disabilities, as well as strategies to provide culturally-sustaining literacy instruction. I then worked to apply those strategies during the 2020-2021 school year and analyzed my lesson plans, teaching journal, assignments and other materials, and observation feedback to determine my success. My results were mixed, showing that I have made some improvements but need to continue making efforts to learn about and provide culturally-sustaining teaching for my students. However, completing this project has helped me develop research and data-analysis strategies to continue professional development in this area and to address future concerns and need for improvement that will arise during my teaching career. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Ken Carano, Joshua Schulze Type action_research -- Url https://wou.omeka.net/s/repository/item/4508 Title Students Without Documentation: Context and Solutions to Navigating Systemic Barriers in Higher Education Creator Monica J. Cerda Ortiz Subject Educational Leadership Higher Education immigration students without documentation DACA DREAMers higher education Date 12/13/2022 Type Text Identifier theses/234 Language eng Rights Western Oregon University Library has determined, as of 03/08/2023, 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/ Abstract This professional project includes five chapters, with the fourth chapter being a draft of an article, which is the culmination of this professional project. This professional project identified gaps in past literature and examined institutional barriers that impact access to higher education institutions for students without documentation (SWD) at the state and federal levels. The draft of the article for this project will explore the policy and sociopolitical context that impacts SWD as they navigate higher education. Further, the article draft suggests ways to support SWD informed by past literature. The social factors that impact SWD and will be discussed are the following: social capital, mental health, misconceptions, and invisibility. Lastly, the draft of the article concludes with an action plan for educational professionals and relevant ways to advocate for SWD to help them thrive in higher education and life. The importance of a long-term solution at the federal level for immigration reform to increase access to higher education institutions for SWD will be emphasized. Keywords: immigration, students without documentation, DACA, DREAMers, higher education. Date Available 12/9/2022 Degree Master of Science in Education: Curriculum and Instruction Note Joshua Schulze, Maria Dantas-Whitney, Luanne Carrillo Type professional_project -- Url https://wou.omeka.net/s/repository/item/4507 Title STEM Scouts: An Afterschool Program to Promote Stewardship in STEM Creator Jahnie Hellickson Subject Education Informal STEM STEM Education Elementary STEM Club Environmental STEM Date 6/11/2022 Type Text Identifier theses/212 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract STEM (Science, Technology, Engineering, and Mathematics) integration is a hot topic in education today, and new studies are showing how STEM integration into Elementary and Early Childhood learning environments can have lasting impact on students confidence in STEM related fields. Which poses the question, how do young learners respond to/develop stewardship towards global STEM issues? This qualitative study observes how elementary students develop critical thinking skills and stewardship towards global STEM issues. STEM in Elementary/Early Childhood Learning is coming to the forefront, and teachers in these contexts need more professional development. A great way to engage students of these ages is in Informal STEM Learning Programs, such as afterschool clubs, summer camps, or even community partners. In a 12 week after school club, students were tasked with planning/implementing a school wide Compost Challenge to reduce food waste. Students learned about Environmental STEM, STEM careers, and Waste Management Hierarchy. Each club session, students learned about a specific piece of the global climate issue and related it to things in their everyday lives and collected compost for a compost bin.Students developed a sense of stewardship and ownership over the Compost Challenge in their school, participating in school collecting compost and sorting through compostable materials twice a week. Students planned a reward system for the class in their school that got the most correct compostable food items. Also, the club got a donation of Red Wigglers, a compost igniting worm, to help make the decomposition process happen faster. This informal STEM learning environment impacted the lives of not only the students involved, but the school and community as well. They realized that STEM related careers are so much more than just engineering, and their confidence in STEM learning was solidified. Date Available 6/8/2022 Degree Master of Science in Education: STEM Education Note Joshua Schulze, Kelsey Jenkins, Jessica North Type professional_project -- Url https://wou.omeka.net/s/repository/item/4502 Title Social Studies Doesn’t Have to Be “Boring": Engaging Secondary Students in Social Studies Education Using Student-Centered Strategies and the C3 Framework for Inquiry Towards Real-World Social Justice Outcomes Creator Krista Jansen Subject Curriculum and Instruction Secondary Education Date 6/12/2021 Type Text Identifier theses/105 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The way that students have traditionally learned social studies in secondary schools, with their teacher at the front of the classroom lecturing as students are expected to take notes and memorize facts, is an outdated method. This way of “learning” makes social studies unenjoyable, and often makes social studies seem completely unrelated to students’ lives today. These are a few reasons why social studies is often considered the least favorite subject of students in school. When social studies is taught in ways that piques students’ curiosity and makes curriculum relevant to students’ lives, is becomes enjoyable and can even be transformative for a students’ education. To develop my ability as a teacher and go beyond the social studies classroom strategies I experienced in my secondary education, in this action research I implemented new strategies into the classroom where I am student teaching. I implemented lessons that worked towards a goal of social justice, using student- centered strategies and an inquiry model of learning for social studies from the College, Career, and Civic Life (C3) Framework, with an overall goal of engaging students in social studies learning that is relevant to them. Although implementing these changes in the classroom was not an easy task, as I found all students needed significant scaffolding for this style of learning they were unfamiliar with, the outcome was worthwhile. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Jaclyn Caires-Hurley, Drew Moneke Type action_research -- Url https://wou.omeka.net/s/repository/item/4501 Title Social Emotional Learning in Writing Instruction Creator Anthony Rimel Subject Secondary Education writing instruction social emotional learning Date 6/1/2021 Type Text; Image; StillImage Identifier theses/94 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract This Action Research Project explores the principles of Social and Emotional Learning (SEL) in context of a writing classroom and using deliberate selection of diverse mentor texts to attempt to help students build identities as writers. This study was conducted primarily by collecting data about my teaching as I attempted to implement these ideas in my work as a student teacher during Western Oregon University’s Winter Term in 2021. I followed an Action Research Project model for self-study of my teaching practice, and I collected a handful of sources of data about my own teaching practice, including notes, lesson plans and peer commentaries on my mentor text selections. Through the study I identified some of my own flaws in attempting to implement SEL principles in the classroom, specifically: failing to devote enough time to some classroom activities and thus failing to create a classroom that is supportive, participatory and engaging; assigning overly challenging mentor texts; and failing to engage in planned and deliberate direct instruction of SEL skills like self-awareness, self-management, social awareness, relationship skills and responsible decision making. Nevertheless, despite the limitations of my study, I ultimately recommend writing teachers attempt to embrace SEL principles and diverse mentor texts as they teach. This is because of the strong theoretical and research backing for these ideas and my own experience seeing these practices have positive impacts on students within the limited confines of my study. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays, Paul Miller Type action_research -- Url https://wou.omeka.net/s/repository/item/4500 Title Social Emotional Learning in the Secondary Mathematics Classroom Creator Laurie Way Subject Education Social emotional learning secondary mathematics mathematics best practices inclusive practices CASEL Date 6/1/2021 Type Text Identifier theses/78 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The purpose of the action research project was to conduct a review of research regarding social emotional learning and through that lens, study student teacher growth during the course of teaching during the Western Oregon University Master of Arts in Teaching: Initial Licensure program. The three focus questions served to guide the study. The questions are: 1) how has my implementation of social emotional practices changed to support inclusive practices in the learning environment 2) how does my teaching reflect what the literature states are best practices for teacher-student relationships and 3) what social emotional learning practices are used to help students in the mathematics environment? Data sets used to analyze the research questions were taken from formal lesson plans, observation commentaries and self-journaled notes. As the transition from middle to high school can be thought of as one of the most problematic shifts for teenagers (Southern Regional Education Board, 2002) and the highest failure rate in secondary is ninth grade, which provides a significant indicator of negative outcomes (Southern Regional Education Board, 2005), taking the time to study practices that show promise in bridging pathways to success in mathematics practices (The University of Texas Dana Center, 2020a) is prudent and worthy of time and effort. Through the analysis, action research has demonstrated growth in teaching with regards to professional practices and building an inclusive environment, implementation of actions that foster positive teacher-student relationships and the utilization of SEL best practices that lead to an increase of student efficacy in the mathematics classroom. My findings have driven home the abundant need for consistent, social emotional learning opportunities in the classroom environment but have also revealed exponential benefits when coupled with engagement teaching strategies. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Ken Carano, Jill Weber Type action_research -- Url https://wou.omeka.net/s/repository/item/4499 Title Signed Language Interpreting in K-12 Educational Settings: A Case for Specialization Creator Megan Seipke-Dame Subject 71 educational interpreter educational interpreting K-12 interpreting interpreter education certificate program specialization specialist training Date 3/22/2023 Type 3/22/2023 Identifier Text Rights Western Oregon University Library has determined, as of 3/29/2023, 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 at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The field of signed language interpreting is becoming increasingly specialized yet very few educational options are available to prepare students enrolled in interpreter education programs for specialization. This is especially true for those entering the K-12 educational interpreting field since most available interpreter education programs are generalist in nature, focusing on broad skills in community settings. Due to the specialized content knowledge and skills requirements of practitioners working in K-12 educational settings, many program graduates are graduating without the requisite skills to meet state-established minimum standards for employment. Data gathered from K-12 educational interpreters, students currently enrolled in interpreter education programs, and other Deaf Education stakeholders through a needs assessment may be used to develop an educational interpreter certificate program. This program would be supplementary to existing interpreter education programs and focus specifically on preparing students of the profession to work as educational interpreters, thus providing one way to address the existing field-wide gap between interpreter education and professional credentialing. Data from interpreter and student respondents focused mainly on preparedness regarding skills specific to working in K-12 settings while data from stakeholder respondents focused on credentialing requirements and the ability to locate qualified educational interpreters when needed. Date Available English Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda Smith, Daniel McDougall Type thesis -- Url https://wou.omeka.net/s/repository/item/4495 Title Scientific Inquiry - Getting Students Curious about Science Creator Blake Looney Subject Education Date 6/11/2021 Type Text Identifier theses/82 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The following contains the results of a study from my action research project that seeks to better understand how my own teaching practices have changed over time. The study focuses on three research questions: How has my use of culturally relevant pedagogy changed over time? How has my use of evidence-based practices changed over time? And how has my use of scientific inquiry changed over time? This research does not seek to evaluate how well I made use of the concepts within these three categories, rather, to better understand how much they were utilized over time throughout the student teaching experience. The student teaching practice is meant to be a reflective time of growth and learning. The results showed a slight increase in the planning, implementation and use of culturally relevant pedagogy, evidence-based practices, and scientific inquiry. Ultimately, however, the conclusion reveals that there is a lot of learning left to do that I will carry with me well into my career as a teacher. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Kenneth Carano, Karla Hale Type action_research -- Url https://wou.omeka.net/s/repository/item/4493 Title Scaffolding Agentic Literacy & Voice Honoring Practices For Language Minority Students Creator Rachel R Fletcher Subject Bilingual Multilingual and Multicultural Education Language and Literacy Education agentic literacy language minority funds of knowledge Date 7/28/2021 Type Text Identifier theses/118 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract This Action research project sought to discover how teachers and researchers have looked at accessible literacy practices that bridge home and school discourse in historically and linguistically underrepresented populations in English Language Arts classrooms and how to build self-efficacy in those classrooms with student monitored assessment as learning practices. I searched for research on class/privilege assumptions regarding student funds of knowledge, linguistic repertoires, and sociocultural approaches as they are related to various themes such as deficit perspectives in order to understand the consequences and possibilities of our field’s dominantly white, L1 English speaking, middle-class teachers on the historically underrepresented people they serve to educate. I also searched for scaffolding and student self-assessment and assessment-as-learning strategic teaching processes because it is not enough to make a space inclusive and conducive to all student voices but to challenge and deepen the student voice as their right to rigorous learning as a trusted facilitator. Additionally, because I would be studying my own practice and focusing on these ideas in my endorsement area, I looked for studies that indicated the kinds of instruction that are effective for close reading strategies in the English Language Arts classroom as a message and means of student self-efficacy, self-regulation, and resilience. Further, using close reading through reciprocal teaching and transactional reading respectfully and fiscally circumvents mandated curriculums at no or little cost to districts, avoiding the prescriptive and commercialized literacy programs that affect low-income schools the most. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays, Paul Miller Type action_research -- Url https://wou.omeka.net/s/repository/item/4468 Title Representation at the End of the Rainbow: LGBTQ+ Representation in Middle School Social Studies Creator AnnaMae McClain Subject Education LGTBQ+ inclusion middle school social studies history queer history critical pedegogy Date 6/11/2022 Type Text Identifier theses/195 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract As an action research project (ARP), this paper seeks to analyze the educational practices of planning, instruction, and assessment as they align with Interstate Teacher Assessment and Support Consortium (InTASC) standards. Specifically, this ARP seeks to understand current strategies, practices, and materials used in LGBTQ+ inclusive social studies classrooms and how improvement can be made at the middle school level. Themes such as gaps in research and lack of teacher support were identified through personal experience, a review of literature, and data collection. Findings suggest the most effective practice is that of a critical pedagogy that encourages students to question and seek answers regarding the marginalization of groups and narratives throughout history. Date Available 6/8/2022 Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze, Telia McDonald, Hillary Fouts Type action_research -- Url https://wou.omeka.net/s/repository/item/4463 Title Putting It Together: Best Practices in Arts Education and Theatrical Education with Neurodivergent Students Creator Evan Tait Subject Dramatic Literature Criticism and Theory Performance Studies Secondary Education neurodivergent theater arts education best practices Date 6/11/2022 Type Text Identifier theses/213 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Arts education, for many administrations, can be a frustrating course of study. The question of whether or not it is an important skill to have students learn or whether it’s frivolous is a constant argument between administrators and teachers. The best practices for arts education in the classroom can lead to improvements in test scores, development in critical thinking skills, and increases in understanding in many non-arts related subjects. Neurodivergent students rely on arts education because, for many, the way that they understand the world is through artistic practices such as music, theater, visual arts, and literature. Many students rely on theatrical education as a way to improve their skills in the classroom, as well as their skills in their development in high school. This project discusses research and literature that talks about the importance of theater education in school curriculums, the importance of providing neurodivergent students safe, psychologically protected spaces for growth in learning, and how to make a traditionally teacher-centered subject into a mutually beneficial learning-centered subject. Date Available 6/8/2022 Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze, Eric Berge Type action_research -- Url https://wou.omeka.net/s/repository/item/4462 Title Providing Diverse Texts to Secondary Learners: Encouraging Critical Inquiry and Understanding Creator Elinor Manoogian-O'Dell Subject Language and Literacy Education Secondary Education Date 6/12/2021 Type Text Identifier theses/81 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The goal of this action research project was to become a more competent educator when it comes to incorporating diverse literature in my classroom, and facilitate conversations about race, gender, and power among my students. A contributing factor to the ability to critically think is the capacity to read and reflect. Nationally, at least 8.7 million low-income students in kindergarten through fifth grade read below grade level. Research shows that income is closely tied to literacy rates (Van Pelt, 2018). By helping students connect texts to their own lives and critically analyze them, teachers are setting students up for success in the workplace, but also in their interpersonal relationships and daily lives. The methods of inquiry for this study focused on the principles and practices of action research, using self-study aligned with professional teaching standards, teacher artifacts, journal entries, classroom artifacts, lesson plans, and EDTPA materials as a means of data collection. I used these methods to address three research questions: (1) How can I encourage students to analyze texts through application to personal and social contexts?; (2) How can I develop pedagogical skills to engage students in discussions about race and power?; and (3) How do I develop a library that reflects critical literacy practices? Major themes that emerged from my research were self-study, expert recommendation, and student choice. In order to improve my disposition and ability to lead discussions about race and power, I need the background knowledge and practice to be prepared for those discussions. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Jaclyn Caires-Hurley, Lin Wu Type action_research -- Url https://wou.omeka.net/s/repository/item/4461 Title Professional project curriculum development: experiential learning in interpreter education programs Creator Marisa J Ruiz Subject Curriculum and Instruction Special Education and Teaching experiential learning sign language interpreter Date 6/5/2013 Type Text Identifier theses/9 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Signed and spoken language interpretation involves many intricate components. A signed language interpreter who is working simultaneously must hear and comprehend a spoken language while producing the equivalent message with his/her hands in the appropriate signed language. While there are many factors that affect the interpreter, experience and education are two key qualities of successful interpreters. Both interpreter education and the experience of putting that education into practice are vital for future interpreters while they are still students. Experiential learning activities provide this opportunity for interpreting students. According to educational theorist David A. Kolb, “Knowledge results from the combination of grasping and transforming experience"(1984, p. 41). This type of learning involves exercises where students participate in authentic working situations in a safe environment while allowing them the opportunity to openly reflect on those experiences. Experiential learning in the field of signed language interpreting education may include role-playing scenarios, mock interpreting exercises, one-on-one mentorships, and internship participation. These learning activities can provide interpreting students with vital practice and experience before they enter the work force. The goal of this professional project is to design a course in signed language interpreter education based on Kolb's Experiential Learning Theory. This course incorporates experience, reflection and application on critical components of the interpreting profession while gradually exposing students to various problems that they may face in their professional career. The proposed course titled “Experience Interpreting” will allow students to fully experience a variety of interpreting scenarios and equip them with resources for their future work in the interpreting field. Date Available 6/11/2013 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda R. Smith, Julie Armstrong Type professional_project -- Url https://wou.omeka.net/s/repository/item/4458 Title Playfully Expanding Interpreter Development Creator Keyanda Hall Subject American Sign Language First and Second Language Acquisition Language Interpretation and Translation Play experiential learning interpreting sign language Date 6/8/2022 Type Text Identifier theses/155 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract According to research, new experiences that start from creating interactions such as role playing, stimulus, or group discussions are a result of participant actively learning (Terehoff, 2002). The focal point of this study is exploring a method of experiential learning while adults students learn new language. Basic understanding of early language acquisition and second language acquisition is used to better understand how and why play can be a much-needed component in the classroom. The experiential method of learning through play has been used to gain perspective about adult learning preferences in the interpreting field. The participants were American Sign Language interpreter volunteers. Learning through play may present itself or can be used in the forms of therapy, improvisation, or board games. It creates an environment that allows interpreters to experience experiential learning and incidental learning. This method of learning allows students to become comfortable with the use of the language and make new experiences. Research shows that learning happens when there is an opportunity for previous experiences to affect the learners’ approach to new experiences (Yardley et al., 2012). In this study, interpreting participants engaged in learning through play during an intervention. The volunteers played a game. After the intervention, the results were determined based upon the volunteers’ feedback about their playful experience with learning. The participants results were expressed in qualitative surveys to better understand the participants’ perspectives of learning through play. Date Available 6/8/2022 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Erin Trine, Colleen Jones Type thesis -- Url https://wou.omeka.net/s/repository/item/4429 Title My Readiness and Progression: A Student-Centered Approach Creator Brady Blatchley Subject Curriculum and Instruction Curriculum and Social Inquiry Secondary Education and Teaching Criticality Differentiation Inquiry-based instruction Efficacy Date 6/12/2021 Type Text Identifier theses/76 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Abstract My Readiness and Progression: A Student-Centered Approach Action research is a self-study conducted by teachers to look at specific areas of their practice to identify potential weaknesses and where they might be able to improve. This research looks at a novice teacher, their readiness to teach, and how they progress during a student teaching experience. This study looks at areas of practice that would complement each other, and that any novice teacher would be able to implement in the classroom. This research identifies inquiry-based instruction as a superior form of learning instead of the typical rote learning method widely used. The readiness to teach through inquiry-based instruction is paramount for creating relevant, engaging, and research-based lessons that will direct student learning. The job of a teacher is to prepare students to be successful participants in society. This means students need to understand how power, privilege, and oppression affect the everyday lives of each citizen; This research identifies criticality as a method of accomplishing that goal. Criticality helps students understand how those three elements work through reading and writing, and how they might impact their surroundings. The last area of focus in this study is differentiation. Differentiation is a crucial component to making content accessible to all students, no matter their ability level. This study posits that inquiry-based instruction, criticality, and differentiation when used in tandem create challenging and engaging lessons that will inform every student, and prepare them to be successful in our ever-changing society. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Jaclyn Caires-Hurley, Ryan Dearinger Type action_research -- Url https://wou.omeka.net/s/repository/item/4428 Title Multimodal Literacy in Drama and Language Arts Classrooms Creator Shawn Bookey Subject Educational Methods Language and Literacy Education Date 6/6/2022 Type Text Identifier theses/157 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract This Action Research project was conducted from October 2021 to May of 2022 during which I spent two terms as a student teacher for an 8th English Language Arts class, a 10th Grade ELA class, and a mixed grade Drama elective. In this project, I primarily explore the meaning of multimodal literacy as it relates to my content areas. I also examine my practice when it comes to culturally responsive pedagogy, and the development of group leadership skills. Through analysis and reflection of pedagogical artifacts, I have acknowledged the strengths and weaknesses in my own planning and performance of my lessons. This process has informed and developed my views on multimodal literacy, culturally responsive pedagogy, and the development of group leadership skills in my content areas. I conclude that I have made my lessons with consideration to the framework of this study for the most part. However, there are several shortcomings and missed opportunities in my lesson planning. I must keep researching these topics to inform my views and develop my practice of literacy instruction to incorporate more modalities. I must also do what I can to maintain positive rapport with my students while I seek to understand them individually and culturally in order to find the best way for them to benefit from my pedagogy. I also conclude that I must continue to develop my understanding of group leadership skills as they relate to literacy to help students become positive participants in society with the tools to educate themselves Date Available 6/8/2022 Degree Master of Arts in Teaching (initial licensure) Note Josh Schultze, Jay Gipson-King Type action_research -- Url https://wou.omeka.net/s/repository/item/4424 Title Mentoring: fostering the profession while mitigating the gap Creator Kimberly A Boeh Subject Bilingual Multilingual and Multicultural Education First and Second Language Acquisition Other Teacher Education and Professional Development mentoring gap practitioners interpreter programs work ready entry-level Date 3/14/2016 Type Text Identifier theses/26 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Literature suggests that mentoring in the field of interpreting will help novice interpreters overcome the steep learning curve that exists between graduation from college preparation programs (or through other entry-level avenues) and work readiness. This study investigated the perceived benefits of mentoring for the signed language interpreting profession by practitioners in the field. A total of 443 respondents varying in age, sex, ethnic backgrounds, work experience and certification levels from the United States and Canada were included in this study. The purpose was to clarify the attitudes, beliefs, and perspectives of current practitioners and students in the field of signed language interpreting related to mentoring. Four constructs were investigated regarding mentoring in relation to work readiness for entry-level interpreters: knowing how to present qualifications as well as how to present one’s roles and responsibilities, working in specific settings, mentoring in relation to increasing professional acumen related to interpreting, and feelings of readiness to handle ethical decision making as an entry-level interpreter. Results from this investigation indicated that the majority of respondents perceivedmentoring to be beneficial in the majority of the work settings investigated and other topics included in this research. There was however, a higher importance placed upon linguistic skill-based settings over non-skill-based topics in relation to mentoring for entry-level interpreters (e.g., knowing how to present qualifications, knowing how to present their role and responsibilities, freelance business knowledge, general business knowledge). Respondents also reported a feeling of readiness to handle ethical dilemmas during their first year of interpreting. Date Available 3/1/2016 Degree Master of Arts in Interpreting Studies Note Vicki Darden, Alicia Wenzel, Barb Dunaway and Adrianne Johnson Type thesis -- Url https://wou.omeka.net/s/repository/item/4419 Title Leveraging Culturally Sustaining Pedagogy, Thought Partners, and Technology for Collective Efficacy in the Instrumental Music Classroom Creator Baylor Turnbow Subject Education Date 6/11/2022 Type Text Identifier theses/154 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The instrumental music education classroom is no stranger to collaborative learning framed within a culture that values community. Developing collective efficacy in this setting could be a particularly power tool for fidelity in curricular outcomes. I selected three practices that could be leveraged by a pedagogue to facilitate collective efficacy and reviewed literature on culturally sustaining practices, teacher self-reflection, and technology in music education. I identified three questions to guide my research of my own pedagogy: How has my educational praxis developed to support the facilitation of a community of learners? How has reflection with qualified thought partners guided my curricular planning and instruction? How does my integration of technology in the classroom support a music curriculum? By collecting data from lesson plans, formal feedback from qualified thought partners, and journal entries, I found that I am leveraging each of these practices with positive student outcomes. The data suggests that I proficiently facilitate cultural competency within a rigorous curriculum derived from my students’ cultural funds of knowledge, but critical consciousness is not being adequately developed. My work with qualified thought partners resulted in pedagogical changes to assessment and instruction, improving student outcomes. While a music production curriculum embedded in an instrumental education scope and sequence can produce positive learning outcomes, and is a pedagogical value of mine, the data indicates that it is not currently being deployed in my classroom. Finally, technology is deployed as a tool that further builds on students’ cultural funds by scaffolding relevant supports and also serves as a tool to facilitate assessment. Date Available 6/8/2022 Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze, Sarah Massey Type action_research -- Url https://wou.omeka.net/s/repository/item/4418 Title Let’s bridge the gap! Cross-cultural mentoring Creator Royce M Carpenter Subject Bilingual Multilingual and Multicultural Education Curriculum and Instruction Education Cross-Cultural Mentoring Interpreter Black White Deaf Hearing Education Gap Racism Date 12/1/2017 Type Text Identifier theses/43 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Few Black students graduate from signed language interpreting programs across the United States and even fewer continue practicing in the signed language interpreting field. Black Deaf consumers are often left with White interpreters who know little of Black cultural norms, and the complexity of cultural information is sometimes mishandled while messages are relayed (Shambourger, 2015). The longevity and numbers of Black interpreters in the field of signed language interpreting needs to increase, and Interpreter Training Programs should be trailblazers in this effort (West-Oyedele, 2015). In addition, many White interpreters in the field need to learn about the cultural norms, and linguistic features of Black Deaf and Black hearing consumers (Shambourger, 2015). Such learning could take place in cross-cultural mentoring relationships with Black interpreters. Black interpreters are already mentoring, but as the numbers of Black students entering the field grows, the need for seasoned interpreter mentors also grows. In some areas of the country, especially rural areas, there may be no experienced Black interpreters. Through conversations and interactions with Black mentees, White mentors could gain knowledge of Black cultural norms and linguistic features, thereby enhancing their interpreting for the Black Deaf and Black hearing communities they serve. At the same time, Black interpreters may be encouraged to continue in the interpreting field from cross-cultural relationships with White interpreters who support skills development and introduction to professional norms and to other interpreters. In this study the findings indicated that there is much ground to be covered before cross-cultural mentoring can become routine. Date Available 12/6/2017 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda R. Smith, Leandra Williams Type thesis -- Url https://wou.omeka.net/s/repository/item/4417 Title LEARNING ALONE, PRACTICING TOGETHER: A Case Study Exploring the Flipped Classroom to Improve Interpreter Education Creator Marquette Laquey Subject American Sign Language Language Interpretation and Translation Flipped classroom Flipped learning Experiential learning Interpreter education case study pedagogy Date 12/7/2021 Type Text Identifier theses/70 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Flipped classrooms may provide interpreter training programs with an alternative to the traditional classroom while also improving their hands-on, practical interpreting skills by way of experiential learning. This study was designed to provide a framework in the examination of a flipped classroom approach applied to interpreter education. An exploratory case study was conducted to gather data regarding the experiences of implementing a flipped classroom in a community college ASL/English interpreter education program. Surveys, interviews, and a classroom observation were carried out to obtain the entirety of the experiences of both students and instructors with the implementation of the flipped classroom approach. Results of this study suggest that using the flipped classroom approach in combination with the flipped learning method was a viable teaching strategy when applied to interpreter education. The data illustrated how the flipped classroom structure afforded students the time and practice needed to continue developing their practical interpreting skills. The results provided more information on user experiences, application of a flipped classroom or flipped learning method, and the strategies employed during the transition period. Recommendations are given for faculty who aim to implement this approach in their interpreter education. Date Available 12/7/2021 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Erin Trine, Cameo Hunsaker Type thesis -- Url https://wou.omeka.net/s/repository/item/4416 Title Language is a human right: How modern classrooms address, adjust, and provide equal access to education Creator Whitney Hines Subject Secondary Education social justice pedagogy culturally relevant teaching multilingualism human right equity Date 6/1/2021 Type Text Identifier theses/84 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Students today make up the most diverse collective of learners, with school populations being comprised of large numbers of members from historically marginalized communities. Achieving equitable learning environments requires acknowledging and adjusting our approaches to education to fully support and include students from non-dominant backgrounds. The classroom strategies and content explored in this research focuses on the importance and impact of language inclusion, social justice pedagogy, and culturally relevant resources and representation. This paper explores findings based on published research, data collected from classroom experience, and information and feedback from professionals and experts in their fields. Keywords: social justice pedagogy, multilingualism, inclusion, culturally relevant, bilingual, language, representation, oppression, equity, education Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Jaclyn Caires-Hurley, Amy Baldwin Type action_research -- Url https://wou.omeka.net/s/repository/item/4415 Title Keeping it vague: a study of vague language in an American sign language corpus and implications for interpreting between American Sign Language and English Creator Daniel J Greene Subject Applied Linguistics Special Education and Teaching ASL American Sign Language VL vagueness interpreting Date 3/15/2013 Type Text Identifier theses/2 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Vague Language (VL) seems to be a universal feature of language, and American Sign Language (ASL) has been shown to have all the properties of language; therefore, it is natural that VL would appear in ASL. This thesis is the first study of VL in ASL, and provides evidence that VL occurs in ASL and is used to express meanings equivalent to those of VL in English. The findings of this study document yet another property that ASL shares with other languages, and contribute yet another language to the body of languages that have been studied for VL. The investigator of this study analyzed the National Center for Sign Language and Gesture Resources (NCSLGR) Corpus for vagueness and found that the corpus contained vagueness in signs, gestures, and non-manual markers (NMMs). Hedging, approximation, and lack of specificity were the predominant types of vagueness found in the NCSLGR Corpus. The findings of this study, in addition to the literature reviewed, have implications for ASL teachers, ASL-English interpreters, and interpreter trainers. Previous literature has shown a need for explicit metalinguistic instruction about VL to second language (L2) learners, interpreters and translators. The ability to be vague has been shown in previous research to be a form of pragmalinguistic competence. This study contributes to the knowledge of the forms and functions of VL in English and ASL so that ASL students may improve their pragmalinguistic competence in ASL, and ASL-English interpreters may improve the pragmalinguistic equivalence of their interpretations. Date Available 3/20/2013 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda R. Smith, Miako Rankin Type thesis -- Url https://wou.omeka.net/s/repository/item/4414 Title K-2 Phenomena Based Science Education: Providing early elementary professional development and resources to increase science opportunities for primary students Creator Samantha Salvitelli Subject Education Date 6/11/2022 Type Text Identifier theses/168 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract K-2 Phenomena Based Science Education: Providing early elementary professional development and resources to increase science opportunities for primary students Date Available 6/8/2022 Degree Master of Science in Education: STEM Education Note Joshua Schulze, Adele Schepige, Stephen Scannell Type professional_project -- Url https://wou.omeka.net/s/repository/item/4413 Title K-12 Educational Online Job Posts: Titles, Descriptions, and Qualifications Creator Anne Carlson Subject Disability and Equity in Education Education Other Languages Societies and Cultures Minnesota education online job posts interpreting public schools qualifications Date 1/18/2021 Type Text Identifier theses/63 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract In the 1960s, federal and state legislation was enacted allowing children who are deaf and hard of hearing the opportunity to attend local public schools. Education of the deaf has been a documented struggle throughout history. Students with disabilities were denied education and discriminated against because they could not hear. A new profession called educational interpreting entered the workforce responding to an increased demand (Ball, 2013). Educational interpreting was implemented in classrooms providing free, appropriate public education (Yell & Bateman, 2019) before educators, administrators, and school districts knew how to hire for the role. Since then, educational interpreting has been laden with problems that hinder advancement and professionalization (Ball, 2013; Johnson et al., 2018; Winston, 2004). Online job posts for K-12 educational positions revealed inconsistent job recruitment practices regarding titles, levels of expertise, qualifications, and responsibility expectations. Using qualitative research methods, Minnesota job postings were collected from public Internet domains for one year. Position announcements contained four themes that were compared to industry standards and legal compliance. The findings show the educational institutions’ recruiting practices for jobs working with deaf and hard of hearing students conflict with recommended industry standard qualifications (NAIE, 2019). Research on job posts has an impact on the system of professionals who work in the educational setting such as school administrators, principals, managers, teachers, staff, students, and families. Date Available 2/6/2021 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Jay Fehrman, Carolyn Ball Type thesis -- Url https://wou.omeka.net/s/repository/item/4412 Title Job satisfaction, role strain, burnout, and self-care among American Sign Language/English interpreters Creator Carrie Humphrey Subject Bilingual Multilingual and Multicultural Education Critical and Cultural Studies Interpersonal and Small Group Communication Other Arts and Humanities Other Business Other Languages Societies and Cultures Job Satisfaction Burnout Role Conflict Self-Care American Sign Language Interpreter Date 12/9/2015 Type Text Identifier theses/24 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract This study is an analysis of various factors relating to job satisfaction, role strain, physical injury and/or mental/emotional hardship, and burnout in the American Sign Language (ASL)/English interpreting profession in the United States. It includes 81 responses by interpreters using an online survey that collected data on individual interpreter background and demographics, role strain components, burnout, self-care, and job satisfaction. The responses were analyzed through a multiple linear regression focusing on job satisfaction as the dependent variable. They were also analyzed in a bivariate correlation to identify potential relationships among the 60 variables. The results of this study show a high level of job satisfaction despite frequent injuries and hardships, and high demands and/or controls within specific settings of the ASL/English interpreting profession. The results also contain many correlations among the variables of the categories of job satisfaction, background, burnout, and self-care. These correlations may aid novice and experienced interpreters in forming a map by which they can guide their professional practice to maximize their job satisfaction, reduce injury, and minimize potential burnout. The background information collected by this survey provides information that can be used to educate the general population about ASL/English interpreters as well as educate interpreting students in their preparation for the profession. Date Available 12/9/2015 Degree Master of Arts in Interpreting Studies Note Vicki Darden, Sarah Hewlett, Sabrina Smith Type thesis -- Url https://wou.omeka.net/s/repository/item/4410 Title Interpreting in Iowa Creator AmyRuth McGraw Subject Other Education Special Education and Teaching Iowa Interpreter Education Program Date 5/30/2013 Type Text Identifier theses/11 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The goal of this project was to develop a proposal for interpreter education at the University of Iowa based on research into the needs of various stakeholders in the state of Iowa. Surveys were distributed to potential students of such a program, as well as to Deaf and hearing consumers of interpreting services, entities that employ interpreters, and interpreters currently working in Iowa. Data collected from these surveys provided insight into the current state of the interpreting field in Iowa; insight that was used to support the proposal for an Interpreter Education Program at the University of Iowa. Additional research into a variety of issues raised by this survey data is recommended. While the research conducted for this study was specific to the state of Iowa, the data collected could inform additional studies, specifically in the areas of consumer understanding of interpreting practice and interpreter education and certification. Date Available 12/30/2013 Degree Master of Arts in Interpreting Studies Note Amanda R. Smith, Elisa Maroney, Richard Hurtig Type professional_project -- Url https://wou.omeka.net/s/repository/item/4387 Title Interpreter competencies in science, technology, engineering, and mathematics as identified by deaf professionals Creator Christopher Grooms Subject Arts and Humanities Communication Critical and Cultural Studies Disability and Equity in Education Life Sciences Medicine and Health Sciences Physical Sciences and Mathematics Science and Mathematics Education Social and Behavioral Sciences Interpreting in STEM Interpreting Deaf Professionals STEM Interpreter Competencies Designated Interpreters Date 3/9/2015 Type Text Identifier theses/18 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Since the 1990’s there has been an ever increasing number of Deaf people seeking higher education and pursuing a wide variety of professions and careers that enhance their life experiences. The Science, Technology, Engineering, and Mathematics (STEM) fields have seen an influx of Deaf people interested in engaging in education and life-long careers in these fields and their respective disciplines. One of the reasons behind this growing interest by Deaf people is the National Science Foundation’s commitment to expanding the participation of underrepresented groups in STEM (NSF, 2012). Many Deaf students in higher education and Deaf professionals engaging in STEM careers and professions report a lack of qualified signed language interpreters available to access communication events that are necessary to become successful in these fields and disciplines. In the field of signed language interpreting worldwide there has been no research conducted on interpreters and the interpreting process in STEM. There abound many anecdotal experiences by Deaf professionals and signed language interpreters alike regarding the challenges of working and interpreting in STEM. One consequence of not having qualified signed language interpreters in STEM is that the professional development of Deaf students and Deaf professionals who choose to study and build careers in these fields is hampered. In this exploratory study, competencies specific to interpreting in various aspects of the STEM fields and disciplines, as identified by the Deaf consumers who engage interpreting services, will be identified and described. Date Available 3/17/2015 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Adele Schepige, Caroline Solomon Type thesis -- Url https://wou.omeka.net/s/repository/item/4386 Title Integrating Best Instructional Practices into the English Language Arts Classroom Creator Miranda Warren Subject Education Education accessibility high leverage practices intrinsic motivation engagement Date 6/11/2022 Type Text Identifier theses/194 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Utilizing evidence-based strategies to increase student engagement and intrinsic motivation will deepen overall learning. As well as foster a lifelong love of learning that students take with them throughout their lives. This research project details an analysis of a student teacher’s instruction and planning of curriculum during their practicum experience in the 2021 - 2022 school year. I spent the year in an 11th-grade English language arts classroom. The research details an analysis of the following questions: How have my differentiation strategies improved throughout my teaching to increase accessibility and equity? How have I improved my own teaching through the implementation, reflection, and analysis of evidence-based teaching practices? How have I improved my teaching of English language arts through content-specific strategies to increase overall engagement and deepen learning? Data was analyzed from journal entries, lesson plans, and supervisor feedback. This paper includes a philosophy of education, a literature review, research methods, presentation of data, implications, and concluding analysis. Date Available 6/8/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays and Amy Bowden, Jason Jenkins Type action_research -- Url https://wou.omeka.net/s/repository/item/4385 Title Integrating Best Instructional Practices into Contemporary Health Education Creator Nicholle Leeming Subject Education Date 6/12/2021 Type Text Identifier theses/80 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The purpose of this action research project was to analyze my instructional strategies pertaining to culturally responsive teaching, evidence based practices, and health specific pedagogy. Qualitative data including formal written lesson plans, edTPA commentary, and observation notes from my field supervisor, school-based instructional coach, as well as my cooperating teacher were used to examine my growth as a teacher when it comes to supporting English language learners, structuring my lessons to facilitate student-centered learning, and integrating a skills-based approach in my health lessons. At the center of my research was relational capacity; I not only hoped to improve my teaching through differentiation and scaffolding but also identify if relational capacity is at the center of effective teaching. Through a review of literature I concluded that there is a commonality between culturally responsive teaching, student-centered learning, and skills-based health education: relationships. Analysis of the data listed above showed that while there are areas in which I improved as an educator over the last year and a half, specifically building relationships with my students and making them feel welcome, there is still plenty of room for growth. Although this action research project did not conclusively answer all three of my research questions, it does suggest that through a process of intentional data collection, reflection, and analysis teachers can identify both areas of strength and growth, thus improving the teacher profession and the educational experience of our students. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Kenneth Carano, Cathy Sparks Type action_research -- Url https://wou.omeka.net/s/repository/item/4383 Title Increasing LGBT+ Inclusivity in Rural Schools Creator Aimee Love Subject Gender Equity in Education Secondary Education Secondary Education and Teaching education Date 6/10/2022 Type Text Identifier theses/177 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract A recent study based in California surveyed 800,000 middle and high schools students and found that students who identify as LGBT+ are at higher risk for bullying, depression, and suicidal ideation, as well as lower academic performance (Hansen et al., 2019). This gap in the social experience and academic performance between LGBT+ students and their straight and non-transgender counterparts may be related to the study’s findings that they have access to fewer supports from their teachers and schools (Hansen et al., 2019). Closing the achievement gap for these traditionally marginalized students may therefore be as easy as reducing the disparities in their access to inclusive curriculum, welcoming classroom environments, leadership opportunities, and organizations that provide them with community and support. For this review I explored the relevant literature on methods other teachers have used to increase LGBT+ inclusivity before attempting strategies in my own rural school. After conducting my research, I created lessons that were LGBT+ inclusive or challenged heteronormativity, and facilitated the formation of a Gay Straight Alliance in my school. My hope is that my observations and experiences will help to identify which strategies are best suited to small, rural schools. Date Available 6/7/2022 Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze, Darren Polamalu Type action_research -- Url https://wou.omeka.net/s/repository/item/4380 Title Improving Student Engagement in High School Mathematics Instruction Creator Edward Klem Subject Educational Methods secondary education student engagment Date 7/30/2021 Type Text Identifier theses/117 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract This action research project is a self-examination of my first-year teaching experience. This project begins by explicitly stating my teaching philosophy. That philosophy helps establish my goals as a teacher. Next, I examine many peer reviewed articles about teaching to help me better understand the state of knowledge and practice in the specific areas of teaching I wish to focus on improving in my first year of teaching. I then go on to state the specific questions I will be studying in this research project. Those questions were 1) How do I use essential questions to prompt inquiry? 2) How do I engage students through classroom discourse? And 3) How effectively do I teach problem-solving? I used data collected from my own reflections, lesson plans and observations by my cooperating teacher and university supervisor to analyze my teaching in relation to the three principal research questions. After examining the data collected, I look for patterns and explain what my data reveals about each question. I conclude that essential questions require careful planning to be effectively incorporated, that engaging students in discourse requires understanding of their background knowledge and that teaching problem-solving requires much more than modeling to be valuable. While these conclusions may be rather specific to myself, I do attempt to elucidate more general implications of my research that may apply to other teachers’ situations more generally. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Kenneth Carano, Michael Jennings Type action_research -- Url https://wou.omeka.net/s/repository/item/4379 Title Improving Professional Relationships in the Classroom: Teachers and Interpreters Working Together Creator Brittany C LeGal Subject Education Other Languages Societies and Cultures teamwork professional relationships interpreter roles relational theory IEP team collaboration Date 12/10/2019 Type Text Identifier theses/56 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Interpreters placed in mainstream settings are not just there to provide access to communication between the hearing counterparts and the deaf students. They are there as “integral members of the team” (Ohtake, Milagros, & Fowler, 2000, p. 16) and should be recognized as equals with the teacher in the classroom (Boys Town, n.d.). This research investigates professional relationships and how they can be established and maintained, the types of relationships mainstream teachers and educational interpreters have within Clark County, and how working together can result in educational benefits for everyone in the classroom. Interpreters are a member of the educational team and should be utilized to help support education (Ministry of Education, 1994). They have first-hand interactions with the client which enables them to know and understand the client(s) thoroughly. According to Siple (1994), interpreters listen to the lesson at hand and breakdown the message’s meaning to match the student’s language level and learning style so that they may comprehend the lesson. Interpreters are there to pass the teacher’s message to the deaf and hard of hearing (DHH) students. They are the first to recognize whether that message was understood, if interpreter expansion is needed, or if teacher clarification is needed to ensure comprehension. Responses from teachers and interpreters gathered from the online survey, as well as previous findings, will be examined to see how they work together as an effective team and how their united efforts could impact students’ education. The techniques that teachers and interpreters indicated enabled them to successfully establish and maintain professional relationships with each other, how they clearly defined their roles, and the educational impact their teamwork had will be explored. Date Available 12/11/2019 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Patrick Graham, Holly Jones Type thesis -- Url https://wou.omeka.net/s/repository/item/4377 Title Improved Instructional Practices Through Reflective Data on Differentiation, Scaffolding, and Expanded Literacies Creator Leslie McLane Subject Educational Assessment Evaluation and Research ARP differentiation scaffolding literacies Date 6/12/2021 Type Text Identifier theses/85 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract This Action Research Project studies my individual growth as an educator through the lens of specific high-level practices. The intention of this document is to then perform phenomenological analysis of my own instructional choices as a student teacher. Through consideration of my clinical setting and student assets, three specific research questions were created to reflect on classroom successes or where there is room for improvement. Those three questions revolve around my understanding and implementation of differentiation, scaffolding, and literacies in the high school English language arts classroom for grade 10 students. In order to fully flesh out these concepts, you’ll find a philosophy of teaching, review of relevant educational literature, exploration of methods, data analysis, and implications within the distinct chapters. Therefore, the overarching theme of this project is not to bask in successes or wallow in mistakes, but to become more efficient at recognizing those successes or mistakes and determining why they have occurred. Teaching is a constantly reflective practice that requires me to be a lifelong student of education itself. As I become more confident in this type of process, I will become a consistently better educator for all my students. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Kenneth Carano, Dana Ulveland Type action_research -- Url https://wou.omeka.net/s/repository/item/4374 Title How Culturally Responsive Pedagogy, Evidence-Based Practices, and Focusing On the Long Term Benefits of Art Education Affect Teaching Creator Genevieve Hardin Subject Art Education Education Education High School Art Mental Health Culturally Responsive Pedagogy Evidence Based Practices Date 6/11/2022 Type Text Identifier theses/200 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract This Action Research Project will be informed by INTASC standards. These standards make sure that teachers are held to rules that encourage good teaching and act as borders in which that good teaching should take place. It is also informed by my own philosophy of education. It is difficult to pin down any one philosophy of education that I unequivocally support. The conclusion that I have come to is that the best teaching is more an amalgamation of theories. It shifts and evolves to fit the students at hand, and is ever growing. My focus for this research was how Culturally Responsive Pedagogy (CRP), Evidence-Based Practices (EBP), and focusing on the long term benefits of art education will affect my teaching. I also wanted to see if any of the practices within these ideas are more effective than others. This Action Research Project (ARP) will be exploring my own teaching and how I can improve it. My action research here will also improve my ability to study my practice going forward. This is especially important for me, as flexibility and adaptability are two of my main personal goals for my teaching. I hoped to learn which of my practices are helpful, and which are unhelpful. My ARP shows how Culturally Responsive Pedagogy, Evidence-Based Practices, and focusing on the long term benefits of art education interact when put together in a classroom. It also shows where these practices support, hinder, or run alongside each other. I found this by comparing my results with other research that has gone into these three things separately. This paper uses journaling, assessments, and lesson plans to analyze my own practice and set goals. I also have collected images of what I have written on the whiteboard and in powerpoint slides. I found that my students understand my teaching better after the inclusion of . I will keep track of everything in google doc folders. I am placed at a rural highschool in a classroom of mixed grades that teaches many types of art, but is more focused on three dimensional work. Date Available 6/8/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays & Amy Bowden, Lauren Cooney Type action_research -- Url https://wou.omeka.net/s/repository/item/4372 Title How Can Autonomy, Culturally Relevant Curriculum, and Scaffolding Impact my Teaching in a Physical Education Classroom Creator Joseph Gaylord Subject Health and Physical Education Inclusion Equity Autonomy Strategies Diversity Fairness Date 6/12/2021 Type Text Identifier theses/104 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Finding ways to connect with students during comprehensive distance learning has had its highs and lows. Every student is different in the ways they learn and sitting in a room with a laptop all day on zoom calls is not for everybody. That’s why I wanted to look at ways in which I can connect with students through culturally relevant curriculum, different scaffolding methods used in the classroom, and how I can use autonomy in my class to increase student engagement. These all tie into my main goal which is inclusion and how can I include all students in a physical education classroom. First, I started to look at my lesson plans that were made throughout my years of student teaching. I wanted to reflect on what I have done prior to this and how I can improve on my own teaching as it relates to these questions. Second, I looked over my field observation notes that my supervisor and the cooperative teacher gave me when they observed me teaching. This helped me get real insight from professionals in the area and I learned a great deal from what they wrote about me. Finally, I had an informal assessment where students answered questions relating to my questions just so I could get a better understanding of where they are coming from. During this tough time of Covid-19, it was hard to connect with students so being able to hear their side of things really helped me learn and gain knowledge on what I need to do as it comes to teaching more equality. The results from my research found that students' engagement and learning improves when given the right scaffolding and autonomy in class. A culturally relevant curriculum was implemented throughout the lessons and connected with the class. It did not serve as great of an opportunity as it would have if it had been in person but improving in my lessons and activities each day to become more diverse and aware is what will inspire me to become a successful educator. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Jaclyn Caires-Hurley, Tucker Brack Type action_research -- Url https://wou.omeka.net/s/repository/item/4349 Title Historical Fiction Book Outline: The Battle for Boston Creator Tyler Nebeker Subject Education Date 6/11/2022 Type Text Identifier theses/181 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The purpose of this professional project is to complete a book proposal for a historical fiction novel/story on the Battle of Boston and the events that led up to the American revolution. The book is designed as a novella, a short novel, to make it more accessible for secondary education readers where longer texts may cause potential readers to reject the book. There were multiple reasons I selected this as my professional project: interest in the time period, recent completion of teaching on the subject with some of my students, an interest in writing, and, after some research, the discovery of the lack of similar materials already in existence. Though there are many textbooks, articles, documentaries, and reports that detail the events of Boston during and prior to the American revolution, there are significantly fewer fictional materials targeted towards students of the secondary education level, especially those that take the form of books. Date Available 6/7/2022 Degree Master of Science in Education: Interdisciplinary Professional Studies Note Joshua Schulze, Gregory Zobel, Emma Cisneros Type professional_project -- Url https://wou.omeka.net/s/repository/item/4348 Title Higher Education Meets Business Intelligence Creator Kevin Javier Subject Management Information Systems higher education business intelligence Date 3/22/2017 Type Text Identifier theses/127 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Abstract In an ever-changing market powered by user satisfaction and financial success, Higher Education institutions must focus on data analytics to improve student satisfaction and business processes. This project underlines the importance of using a powerful data analytics tool to accomplish these goals. Many Higher Education institutions already collect the necessary data in order to predict and determine key changes but still pull this information from multiple databases in individual reports without overlapping benefit or any level of efficiency. The previous systems increase the risk of user error and limit the ability for multiple departments to collaborate and gain insights found through the combination of reports pulled from a campus-wide data source. Through a review of case studies and hands-on use of IBM Cognos data analytics tool, this study addresses the already acknowledged, and also personally obtained, benefits of Business Intelligence in real world scenarios unique to Higher Education. Exceptional data management and accessibility create opportunities for improved student retention rates leading to stronger departments and higher graduation rates. While improving student retention, student satisfaction increases and the institution often attracts more motivated and qualified students experiencing an increase in admission rates. Many Higher Education Institutions are also using Business Intelligence (BI) tools to pull reports leading to options for overall cost reduction. These cuts come in the form of smarter buildings and also fewer professionals needed for creating the BI reports. This project includes the following sections: Introduction, Background, Statement of the Problem, Business Component, Technology Component, Results, and Conclusion. Date Available 6/10/2022 Degree Master of Science in Management and Information Systems Note David Olson, Scot Morse, John Morris Type professional_project -- Url https://wou.omeka.net/s/repository/item/4345 Title Growing the Next Generation Creator Luke T. Campbell Subject Education differentiation universal design for learning literacy historical literacy Date 6/11/2022 Type Text Identifier theses/202 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract This study is just the beginning of my research into how to become a better teacher, because I plan to always be looking for ways to improve. I hope to learn how to continuously improve my craft as a teacher and not become stagnant or jaded. I see how far I’ve come already, and I see where I can be as I observe other professionals in my craft. I think my teaching will improve as I try new things, challenge myself and my students, and interact with more students. My teaching style will become leaner as I drop the extraneous and focus on what is important, which is the growth of my students. The research literature I’ve found iterates my purpose, in that there are many others like me striving to become better teachers to help their students grow as people. Date Available 6/8/2022 Degree Master of Arts in Teaching (initial licensure) Note Amy Bowden, Justin Wright Type action_research -- Url https://wou.omeka.net/s/repository/item/4342 Title Fostering 21st Century Literacy in the Middle School English Language Arts Classroom Creator Samantha Stroup Subject Education Language and Literacy Education Secondary Education Date 6/12/2021 Type Text; Image; StillImage Identifier theses/98 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The purpose of the English language arts goes beyond the basics of reading and writing. Especially in the middle school ages, when learners are discovering themselves and the adults they will become, the ability to read and write texts to aid them in this discovery of the self and the larger world is essential. In an increasingly diverse and digital world, it is necessary to prepare and arm students with multiple literacies and critical thinking skills. In order to make this learning accessible to all students, the effective middle school teacher must differentiate instruction based on students strengths and needs and involve students in making decisions in their own learning. To prepare learners for life outside of the classroom, teachers must provide students with experiences of collaborative discussion and engage them in multiple diverse texts and genres. The purpose of this action research project was to evaluate the work of a pre-service teacher in these areas and analyze progress toward these goals. Throughout the clinical experience, data was collected from lesson plans, materials, recordings of teaching, journal entries, EdTPA commentary, and observations from a field supervisor. The study centers on differentiated instruction, high leverage practices such as scaffolding and discussion, and language arts teaching goals of culturally sustaining teaching. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Kenneth Carano, Anne Ittner Type action_research -- Url https://wou.omeka.net/s/repository/item/4341 Title FOR US, BY US: Why do we need an HBCU interpreter education program? Creator Rencia Gravesande Subject Education Other Languages Societies and Cultures Black HBCU Historically Black College and University Black Deaf culture interpreter education program IEP anti-racist Date 12/1/2021 Type Text Identifier theses/74 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract This research document can be used as a catalyst for a proposed interpreter education program housed at a Historically Black College and University (HBCU). Currently, there are not any education programs for sign language interpreters at these institutions. This research is cross-disciplinary between HBCUs and the sign language profession. A review of literature addresses issues in current interpreter programs under the phenomenon of ‘White gaze’ in the profession explained through the lens of anti-racist policies. The aims of this research were to answer: 1) What are the benefits of having an interpreter education program (IEP) at an HBCU? 2) Why is there a need for our (Black/African American) own space? and 3) If given the option, would current and former Black interpreting students have chosen to go to an HBCU for their IEP? Bishop State Community College is an HBCU that once offered an interpreting program. The program was analyzed through four semi-structured interviews with administrators and alumni. A look into the inner workings of the program was coupled with survey results. A mixed-methods approach uncovered five major themes from interview and survey data. Those themes are Culture, Positive Impact on Black Deaf community, Increase Numbers/Representation, Racism/Microaggressions, and Program Structure. This study provides continuing conversations for recognizing the importance of not only diversifying the profession but educating the current/future pool of interpreters on serving, understanding, and working with the demographic of Black Deaf and hearing consumers, interpreters, students, and interpreter educators. Date Available 12/8/2022 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Elisa Maroney, Leandra Williams Type thesis -- Url https://wou.omeka.net/s/repository/item/4307 Title Effective Lesson Planning for First Year Teachers to Encourage an Equitable Learning Environment Creator Madalyn Grieb Subject Curriculum and Instruction Disability and Equity in Education Educational Methods Educational Technology Indigenous Education Secondary Education lesson plan equity IEP ESOL learning environment teaching Date 6/9/2021 Type Text Identifier theses/111 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Action research is a process of inquiry, design, and data collection used by professionals in any field. It is a branch of research whereby an element of one’s work is examined and reflected upon to yield knowledge and relevant information pertaining to the topic of study. I am doing this action research project because I value the importance of self-development and believe that I can start teaching on a stronger note through this research. In addition, it is great practice for me in the future to test my teaching strategies. Through this research, my connection to the material has grown and developed for the appreciation that it takes to take on a well-researched strategy into the classroom. I became fascinated with the importance of building an equitable learning environment for a diverse group of students. From the Masters of Arts in teaching program at Western Oregon University my interest in the lens of students with IEP/504 plans, ESL learners, and the backgrounds of indigenous people has grown. For example, for IEP/504 students using a web based system there are some advantages and disadvantages that the teacher should be aware of before beginning. Ensuring the system will be effectively achieved in paying attention to the student’s growth and development (Kowalski, 2009). In relation, INTASC is an acronym for Interstate Teacher Assessment and Support Consortium. States, districts, professional organizations, teacher education programs, and teachers use the INTASC Standards as an additional resource to develop policies and programs to prepare, license, support, evaluate, and reward today’s teachers. states, districts, professional organizations, teacher education programs, and teachers. Through the INTASC standard that explains how the teacher can understand students that come from a diverse culture, background, ability, or community to ensure an inclusive learning environment that enables each learner to meet high standards. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Kenneth Carano, Kyle Calder Type action_research -- Url https://wou.omeka.net/s/repository/item/4306 Title Effective Geometry Teaching through Communication, Collaboration, and Common Core Standards Creator Lydia Vincent Subject Science and Mathematics Education Date 6/1/2021 Type Text; Image; StillImage Identifier theses/93 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Students today move through high school thinking about what they want to do after graduation. While science classes show students what scientists do, and CTE programs show them what life would be like working in a trade, math classes are notorious for implementing “drill and kill” strategies to teach arbitrary formulas and rules. Switching the classroom focus to that of a cooperative learning environment gives students the opportunity to see what life would be like as a mathematician: they see that math is filled with inquiry, perseverance, and collaboration. This has the potential to open their eyes to careers in STEM fields, such as Engineering and Computer Science. Furthermore, they see the relevance and beauty of mathematics through the tasks they complete in class, whether that be independently or collaboratively. This review examined research on the importance of engaging families and communities in the learning process, cooperative learning strategies and their effects on learning, and how the Common Core State Standards for Mathematics has affected educators. The research and literature so far show that if you can engage students and their families in work that is meaningful to them, they will not only see the importance of math, but will be more willing to take the risk to learn, too. This aligns with Frier’s definition of teaching: “to teach is not to transfer knowledge but to create the possibilities for the production or construction of knowledge (Freire, 1968). Through researching best practices and analyzing my current strategies for teaching Geometry, I have gained an appreciation for effective teaching and have learned that I, too, am capable of teaching Geometry well. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays, Michael Jennings Type action_research -- Url https://wou.omeka.net/s/repository/item/4305 Title Educational Technology and Educational (In)Equity: A Look at the Impact of Comprehensive Distance Learning on Students Who Are Emergent Bilingual Creator Lauri H. Walker Date 3/11/2022 Type Text; Image; StillImage Identifier theses/150 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The shift to virtual education has exposed the magnitude of inequitable access to educational resources and support that are necessary to adequately meet the needs of students who are emergent bilingual. During the wide-spread school closures of the past two years we have learned many lessons and discovered many virtual tools that can continue to serve students who are emergent bilingual far beyond the season of comprehensive distance learning. One of the important instructional lessons learned is that educators need to think about ways to provide quality instruction using online tools to assist with bridging equitable access to both the language and content of schools. Through a case study and discourse analysis, this professional project investigates the disproportionate impact of COVID-19 and subsequent switch to distance learning on educational opportunities for students who are emergent bilingual. Date Available 5/18/2022 Degree Master of Science in Education Note Kristen L. Pratt, Maria Dantas-Whitney, Joshua Schulze Type professional_project -- Url https://wou.omeka.net/s/repository/item/4300 Title Differentiation, Gradual Release of Responsibility, and Second Language Methods in the World Language Classroom Creator Lauren Row Subject Education Date 6/1/2022 Type Text Identifier theses/192 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The purpose of this action research was to analyze my own teaching in relation to the InTASC Model Core Teaching Standards, with a specific focus on Standard #2 learner differences, Standard #7 planning for instruction and Standard #4, content knowledge. From these standards and my philosophy of education, I identified three research questions regarding my own teaching practice: (1) How do I differentiate in my lesson plans and instructional activities to respond to diverse student needs? (2) How does my teaching reflect a gradual release of responsibility? And (3) what is my preferred language teaching method? I conducted thematic analysis of formal lesson plans, observer feedback and rubrics, a reflective journal, and miscellaneous data that arose during collection, such as student feedback. Results and discussion indicated growth over the course of the year in my ability to differentiate and release responsibility for learning to students while proficiency-oriented instruction that balanced meaning and form emerged as my preferred language method. I also found a general preference for the Natural Approach of the Somos Spanish curriculum compared to the Communicative Approach of the Realidades curriculum. Additional goals that arose for future action research were differentiating up for higher-ability levels, data-guided instruction and diversity of assessments, and professional development on new language methods. Keywords: action research, differentiation, gradual release of responsibility, proficiency-oriented instruction, Realidades, Somos. Date Available 6/7/2022 Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze, Suzanne McFarland-Price Type action_research -- Url https://wou.omeka.net/s/repository/item/4299 Title Dibels Data Informing Literacy Intervention in Primary Grades Creator Wendy Cortright Subject Education Tier II Assessment data-driven instruction phoneme fluency Date 6/11/2022 Type Text Identifier theses/162 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract With assessments built in, a solid phonics program, and a rigorously taught core reading curriculum, our school should see kindergarten and first-grade students reading fluently at grade level. However, we continue to see low reading levels on screeners and nationally normed comprehensive diagnostic assessments. This paper aims to show the importance of using a screener to inform instruction in small, specifically targeted groups for a determined duration in time, directly related to deficits seen in the resulting data from these assessments. Date Available 6/8/2022 Degree Master of Science in Education: Reading Note Joshua Schulze, Chloe Hughes, Lin Wu Type professional_project -- Url https://wou.omeka.net/s/repository/item/4298 Title Development of an Open Education Resource for Pharmacology to Address Equity in Veterinary Medicine Instruction Creator Carl E Ruby Subject Education open education resource equity higher education STEM textbook pharmacology Date 7/27/2022 Type Text; Image; StillImage Identifier theses/208 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Open education resources (OERs), an alternative to expensive higher education textbooks, are a potentially valuable tool to both bring equity to the college classroom and enhance learning. To determine if an OER can be designed to optimize learning and provide equity to the student in a veterinary pharmacology classroom, an OER content outline and sample chapter were designed and developed. In addition to the cost saving benefit of the OER, it was determined that the addition of notable pharmacology role model profiles that “look like me” to the OER would be a viable means to improve the self-efficacy of women and underrepresented students and support retention in the field. Universities have recognized the need to reduce textbook costs and have put into place tools and programs to facilitate building OERs. Using software like PressBooks and other resources to aid in textbook design, a three part, eight chapter OER outline with chapter content description was produced, and a completed chapter, as an example of how the content and learning and equity elements would be integrated. The successful development of these two products was not difficult and with the proper instruction and support a completed OER to better convey the principles of pharmacology in a veterinary setting and bring equity to low income, women and underrepresented students could be produced. The products of this project will serve as the foundation to a completed and applicable OER, and at that time the true impact of the OER can be fully understood. Date Available 6/16/2022 Degree Master of Science in Education: Curriculum and Instruction Note Joshua Schlulze, Marcus Wenzel, Jason Vlcek Type professional_project -- Url https://wou.omeka.net/s/repository/item/4296 Title Developing bilingualism in interpreting students Creator Amelia Bowdell Subject Bilingual Multilingual and Multicultural Education Educational Assessment Evaluation and Research Language Interpretation and Translation American Sign Language ASL Bilingualism Second Language Acquisition Interpreter Commission on Collegiate Interpreter Education CCIE Assessment Date 3/21/2018 Type Text Identifier theses/44 Language eng Rights http://creativecommons.org/licenses/by-nc/4.0/ Abstract American Sign Language (ASL)/English interpreters have a responsibility to the communities and consumers with whom they work to be ethical and effective interpreters. Being bilingual is part of being an effective interpreter. A student’s level of bilingualism at the point of graduation from an interpreter education program is influenced, in part, by the coursework they are required to take while in college. With this in mind, students’ fluency in both ASL and English should be an essential part of the coursework. This also suggests that faculty should assess their students’ levels of fluency in both languages to insure that true bilingualism has been achieved. The purpose of this thesis is to look at the curriculum of the bachelor’s degrees accredited by the Commission on Collegiate Interpreter Education (CCIE) as of February 2018 and to review their curriculum related to developing and assessing students’ level of bilingualism. The focus is on the number and types of ASL, English, and linguistic courses, as well as how various programs are assessing their students’ level of bilingualism. This thesis also outlines ways to apply second language acquisition theories and research to ASL and interpreting programs. Date Available 3/21/2018 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Erin Trine, Earl Smith Type thesis -- Url https://wou.omeka.net/s/repository/item/4294 Title Demonstrating the Proximal Need for Interpreter Education Creator Jodi Upton Subject Language Interpretation and Translation Sign Languages Date 3/1/2022 Type Text; Image; StillImage Identifier theses/151 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract This professional project is an assessment for the greater Chattanooga area on the need for an interpreter education program. Surveys were sent to stakeholders within a two-hour radius of Chattanooga, Tennessee. This includes American Sign Language students, working interpreters, interpreting agencies/organizations, and the Deaf community. The data collected from these surveys will be used to assess the need for an interpreter education program since the closing of Tennessee Temple University, the main source of interpreter education in the greater Chattanooga area. Should the surveys show a need in the deaf community and in interpreting agencies for more qualified interpreters, as well as a desire of interpreting students to have a local option for schooling, establishing an interpreter education program in this area could increase the pool of qualified interpreters in the greater Chattanooga area and offer better service to the deaf communities we serve. Date Available 4/11/2022 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Lisa Godfrey, Colleen Jones Type professional_project -- Url https://wou.omeka.net/s/repository/item/4292 Title Deaf interpreter education: stories and insights shared by working deaf interpreters and deaf interpreting students Creator Jeremy Rogers Subject Curriculum and Instruction Disability and Equity in Education Educational Methods Other Education Teacher Education and Professional Development Deaf interpreter education Deaf interpreting student Interpreter preparation Deaf interpreter Certified Deaf Interpreter Curriculum Date 5/16/2016 Type Text Identifier theses/31 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The purpose of this research study was to identify existing practices in interpreter preparation as it relates to Deaf interpreting students and working Deaf interpreters. In an effort to identify patterns in curricula, instructional approach, and formative experiences, the researcher aimed to distinguish effective instructional approaches for Deaf interpreting students. Working Deaf interpreters were interviewed to offer their perspective on existing preparation practices, both in formal academic settings and formative training. Secondly, Deaf interpreting students currently enrolled in Interpreter Preparation Programs (IPPs) were asked to reflect on their academic experiences and identify the most effective practices employed in their training programs, as well as the least effective practices. It was discovered that there are several inconsistencies in IPPs across the nation related to modifying skill development exercises for Deaf students, including but not limited to: lack of Deaf presence in the classroom, limited access to Certified Deaf Interpreters (CDIs) for mentoring partnerships, lack of appropriate resources for students, and instructors’ unpreparedness for effectively training Deaf interpreters. It was concluded that existing IPP curricula need revisions to incorporate a stronger presence of Deaf professionals as interpreter educators in the classroom and that programs need to work toward increasing the numbers of enrolled Deaf interpreting students. Additionally, it was found that it might be more effective for Deaf interpreting students’ development if certain courses and skill development exercises were completed independently of hearing classmates. Date Available 5/28/2016 Degree Master of Arts in Interpreting Studies Note Amanda R. Smith, Carole Lazorisak, Melanie Landon-Hays Type thesis -- Url https://wou.omeka.net/s/repository/item/4266 Title Culturally Responsive Pedagogy and the Reduction of Anxiety in a Mathematics Classroom Creator Valerie Schockelt Subject Education Secondary Mathematics Classroom Anxiety Date 6/11/2022 Type Text Identifier theses/169 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The purpose of this project was to conduct research to determine culturally relevant teaching strategies in the classroom as well as strategies to reduce student anxiety in the mathematics classroom. Through a literature review on these topics, I have been able to better understand strategies that can benefit culturally diverse students. To better understand these strategies in my classroom, I focused on three questions for this study: (1) What culturally responsive teaching strategies will I implement in my teaching to better support diverse students? (2) What are the methods that I can apply in my classroom to build student confidence in Mathematics? (3) What strategies are the most effective to use in my classroom to keep students engaged in a math classroom? To answer these questions, I focused on analyzing documents, observations, and journals. By answering these questions, it was my goal to better understand the strategies and techniques that students respond to the best and show a growth in their learning. Date Available 6/8/2022 Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze, Tucker Brack Type action_research -- Url https://wou.omeka.net/s/repository/item/4265 Title Culturally Responsive Pedagogy Creator Emily Pennington Subject Education Date 6/11/2022 Type Text Identifier theses/187 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The purpose of this action research was to conduct a review of culturally responsive teaching and study my growth in using the pedagogy in my practice during the course of teaching while enrolled in Western Oregon University Master of Arts in Teaching: Initial Licensure program. There are three questions of focus in this study: 1) How has my implementation of culturally responsive pedagogy changed to support inclusive practices in the learning environment? 2) How does my instruction reflect what the literature states are best practices for culturally responsive pedagogy? 3) What culturally responsive teaching practices do I use to help students in the mathematics environment? To answer these questions, I analyzed data from observation commentaries, lesson plans, and my personal journal. By examining these questions, it was my hope to identify areas I used best practices in culturally responsive pedagogy. Date Available 6/7/2022 Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze, Laurie Way Type action_research -- Url https://wou.omeka.net/s/repository/item/4262 Title Cultural Familiarity Through Mentorship: A Way to Increase People of Color Retention within Interpreting Education and the Profession Creator Valerie Manseau Subject Language Interpretation and Translation Sign Languages Mentoring interpreting educators Latinx people of color students ITP Date 6/11/2022 Type Text Identifier theses/152 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The goal of this study is to explore one way to increase the retention of People of Color (PoC) within the interpreting field in hopes of increasing numbers within Interpreter Training Programs (ITPs). Short term mentoring experiences consisted of four stages with various mentors of different backgrounds. I gathered reflective data via journaling pre- and post-mentorship meetings. This is a personal narrative from a recent ITP graduate entry-level interpreter who is continuing to seek mentorship and growth while starting in the professional field. Interpreter mentoring for this project consists of discussions centered around interpreting skills, decision making, self-care aspects, self-identity, imposter syndrome, and perspectives on how to break through the barriers as a PoC interpreter. The objective is to identify different mentoring experiences with various types of mentors. The desire is to spread knowledge to ITP educators, students, interpreters, and mentors within the field about the benefits of working with a mentor/mentee who has a similar cultural background and lived experience. Lastly, a goal of this project is to increase institutional awareness of the need for more PoC involvement in education, mentorship, and overall interpreting. I aim to demonstrate the importance of how this process is similar to the butterfly effect; the phenomenon whereby a minute localized change in a complex system can have large effects elsewhere and can lead to significant results over time. By providing familiar mentors, retention of PoC interpreting students can increase, therefore, increasing the numbers of PoC graduates within ITPs. More importantly, retention of PoC interpreters provides more options for the PoC Deaf community. Date Available 6/10/2022 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Elisa Maroney Type action_research -- Url https://wou.omeka.net/s/repository/item/4260 Title Critical Thinking, Life Skills, and Social Studies Creator Ken Armstrong Subject Keywords: teaching critical thinking life skills spelling Date 6/8/2022 Type Text; Image; StillImage Identifier theses/199 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Abstract The purpose of this Action Research Project is to examine how I can effectively teach critical thinking and life skills through the lens of the high school social studies classroom. I designed my research questions to evaluate how I was doing with this objective and how I could improve my teaching practice. Through gathering data from a variety of sources, I examined the following research questions: How can I use my lesson plans to successfully support the development of critical thinking skills in my high school social studies classes? What strategies can I use to implement Evidence-Based and High-Leverage practices to teach critical thinking skills? How can I construct my lesson plans and implement strategies to correlate social studies with learning skills important for success in life: critical thinking, grammar and spelling. My data sources included my personal teacher journal, my lesson plans, and commentaries from my Cooperating Teacher and my Field Supervisor. I categorized my data according to several themes, which helped reveal areas of strength and success, and areas that need improvement. I believe that through continuing examination of these ideas I will become a better teacher and will help my students grow in the vital area of critical thinking. My literature review (chapter 2) and my data (chapter 4) did not reveal as much information as I had hoped relative to my research questions, but they did show where gaps in the research exist and suggested to me the value of continuing work on my research. To me, they represent a career-long inquiry that will result in better teaching and better student performance. Keywords: teaching, critical thinking, life skills, spelling Date Available 6/8/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays, Amy Bowden, Jordan Graneto Type action_research -- Url https://wou.omeka.net/s/repository/item/4259 Title Critical Thinking in a Culturally Responsive Classroom Creator Joseph Cirello Subject Educational Assessment Evaluation and Research Culturally responsive teaching Critical thinking Date 6/1/2021 Type Text Identifier theses/100 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Abstract This document is an action research project that follows my growth as an educator over my time in the Western Oregon University Masters of Arts program. I wanted to see what the current best practices were for teachers and then analyze how I can best align my teaching to match those. First I researched the best practices in the field of teaching that related to culturally responsive pedagogy, discipline specific literacy, and sourcing in a social studies classroom. This gave me an understanding of how I wanted to teach once in a classroom, and what I wanted to focus on, and best practices, for improvement while there. Once teaching in a classroom I recognized the need to focus on two questions: how can I get students to display critical thinking in their responses to questions, and how can I plan lessons to best display culturally responsive practices in the classroom? These were both aspects of teaching I prioritized in my philosophy of teaching, and wanted to make sure I could excel at once in a career. During the process of research I attempted different strategies that attempted to answer the first question with varied results. I eventually came to the conclusion that asking students questions about the factual information before asking them to respond to prompts with more in depth thinking provided better results than going straight into in depth questions. For my second question I found that I was far more inconsistent in making lessons that were appropriately culturally responsive. Although not entirely negative, I was disappointed in the consistency and depth of the culturally responsive pedagogy that I taught. Fortunately this was only one year of student teaching, and this project provided me with the ability to study and adjust my teaching for the better in the many years of my career to come. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays Type action_research -- Url https://wou.omeka.net/s/repository/item/4257 Title Creating Effective English Language Art Strategies for Junior High Students Creator Mackenzie Hall Subject Education Date 6/11/2022 Type Text Identifier theses/180 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Creating Effective English Language Art Strategies for Junior High Students Date Available 6/7/2022 Degree Master of Science in Education: Reading Note Joshua Schulze, Marie LeJeune, Chloe Hughes Type professional_project -- Url https://wou.omeka.net/s/repository/item/4255 Title Creating an Equitable Classroom Through Relationship Building Creator Brynn Eiffler Subject Education education equity relationship building Date 6/11/2021 Type Text Identifier theses/101 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Integrating relationship-building strategies in the classroom can lead to an equitable classroom environment where all student voices and perspectives are heard and celebrated. This research project details the analysis of a student teacher’s instruction and planning of curriculum during their practicum experience in the 2020 – 2021 school year. I spent the year in a ninth-grade English Language Arts classroom. The research details an analysis of these three questions: How have my differentiation strategies and inclusion of culturally responsive pedagogy changed throughout my teaching? How have I enhanced my strategies for relationship-building throughout my teaching? How have I integrated ELA-specific relationship-building strategies with my students? Data used came from journal entries, formal observations, and lesson plans. This paper includes an introduction, philosophy of education, literature review, research methods and presentation of data, as well as implications and concluding thoughts. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays, Lisa Keating-Thomas Type action_research -- Url https://wou.omeka.net/s/repository/item/4252 Title Components for a Successful Band Program Creator Jonathan Corona Subject Education music electives band school classes class Date 6/1/2021 Type Text Identifier theses/109 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Running a successful band program demands strategies that increase enrollment and retention numbers. This research project takes 4 teachers’ experiences to extract insight and strategies on what can be implemented to have students join and remain in band classes. The data extracted was used to build my band program in the first year of being the middle school’s band director. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays, Mike Reetz Type action_research -- Url https://wou.omeka.net/s/repository/item/4229 Title Classroom Environment: The Essentials Of Teaching Physical Education Creator Leah Jones Subject Education Date 6/9/2021 Type Text; Image; StillImage Identifier theses/91 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The purpose of this Action Research Project was to take a step back and thoroughly analyze data sets to see if my planning and teaching was reflective of a positive classroom environment. More specifically, I examined differentiation techniques, best practices in physical education and my teaching philosophy goals in relation to embracing diversity and student voice in order to create a positive classroom environment. Before collecting any data sets, I took a deep read through the research to see what the best practices in elementary physical education, what differentiation techniques should be used, how to incorporate those techniques and why specific best practices are successful. The next step was to gather data of my own teaching and planning. This was gathered from lesson plans as a student and full-time student teacher, observation notes from mentor teachers, EdTPA commentary forms and interview transcripts from teachers and administrators. Through analysis of each of these data sets, action research has demonstrated improvement in my planned differentiation techniques, my frequency and usage of best practices in physical education and the specific implementation of my teaching philosophy goals to all work together in creating a positive classroom environment with my students so that we are fostering an environment of growth and positivity. These results point to me as a continued learner and educator. While the results show a positive outcome, I know I am a lifelong learner and hope to continue this path of growth as I continue educating and learning alongside my students. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Ken Carano, Gay Timken Type action_research -- Url https://wou.omeka.net/s/repository/item/4228 Title Changes in community contact characteristics in interpreter education Creator Vicki Darden Subject Special Education and Teaching cultural competence ASL Deaf space Deaf community acculturation Date 6/6/2013 Type Text Identifier theses/4 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract In this study, changes in the amount and type of student contact with the Deaf community outside of classroom hours were examined at three bachelor-level degree programs for American Sign Language (ASL)/English interpreting. Research was conducted in three phases: by survey, examination of program syllabi, and interviews. Institutional demographics from a sample comprising 40% of the 40 bachelor-level ASL/English interpreter programs in the United States were gathered by survey in the first phase. From that initial sample, a smaller sample of three institutions (7.5% of the total initial population of 40) was established for the next two phases of research. Requirements for both virtual and in-person contact with the Deaf community were documented in course syllabi from three programs for the academic years 2002/2003 – 2011/2012 and examined for evidence of change. Interviews with program faculty expanded on data found in syllabi. Findings show that requirements for students’ association with the Deaf community, in person, at Deaf events, have declined over a ten-year period. An increase in virtual modes of contact between programs and Deaf community, as well as an increasing use of technology in programs generally, was documented. Indications of fewer opportunities for in-person community contact and a change in approach by programs for facilitating community contact and opportunities to gain cultural competence for their students were identified. Findings are presented to encourage further research and to inform ASL/English interpreter educators seeking to promote cultural and communicative competence among their students. Date Available 6/11/2013 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda R. Smith, Joan Paluzzi Type thesis -- Url https://wou.omeka.net/s/repository/item/4227 Title Can Lesson Plans and Effective Teaching Strategies Create an Inclusive Classroom? Creator Holly Blakely Subject Education Science and Mathematics Education Date 6/1/2022 Type Text Identifier theses/203 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The purpose of this project is to create an inclusive classroom that becomes an environment that students learn in. I am going to be looking at the InTASC standards #1 and #2 and how my teaching aligns with them. I am hoping that by analyzing my teaching and my lessons plans, my planning for an inclusive classroom will become more deliberate and also more of a second nature for me. I am also hoping that by creating this environment, I will see that disruptions in class or other behavioral issues will go down because I am using my lesson plans to work with their needs and skill abilities. I want my teaching to be more of a group lesson instead of finding myself teaching or talking at students. The research supports the need for inclusive classroom but does not touch much on how the effective teaching in the inclusive classroom can lower the disruptions or need for discipline. I am hoping to see that my work in the classroom will have a positive result. I will analyze my lesson plans, use feedback from my university supervisor and my mentor teachers and use self-reflection and journaling to see if I am creating an inclusive environment for the students in my class. I will see how I implement effective teaching styles in my inclusive classroom and how that that affect possible disciplinary issues in the classroom. Date Available 6/8/2022 Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze, Donna Pierson Type action_research -- Url https://wou.omeka.net/s/repository/item/4224 Title Building Partnerships with Families through Community Literacy Events Creator Najma Cheema Date 7/27/2022 Type Text Identifier theses/219 Language eng Rights Western Oregon University Library has determined, as of 10/28/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Building Partnerships with Families through Community Literacy Events By: Najma Cheema Master of Science: Education MSED: Reading Western Oregon University July, 2022 This professional project describes the development of family literacy nights for our school. My life experience has motivated me to help our ELL students and families. As an ELL student myself I struggled with literacy since I didn’t have access to resources to help me. With my own experience and working as an ELD teacher for one year and assessing our schools needs I quickly realized that there wasn’t enough family engagement or involvement. Our ELL students are some of the most underserved students with low reading scores. Using my experience and research I was able to plan for eight family literacy nights. My goal is to support students with literacy by engaging our families with our school. Date Available 7/26/2022 Degree Master of Science in Education: Reading Note Chloe Hughes, Rheanna Mathis, Joshua Schulze Type professional_project -- Url https://wou.omeka.net/s/repository/item/4222 Title Bridge Curriculum for Middle School STEM Classrooms Creator Zachary Brehm Subject Science and Mathematics Education Bridge Bridges STEM Curriculum Date 12/6/2022 Type Text Identifier theses/231 Language eng Rights Western Oregon University Library has determined, as of 03/08/2023, 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/ Abstract STEM education is becoming more and more prevalent and relevant. STEM education has grown out of the understanding that life is inherently cross-curricular and interdisciplinary in nature and that education should match. “It is no wonder that many secondary school students complain that school is irrelevant to the larger world. In the real world, we do not wake up in the morning and do social studies for 50 minutes. The adolescent begins to realize that in real life we encounter problems and situations, gather data from all of our resources, and generate solutions. The fragmented school day does not reflect this reality” (Hayes Jacobs, 1989, p. 1). We have known for decades, long before the term STEM was first used, that interdisciplinary education makes sense, as it better prepares students to face the problems that the postsecondary world will throw their way. In essence, the engineering curriculum, and STEM curriculum overall need to prepare students to solve problems, and bridges pose a problem. Experts state: There are more than 617,000 bridges across the United States. Currently, 42% of all bridges are at least 50 years old, and 46,154, or 7.5% of the nation’s bridges, are considered structurally deficient, meaning they are in “poor” condition. Unfortunately, 178 million trips are taken across these structurally deficient bridges every day. (infrastructurereportcard.org, 2021, Bridges) This information comes directly from the American Society of Civil Engineers, and this is one reason why it is important to educate students about bridges and the engineering conundrum they provide. Date Available 12/8/2022 Degree Master of Science in Education Note Joshua Schultze, Stephanie Sutton, Mary Tyree Type professional_project -- Url https://wou.omeka.net/s/repository/item/4218 Title Becoming a better teacher through differentiation: new instructional methods and addressing controversy in the social studies classroom. Creator Benjamin Finnegan Subject Curriculum and Instruction Education Educational Methods Secondary Education Differentiation Classroom Climate Technological Instructional Methods Controversial topics in social studies Date 6/11/2022 Type Text Identifier theses/216 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Creating a classroom that ensures students growth, success, comfortability, and cohesion is critical to a successful educational experience for students. All students come from different learning and life experiences, and these experiences help enrich the learning environment for all students. This research project examines how creating this type of environment can be achieved through the 2021-2022 school year. During this school year I spent my practicum experience in both a 9-10th grade Social Studies course, as well as a course specifically for 10th grade students. The research in this project focuses on the questions of: 1. How can differentiation improve and strengthen classroom climate? 2. What is the benefit of incorporating technology, and other non-lecture-based methods of instruction? 3. How can I more effectively teach controversial topics in social studies? Data collection for these research questions came in the format of journal entries and personal note taking, conversations and conferencing one on one with students, and feedback from both my clinical instructor and university mentor. Also included in this paper also is an introduction, my philosophy of education based on my educational experiences, a literature review of work to help formulate research questions, research methods and results, and implications on how my research and data will impact my future teaching career. Keywords: Differentiation, Classroom Climate, Technological Instructional Methods, Controversial topics in social studies Date Available 6/7/2022 Degree Master of Arts in Teaching (initial licensure) Note Amy Bowden, Rachel Duncan Type action_research -- Url https://wou.omeka.net/s/repository/item/4215 Title Art Classroom: Creativity, Motivation, Discovery Creator Rebekah Halstead Subject Art and Design Art Ceramics Creativity Date 6/11/2022 Type Text; Image; StillImage Identifier theses/185 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract I have conducted a qualitative action research project focusing on high school students in a ceramics classroom. In exploring my essential question in this study: How can classroom strategies be altered to produce an encouraging influence on student engagement and motivate them to challenge themselves in their creative development and discover further than what has been asked and expected of them? I include the following descriptors to aid in my research and teaching: Culturally Responsive Pedagogy, Scaffolding, Evidence-Based Practices, and Education Strategies. I want to encourage to create an art culture in the students in where (a) students can have meaningful peer-to-peer conversations, (b) use skills and knowledge beyond the art classroom, and (c) have student discover their unique artistic voices. For this research, I taught a classroom of 30 students through a ceramics unit where students would use research, practice writing, and create physical works of art. Students choose what they want to create that reflects the theme given in the lesson, and once they finish, they must complete a self-evaluation of their work. Date Available 6/7/2022 Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze, Paula Booth Type action_research -- Url https://wou.omeka.net/s/repository/item/4214 Title Are we here for the same reason? Exploring the motivational values that shape the professional decision making of signed language interpreters. Creator Audrey Ramirez-Loudenback Subject Accessibility Bilingual Multilingual and Multicultural Education Curriculum and Social Inquiry Special Education and Teaching Theory and Philosophy interpreting values motivation signed language Schwartz PVQ motivational values Date 12/4/2015 Type Text Identifier theses/25 Language eng Rights http://creativecommons.org/licenses/by/4.0/ Abstract The goal of this research is to begin a discussion in the ASL/English interpreting field about how personally held motivations and values impact the decision making process. From the decision to enter this field to the decisions an interpreter makes on a daily basis, values are central to understanding that process. The first step in this analysis was to collect data from current interpreters and interpreting students to see what motivational values are prioritized within professional communities. This data was collected through an online questionnaire made available through multiple social media websites that support various ASL/English interpreting communities. Through statistical analysis of the results of this questionnaire and the coding of one short answer question the following questions are addressed: What motivational values do ASL/English interpreters prioritize? How are these values expressed when interpreters are asked to articulate the reasons for pursuing a career in this field? Do participant’s demographic characteristics (e.g., native language(s), educational background, ethnic identity, and specialized work settings) relate with prioritization of motivational value types? The results showed that the sample prioritized the motivational types of self-direction, benevolence, and universalism most highly. Some possible reasons for this value prioritization will be explored as well as sub-populations with the sample that diverged from this motivational value system. The hope is that by examining the findings of this data, practicing interpreters and interpreting students can begin to explore their own individually held values and how conflicting and congruent values are expressed and assessed within their practice. Date Available 12/4/2015 Degree Master of Arts in Interpreting Studies Note Amanda R. Smith, Hamid Behmard, Lyra Behnke Type thesis -- Url https://wou.omeka.net/s/repository/item/4213 Title Applying Social Constructivism in a Middle School Social Studies Classroom Creator Jonathan Penrice Subject Education Date 6/11/2021 Type Text; Image; StillImage Identifier theses/95 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The purpose of this Action Research Project is to assess how I am applying what I have learned about educational theory and practice along with the goals I have as a teacher in the classroom. Specifically the project focuses on my use of social constructivism to guide instructional practice, the strategies I use to develop students skills in the discipline of social studies, and how I engage students in the distance learning setting. This research project focuses on my process of revising a lesson I observed my mentor teacher deliver earlier in my student teaching. I collected data about my teaching practice from a reflection I wrote about the lesson prior to revisions, the revised lesson plans, and observation feedback from my mentor teacher. Using this data I was able to evaluate how my lesson planning and instruction aligned with the goals I had set for myself. Through doing this Action Research project I have learned the importance of reflective practice. I was able to discover where my practice was not achieving the expectations I had set for myself including in the area of supporting students' construction knowledge. The insights gained from this experience can help me continue my development as a teacher. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays, Jason Bradley Type action_research -- Url https://wou.omeka.net/s/repository/item/4212 Title Applying Process Theory to Motivate Music Students Creator Mark Pipes Subject Music Education Music Pedagogy music education process theory differentiation pedagogy self-agency Date 6/10/2022 Type Text Identifier theses/198 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Process theory is applied as a best practice to motivate, scaffold, and address differentiation among music students in an ensemble. This action research project examines a jazz ensemble consisting primarily of 9th and 10th graders who are developing performance, improvisation, musical facility, and ensemble skills. The author examines his own pedagogical development by examining journal entries, mentor feedback, and a student survey. The research focused on three primary questions: How can I build a team culture that improves the student experience and grows musicianship while also promoting inclusiveness cohesiveness, and social acceptance? How can I best encourage students to develop their self-agency while also improving their ability to see consequences as products of their actions? How can I best set goals for my students, assist them in setting their own goals and develop their ability to manage their expectations? The inclusive, positive team culture created a learning environment where students shared experiences and affirmed each other. The new culture affected growth in a sense of equity, social awareness, and group responsibility. Music teachers can develop self-agency in students, vastly improving their self-value, ability to learn, and perform in the ensemble. Further, developing self-agency is an effective means of addressing differentiation within an ensemble. When students have an increased awareness of goal management, music teachers can better implement differentiation, scaffolding, and best practices. Keywords: music, education, process theory, differentiation, pedagogy, self-agency Date Available 6/8/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays, Amy Bowden, Kevin Egan Type action_research -- Url https://wou.omeka.net/s/repository/item/4192 Title Applying Culturally Relevant Pedagogy to Planning, Instruction & Assessment to Create an Effective Learning Environment Creator Rachel Graham Subject Education Secondary Education Learning Environment Culturally Relevant Pedagogy Date 6/1/2022 Type Text Identifier theses/175 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract Planning to instruct and assess students in an equitable manner can be difficult. Students come with a variety of previous knowledge and face many challenges outside the classroom that can impact their experience in the classroom without a culturally responsive environment. In my research project I outline the steps I took to define my philosophy of teaching, set personal goals, create research questions, complete a literature review, analyze the data collected from my teaching experience and reflect on my findings. This process was a partial step in the requirements for my Master of Arts in Teaching Degree, but also essential to my progression of the InTASC standard that focuses on improving the learning environment to be an effective teacher. Date Available 5/26/2022 Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze, Susan Shaw Type action_research -- Url https://wou.omeka.net/s/repository/item/4191 Title An investigation of student perception how to better prepare signed language/English interpreters for the real world Creator Darlene K Wilbeck Subject Education Other Languages Societies and Cultures Curriculum Gap Internship Mentorship Practicum Support Date 6/7/2017 Type Text Identifier theses/39 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract This investigation of current and former interpreting students was conducted to explore students’ experiences of the interpreter education program. Discourse analysis of surveys revealed four areas of improvement: practicum/internship, mentorship, curriculum, and peer/community support. The study was based on Dean and Pollard’s demand control schema (2013), social-constructivist education (Kiraly, 2000), and phenomenology (Smith, 2013). A survey was created and disseminated via email and social media. A total of 102 participants responded to the survey. The participants were diverse, and the survey was designed with yes/no, multiple choice, and open-ended questions with no word or character limit. The project was limited to students and graduates of interpreter education/training programs. The results demonstrated that the respondents were dissatisfied with their curriculum, the number of practicum/internship hours, the lack of mentorship, and they expressed a desire for additional peer and community support. This study showed that while participants completed 100 to 200 hours of internship/practicum hours they would have preferred up to 400. Ninety-five percent of participants did not have access to post-graduation mentorship, and 90% reported that they could have benefited from it. Determining best practices, entrance and exit requirements, along with in-program mentorship are all areas for additional research. Date Available 6/13/2017 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda R. Smith, Vicki Darden Type thesis -- Url https://wou.omeka.net/s/repository/item/4188 Title Adjusting Instruction to Enhance the Digital Classroom Creator Jake Ruger Subject Education Educational Methods Date 6/11/2021 Type Text Identifier theses/116 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract One of the biggest questions asked of young educators is “How will you adjust your instruction to meet the needs of your students”? There is a plethora of ways to adjust instruction to best fit the needs of students. Differentiation is a term that is well known throughout most educational practice and pedagogy. Using assessment data to adjust instruction is another way to adjust for students. Even a student's cultural values can be used to adjust instruction. While all these practices apply to traditional classrooms very well, what happens when the traditional classrooms are taken away? Obviously, life for teachers becomes a lot more challenging if there are no students in the desks of their classrooms. The term “when the going gets tough, the tough get going” applies in this situation. In this review I look at (among other things) how the tough got through the Covid-19 pandemic. The creation of this action research project will highlight the challenges of distance learning. Moreover, what teachers can do to recreate the classroom for distance learning. The aforementioned research and pedagogy as it relates to teaching still hold tremendous value in the distance classroom. The application of those tenets only requires creativity and dedication to make the digital classroom one that bears those traditional tenets. I had the opportunity to see many great “tough” educators work during the pandemic, and I found them so inspirational in recreating their classes for the distance learning environment. The first two chapters highlight my own traditional beliefs and research about education. The focus shifts in the last three chapters to how that research and belief system translates to the distance classroom. Findings focused on how to connect with students, get through content, and grade student work in a pandemic. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays, Ken Carano Type action_research -- Url https://wou.omeka.net/s/repository/item/4187 Title Add-on Course Registration System Creator Yilin Li Subject Management Information Systems Banner course registration system DegreeWorks Date 3/16/2017 Type Text; Image; StillImage Identifier theses/121 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The current course registration system (Banner) has problems with tedious registration flow, insufficient registration information, and a lack of feedback. It costs Western Oregon University students, advisors, and registrar’s office too much unnecessary time, money, and labor. A well designed course registration system can help advisors and the registrar’s office reduce workload, and help students efficiently and accurately select and enroll in their courses. Through the satisfaction survey of the course registration system at Western Oregon University, the interviews of the registrar and the chief information officer, and the experience of the Banner system, people realized that the students using the Banner system must move between multiple web pages to complete the registration process. And the requirement system (DegreeWorks) and the Banner are two separate systems, which does not allow the student to track their progress towards a chosen degree. Moreover, the Banner only provides limited information for students. Western Oregon University needs a new Add-on Course Registration System, which helps students to choose appropriate courses, avoids time conflicts without switching between multiple screens, gets the information of meeting degree requirements, provides a “forecast” number of each course, and offers course recommendation ranking and reviews. After a design is completed, Western Oregon University has two options: the university will build the system, or they have a software company build the system and buy the new system from them. Date Available 6/10/2022 Degree Master of Science in Management and Information Systems Note David Olson, Scot Morse, Tommy Burrell Type professional_project -- Url https://wou.omeka.net/s/repository/item/4186 Title Action Research Project: Practice in Action Improvement Through Self-Study Creator Matthew Neltner Subject Educational Methods Junior High Intermediate Middle School Education and Teaching Language and Literacy Education Secondary Education Differentiation Life-long learners High Regard Date 12/8/2022 Type Text; Image; StillImage Identifier theses/230 Language eng Rights Western Oregon University Library has determined, as of 03/08/2023, 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/ Abstract Learners are at the heart of the teachers profession. In order for teachers to provide the best environment for their students, the teachers themselves must be learners as well. This project examines my teaching practices as I went through my practicum. It examines how well I differentiate my plans to meet student needs. It also looks at my implementation of best practices. And finally, it exams if I can keep my students in high regard despite the challenges of teaching. Date Available 12/8/2022 Degree Master of Arts in Teaching (initial licensure) Note Amy Bowden, Carin Cameron Type action_research -- Url https://wou.omeka.net/s/repository/item/4184 Title Act like a lady: the impact of gender identity on American Sign Language – English interpreters Creator Grace B Artl Subject Curriculum and Instruction Curriculum and Social Inquiry Disability and Equity in Education Feminist Gender and Sexuality Studies Gender and Sexuality Gender Race Sexuality and Ethnicity in Communication Inequality and Stratification Interpersonal and Small Group Communication Organizational Communication Other Communication Social and Behavioral Sciences Sociology gender identity Bem Sex-Role Inventory sign language interpreters American Sign Language - English Interpreters feminist theory female-dominated professions Date 6/5/2015 Type Text Identifier theses/20 Language eng Rights Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract In this study, trends in gender-related traits among practitioners of American Sign Language – English interpreting are investigated. The impact of gender identity on practitioners’ perceptions of their role and professional experiences is also explored. Limited research exists to address issues of gender within the American Sign Language – English interpreting field but is largely focused on differences in discourse among male and female practitioners. Data for this study was collected through quantitative and qualitative means: an online survey incorporating the Bem Sex-Role Inventory and interviews with five practitioners of American Sign Language – English interpreting. A review of related literature supported the notion that while societal views of gender have shifted over time, certain qualities and characteristics remain valued for men and women. Research on female-dominated professions shows men experience gender identity privilege in the workplace. While this study shows that male and female practitioners may value or possess similar traits and characteristics, female practitioners experience gender identity oppression in a manner that male practitioners do not, especially related to their bodies and expressions of femininity. The experiences of female practitioners creates an additional layer of consideration that must be addressed prior to focusing on the myriad considerations inherent in the work of American Sign Language – English interpreters. Educators are advised to take current classroom practices into consideration for supporting all students, regardless of gender identity, and practitioners are encouraged to seek diverse communities of practice. These communities may provide the forum during which practitioners can engage in discussions of identity oppression and potential mitigating strategies. Date Available 6/9/2015 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Molly Mayhead, Emily Ott Type thesis -- Url https://wou.omeka.net/s/repository/item/4181 Title A Study of Relationships as a Contributor to Student Success Creator Rhoda Scherrer Subject Health and Physical Education Junior High Intermediate Middle School Education and Teaching Secondary Education Secondary Education and Teaching teacher and student relationship effective instruction strategies best practices in the Health classroom healthy and safe classroom environment Date 6/12/2021 Type Text Identifier theses/75 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract ABSTRACT The purpose of this Action Research Project was designed to assist myself in developing my teaching practice, particularly in the areas of developing the relationships with students as more effective and meaningful to encourage students to succeed both inside and outside of the classroom. Secondly, to differentiate my teaching through effective instruction strategies to meet the needs of culturally diverse students and the array of learning abilities. Finally, the research touched on best practices to use in the health classroom that form better teaching practice specific to the content discipline and at the same time engage the backgrounds and experiences of students. These were all researched with the motivation of the connection between building relationships in order to engage students and the teacher towards academic and life-long success. Through collection of classroom data, including all artifacts from over the course of two terms of writing in a journal, observation commentaries by experienced educators, and formal lesson plans, I was able to learn the value of teacher and student relationships for success both in the practice for the teacher and the academic success for students. I concluded, through this action research process that learning the background of your students helps to build relationship and is motivational for student learning, engaging with effective instruction strategies builds student confidence for all levels of learning, and focusing on best practices helps students to relate to discipline specific content in more meaningful ways. Though this action research does not conclusively answer the research questions that were posed, only steps towards them, it does suggest that continued practice of the data collection and analysis will further new goals to be set and questions to be asked, ever improving the teacher profession. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Kenneth Carano, Eduardo Soboll Type action_research -- Url https://wou.omeka.net/s/repository/item/4179 Title A Post-Pandemic Philosophy of Music Education Creator Andrea Morgan Subject Educational Methods Elementary Education and Teaching Secondary Education and Teaching music education pandemic differentiation pedagogy Date 6/11/2022 Type Text Identifier theses/183 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract An educational landscape drastically altered by the Covid-19 pandemic sets the scene as the author becomes their own research subject. The primary inquiry into how to become a better teacher is explored during the 2021-2022 school year in K-12 schools in Northwest Oregon. The inquiry was broken into three thematic questions to guide the research: What does differentiation look like in the music classroom? What methods could be employed to produce more effective instruction in the music classroom? How do I ensure that my music classroom is both culturally relevant and safe for all students? The research subject explores the themes of differentiation, strategic planning, and culturally relevant pedagogy in the context of three K-12 music classrooms in three different schools. The looming shadow of the covid-19 pandemic transforms the trajectory of the research, providing implications of the future of education. Keywords: music, education, pandemic, differentiation, pedagogy Date Available 6/7/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays, Amy Bowden, Dianne Nelson, Hillary Fouts Type action_research -- Url https://wou.omeka.net/s/repository/item/4176 Title A Look at How We Discuss the Work: Observations of Feedback in the Interpreting Classroom Creator Chevon Nicole Ramey Subject Education Other Languages Societies and Cultures Date 12/10/2021 Type Text Identifier theses/71 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract The aim of this study is to look at how the work of interpreting is discussed in the classroom. The focus was specifically on the language content and types of feedback being modeled by the instructors to the interpreting students. Data was collected through observations of an Interpreting II and Interpreting III course at San Antonio College. The hypothesis was that there would be a notable difference in the feedback given based on the level of student as well as a decrease in how often the feedback utterances of the students were reframed or redirected. The data showed negligible differences in the type and content of the feedback given by both instructors at the two different levels of the interpreting courses. The data illuminated the need for the incorporation of more appreciation feedback. Further research on how interpreters, mentors, interpreting educators and students discuss the work of interpreting is needed. The hope is that by implementing strategies that encourage and foster effective discussions universally we will then change the culture of horizontal violence that is prevalent in the field. Date Available 12/8/2021 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Sarah Hewlett, Tom Cox Type thesis -- Url https://wou.omeka.net/s/repository/item/4175 Title A Journey of Growth Through Practicum: Research Based Strategies of Differentiation, Planning, and Content Pedagogy Creator Darcie Gutierrez Subject Education Differentiation Universal Design for Learning Technology Date 6/8/2022 Type Text Identifier theses/178 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract An Action Research Project completed during a full year of student teaching practicum which included a literature review, research questions/goals, data collection, and analysis. The overarching goal is to ensure that teaching candidates improve and heighten their skills with research backed theories and processes. Research was gathered based on three more detailed and personal questions/goals: What is differentiation, and what does it mean in a classroom setting to students, to educators, to a school, and to a community? How can using a research-backed strategic planning method, or combination of methods, improve my planning, instruction, assessment and adjustments throughout my student teaching and subsequent career? What skills and knowledge am I missing from my pedagogical understanding of secondary social studies, and how can I apply newly acquired information into my student teaching? I used the research to plan and teach throughout my practicum. I gathered data using videos, lesson plans, cooperating teacher and university supervisor feedback, and students work samples. With the gathered data presented, I did an analysis of the information in relation to my research questions. The determination is that applying the research, I was able to reach the overarching goal of improving my teaching skills. I also thoroughly answered my research questions with data and researched backed expertise. Keywords: Differentiation, Universal Design for Learning, Technology Date Available 6/7/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays & Amy Bowden, Deborah Parker Type action_research -- Url https://wou.omeka.net/s/repository/item/4153 Title A Beginning Investigation of High-Leverage and Best Practices for Engaging LGBT Students of Color: An Action Research Project Creator Theodore Rodrigues-Smith Subject Curriculum and Social Inquiry Secondary Education and Teaching action research project english language arts best practices high leverage practices LGBT students of color Date 6/1/2021 Type Text Identifier theses/79 Language eng Rights Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. http://rightsstatements.org/vocab/InC/1.0/ Abstract My focus for this research is best practices in secondary ELA for LGBT students of color. Specifically, I examined diversity, differentiation, inclusive education, culturally responsive pedagogy; strategies, scaffolding, effective instruction, high leverage practices, evidence-based practices; and subject-specific, disciplinary issues related to my goals for teaching improvement. This focus aligned with several INTASC Standards for teacher professional development. Additionally, I considered how studying my own practice in line with INTASC Standards could improve my own instruction and therefore, student learning. My purpose for this study was to determine how well my instruction utilized best practices in secondary ELA for LGBT students of color. I will monitor and test my own professional growth by comparing and contrasting my instruction and planning against my research questions. These standards tie into my research questions by having me focus on instructional development and professional development and critiquing my best practices. Ultimately, my research and study findings demonstrate a range of successes and failures, along with implications for further research and professional development. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Kenneth Carano, Heather McLean Type action_research -- Url https://wou.omeka.net/s/repository/item/3885 Title Dance Card, Date Unknown, AWS Informal Creator Associated Women's Students Subject Dance Card Description Approximately 4x3 inches, rectangle, White/off-white, red (text), Off-white booklet with "A.W.S. Informal" printed in red on the cover, circa 1938 Date 19uu Type Text; StillImage Format Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 4400, height: 4500), then converted into jpg format Identifier omeka/437 Rights Copyright Not Evaluated: As of 04/17/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3879 Title Falls City Rural Center Creator Undetermined Subject Falls City School Falls City Oregon Oregon Normal School (ONS) Polk County Rural Training Schools Description Falls City School was part of the Rural Training Program for only three years, 1925 to 1928. This center was a residential placement for Oregon Normal School students. The school building is still in use today, although with numerous renovations since the 1920s. This image is from the 1926 NORM Yearbook. Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 2814, height:1358); then converted into jpg format Date 1926 Type Image; StillImage Identifier omeka/580 Rights Copyright Not Evaluated: As of 04/08/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Falls City -- Url https://wou.omeka.net/s/repository/item/3878 Title Greenwood Rural Center Creator Undetermined Subject Greenwood School Independence Oregon Oregon Normal School (ONS) Polk County Rural Training Schools Description Students and teacher pose for Fair Day in front of Greenwood school which was located on Greenwood Road outside Independence. The single-room schoolhouse was part of the Rural Training Program from 1927 through 1936. Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 6171, height: 8657); then converted into jpg format Date Unknown Type Image; StillImage Identifier omeka/581 Rights Copyright Not Evaluated: As of 04/08/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County -- Url https://wou.omeka.net/s/repository/item/3875 Title Oak Point Rural Center Creator Ben Maxwell Subject Independence Oregon Oak Point School Oregon Normal School (ONS) Polk County Rural Training Schools Description Students and teachers pose in front of the Oak Point School in Polk County, Oregon in 1958. This photograph is from the Salem Historic Photograph collection. Date 1958 Type Image; StillImage Identifier omeka/584 Rights Copyright Not Evaluated: As of 04/08/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County -- Url https://wou.omeka.net/s/repository/item/3870 Title Eola Rural School Interior Creator Undetermined Subject Eola School Eola Oregon Oregon Normal School (ONS) Polk County Rural Training Schools Description Students in the Eola Rural School school in Eola, Oregon. This one-room school house, located in the hills above the Willamette River, was part of the Rural Training Program from 1921 to 1927. A newer school was build at Eola in 1932 which replaced this one. This photograph is from the Salem Historic Photograph collection. Date Uknown Type Image; StillImage Identifier omeka/589 Rights Copyright Not Evaluated: As of 04/08/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Eola -- Url https://wou.omeka.net/s/repository/item/3846 Title Monmouth District School Class Photograph Creator Credited Photographer: Catterlin & Lussier company, based in Salem, Oregon Subject Class Photo Elementary Children Teaching School Description A teacher and her students standing in front of the Monmouth Disctict School building with open door. This local school was used for training teachers in the State Normal School program. On the backside is handwritten "Powell" and "Presented by Mr. + Mrs. C. Powell." Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 14542, height: 12114); then converted into jpg format Date 18uu Type Image; StillImage Identifier omeka/593 Rights Copyright Not Evaluated: As of 05/08/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3842 Title 1904 Class Photograph Creator Undetermined Subject Class Photo Oregon State Normal School (OSNS) Description Students and a teacher pose for a group portrait from the class of 1904. Handwritten in the border are names and numbers with lines drawn to persons in the image: "Maud Cox, Bella Baird, Geo. Murdock, LA Robeson, Mary Quick, Laura Snelling, and Edith Owen." Above the image is typed "State Normal School, Monmouth, Oregon." with 1904 handwritten next to it. On the backside is handwritten "1 - Maud Cox, 2 - Bella Baird, 3 - Geo. Murdock, 4 - L.A. Robison - Teacher, 5 - Mary Quick, 6 - Nala Owen (Madison), 7 - Edith Owen, 8 - Laura Snelling." Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 15028, height: 12800); then converted into jpg format Date 1904 Type Image; StillImage Identifier omeka/597 Rights No Copyright - United States: As of 05/08/2020, Hamersly Library believes this item is free of copyright under the laws of the United States. http://rightsstatements.org/vocab/NoC-US/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3836 Title The Physics Club, circa 1909 Creator Lewis; Monmouth, Oregon. Subject Clubs and Societies Oregon State Normal School (OSNS) Physics Club Students Description The 1909 Physics Club pose for a group portrait. On the backside is handwritten "O.S.N.S. Physics Club, 1909[?]", "Lewis Robinson - Dad in the center - sitting", and a list of names: "Rebecca Clifton, Emma Kienow, Phil Boche, Orletta Kraus, Dell Butler, Marie Church, Lizzie Cooper, Harriet Sears, Pauline Sears, Beth Darling, Minerva Theissen, [crossed out] Daisy George, Perkins Driver, Lottie Boche, Mable Matteson, Mary Simonson, Annie David, W. Wies, Florence Henkle, Zella Henkle, [?] Olsen, Dora Nielson, Harry Stine, Ida Smith, Milton Force, [?] Petteys, Rush Clarks, Lucy Bak [?], Minnie Mark a[?], Alice Marka [?], Percy Stroud, Grace Whiteho [?], Minerva Neal, Ted Cooper, Freda Gist." Other names may have been effaced by damage to the photo. Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 15542, height: 12942); then converted into jpg format Date 1909~ Type Image; StillImage Identifier omeka/603 Rights No Copyright - United States: As of 05/08/2020, Hamersly Library believes this item is free of copyright under the laws of the United States. http://rightsstatements.org/vocab/NoC-US/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3835 Title Class of 1902, Group Photo Creator Undetermined Subject Class Photo Graduates Oregon State Normal School (OSNS) Prince Lucien Campbell Students Description Group portrait of the class of 1902 holding their diplomas; the women also holding a bouquet. On the backside is handwritten "gift of Mary Holaday Murray, 8/23/94 in memory of her mother Oro Overholtzer Holaday (2nd From left, Back row) - grad of 1902", "Class of 1902." Near the center is Prince Lucien Campbell, President. Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 15142, height: 12714); then converted into jpg format Date 1902 Type Image; StillImage Identifier omeka/604 Rights No Copyright - United States: As of 05/08/2020, Hamersly Library believes this item is free of copyright under the laws of the United States. http://rightsstatements.org/vocab/NoC-US/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3833 Title Class of 1901, Group Photo Creator Undetermined Subject Class Photo Graduates Oregon State Normal School (OSNS) Students Description Class of 1901, group portrait, holding their diplomas; some women have bouquets. On the backside is handwritten "Class of 1901, W.C. Bryant Collection" and a list of names: "Front row: Grace Gill, Alice Grey, Louise Lehman; Row 2: Gilbert Stringer, Maude Hawley, Annie Beeson, George Serfling, Calla Pierce, Edith Houck; Row 3: Olive Cummings, Chester Stringer, [blank] Ladd, Hugh Esson, Miss Call, Archie Millard (?); Row 4: Olive Harris, Myrlle Bowman (?), Ben Serfling, W.E. Bryant." Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 16314, height: 12971); then converted into jpg format Date 1901 Type Image; StillImage Identifier omeka/606 Rights No Copyright - United States: As of 05/08/2020, Hamersly Library believes this item is free of copyright under the laws of the United States. http://rightsstatements.org/vocab/NoC-US/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3832 Title Graduation Composite Portraits, 1905 Creator Undetermined Subject Class Photo Oregon State Normal School (OSNS) Description Composite of individual portraits of Oregon State Normal School class of 1905 students, with the names printed under their respective image. On the bottom is printed "Oregon State Normal School, Monmouth, Oregon, June Class 1905". The portraits/names include Carlotta M. Boche, Vivian M. Miller, Winnie H. Springer, Clair G. Springer, Lora M. Foster, Alice M. Goddard, Helen W. Gleason, Myrtle M. Avery, Martha Paldanius, Mary L. Perkins, Nellie E. Marvel, Mabel Snelling, Nettie M. Beard, Jessie F. Beard, Marie Church, J. Herbert Coffey, Gussie Burns, George N. Murdock, Bernice Adams, Anna Wagner, Edith M. Owen, Mary D. Simonson, Edwin B. North, Orletta E. Kraus, Frank Cooper, Candace J. Brown, Frances Cooper, Frances M. Drew, Lola I. Dale, William A. Petteys, Esther E. Anderson, Crosbie B. Dalton, Alice A. Fleming, Robert Burns Powell, Vara G. Stewart, Alfred E. Wheelock, Inez N. Warner, Julien A. Hurley, Ida L. Smith, Truman H. Baughman, William Metzger, Inez A. Allen, Edith Gallogly, Nellie L. Wigle, Elsie M. Pitney, Pauline Aussieker. On the backside is handwritten "Property of Paul Johnson [of] Drain, Oregon - Graduate of 1905, Contributed to your collection by Myrtle Johnson Grant, Ellensburgh, Washington, Graduate of Feb - 1920." Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 15400, height: 12971); then converted into jpg format Date 1905 Type Image; StillImage Identifier omeka/607 Rights No Copyright - United States: As of 05/08/2020, Hamersly Library believes this item is free of copyright under the laws of the United States. http://rightsstatements.org/vocab/NoC-US/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3831 Title February Graduation Portrait, 1902 Creator Undetermined Subject Class Photo Graduates Oregon State Normal School (OSNS) Students Description Graduating class of 1902 pose for a group portrait holding their diplomas. On the backside is handwritten "1902, Feb. Class", the names: "M.K., M[?] Brown, E. A. Erickson, Katie Storbo, M. Nellie Ward[?], Olive M. Lambright, Florence Turner, Tillie C.[?, Eade (Margaret), Jessie Sands, Leona Laughlin[?], and "This belongs to "Mrs" Lambright-Macy, McMinnville, Oregon." Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 12371, height: 15200); then converted into jpg format Date 1902 Type Image; StillImage Identifier omeka/608 Rights No Copyright - United States: As of 05/08/2020, Hamersly Library believes this item is free of copyright under the laws of the United States http://rightsstatements.org/vocab/NoC-US/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3830 Title Class Portrait, circa 1903 Creator Undetermined Subject Class Photo Oregon State Normal School (OSNS) Students Description A group portrait of sixteen women. On the backside is handwritten "Nellie Foshay - 2nd from left bottom row, Monmouth, Marllee Whealdou[?] last on right top row, "Wharldon, Martha - last on right, top row, Foshay, Amela - 2nd from left, bottom row." Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 14371, height: 12828); then converted into jpg format Date 1903~ Type Image; StillImage Identifier omeka/609 Rights No Copyright - United States: As of 05/08/2020, Hamersly Library believes this item is free of copyright under the laws of the United States. http://rightsstatements.org/vocab/NoC-US/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3829 Title Normal School Student Body, circa 1915 Creator Undetermined Subject Oregon State Normal School (OSNS) Students Description A group photograph of students and faculty posing outside the Main Building (now Campbell Hall). An imprint of the photographer in the lower right states "McCaleb, Independence, Ore." On the backside is a letter indicating photograph is of "The Normal School Student Body about 1915." The letter also identifies J. B. V. Butler and J. H. Ackerman, President in the photograph and the donor, Mrs. Ivan Williams of Monmouth, Or. Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 15028, height: 12485); then converted into jpg format Date 1915~ Type Image; StillImage Identifier omeka/610 Rights No Copyright - United States: As of 05/08/2020, Hamersly Library believes this item is free of copyright under the laws of the United States http://rightsstatements.org/vocab/NoC-US/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3798 Title Normal School Library, 1904 Creator Undetermined Subject Library Oregon State Normal School (OSNS) Training School Description The Library in the Main Building (now Champbell Hall), with students seated at tables and standing around the edges. J.V.B. Butler sits as a desk in the foregound with a large safe just behind him. A portrait of George Washington hangs prominently on the far wall. Above the image is typed "STATE NORMAL SCHOOL, Monmouth, Oregon." Below the image is typed "LIBRARY." On the backside is handwritten "Seated at desk. J.B.V. Butler, Leaning against wall - Pheby Boche, Standing next to door - P.C. Powell." Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 14142, height: 12742); then converted into jpg format Date 1904 Type Image; StillImage Identifier omeka/621 Rights No Copyright - United States: As of 05/08/2020, Hamersly Library believes this item is free of copyright under the laws of the United States. http://rightsstatements.org/vocab/NoC-US/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3797 Title State Normal School, Seventh Grade Arithmetic Class, 1904 Creator Undetermined Subject Arithmetic Oregon State Normal School (OSNS) Training School Description 7th grade Arithmetic classroom at Oregon State Normal School with students and teachers standing near a chalkboard and some students at desks. Above the image is typed "STATE NORMAL SCHOOL, Monmouth, Oregon, " and below the image is typed "ARITHMETIC CLASS, SEVENTH GRADE." On the backside is handwritten "Seated - 1st Row - L to R:1 -, 2 - John Beert., 3 - Cletus Butler, 4 - Archie Hosner, 2nd Row:1 -, 2 - Lorena Daniel, 3 - Lydia Powell, 4 -, Standing - L to R: Forence Fugate, Grace Fugate, Olive Petit." Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 14514, height: 12942); then converted into jpg format Date 1904 Type Image; StillImage Identifier omeka/622 Rights No Copyright - United States: As of 05/08/2020, Hamersly Library believes this item is free of copyright under the laws of the United States. http://rightsstatements.org/vocab/NoC-US/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3796 Title Basketry Classroom at the Training School, 1904 Creator Undetermined Subject Basketry Loretta Smith Oregon State Normal School (OSNS) Training School Description The Basketry classroom with students and techers seated at tables working on projects. Above the image is typed "STATE NORMAL SCHOOL, Monmouth, Oregon." Below the image is typed "BASKETRY TRAINING SCHOOL." On the backside is handwritten, "Teacher Loretta Smith." Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 14828, height: 12114); then converted into jpg format Date 1904 Type Image; StillImage Identifier omeka/623 Rights No Copyright - United States: As of 05/08/2020, Hamersly Library believes this item is free of copyright under the laws of the United States. http://rightsstatements.org/vocab/NoC-US/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3795 Title State Normal School, Chemical Laboratory, 1904 Creator Undetermined Subject Chemical Laboratory Oregon State Normal School (OSNS) Science Science Class Description A laboratory-style classroom at Oregon State Normal School with students standing by tables. Various sized containers, beakers, and scales are lined up along counters, shelves, and tabletops. Above the image is typed "STATE NORMAL SCHOOL, Monmouth, Oregon," and below the image is typed "CHEMICAL LABORATORY." On the back side is handwritten "Standing in right corner - Glen Percival, In foreground with mustache John Bidgood." Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 14485, height: 12399); then converted into jpg format Date 1904 Type Image; StillImage Identifier omeka/624 Rights No Copyright - United States: As of 05/08/2020, Hamersly Library believes this item is free of copyright under the laws of the United States. http://rightsstatements.org/vocab/NoC-US/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3794 Title State Normal School, Nature Study, 1904 Creator Undetermined Subject Nature Study Oregon State Normal School (OSNS) Training School Description A classroom of students seated at individual desks with teachers in front by a table with a vase of roses. Above the image is typed "STATE NORMAL SCHOOL, Monmouth, Oregon," and below is typed "NATURE STUDY, CLASS WORK: WILD ROSES." Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 14285, height: 12542); then converted into jpg format Date 1904 Type Image; StillImage Identifier omeka/625 Rights No Copyright - United States: As of 05/08/2020, Hamersly Library believes this item is free of copyright under the laws of the United States. http://rightsstatements.org/vocab/NoC-US/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3792 Title State Normal School, Physics Laboratory, 1904 Creator Undetermined Subject Oregon State Normal School (OSNS) Physics Laboratory Science Training School Description A classroom with students sitting a two-person desks and several others standing at the front of the classroom. Lab equipment is set up on a few counter-desks at the front of the room and the teacher holds a pointer stick while teaching. Above the image is typed "STATE NORMAL SCHOOL, Monmouth, Oregon," and below the image is typed "PHYSICS LABORATORY." Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 14171, height: 12428); then converted into jpg format Date 1904 Type Image; StillImage Identifier omeka/627 Rights No Copyright - United States: As of 05/08/2020, Hamersly Library believes this item is free of copyright under the laws of the United States. http://rightsstatements.org/vocab/NoC-US/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3791 Title State Normal School, Ninth Grade Physics Class, 1904 Creator Undetermined Subject Oregon State Normal School (OSNS) Physics Class Science Training School Description A classroom the students seated at individual desks and one at the chalkboard with working out and assignment with the teachers. Above the image is typed "STATE NORMAL SCHOOL, Monmouth, Oregon," and below the image "Physics Class, Ninth Grade." On the backside is handwritten "W.A. Pettys[?] - teacher." Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 14514, height: 12428); then converted into jpg format Date 1904 Type Image; StillImage Identifier omeka/628 Rights No Copyright - United States: As of 05/08/2020, Hamersly Library believes this item is free of copyright under the laws of the United States. http://rightsstatements.org/vocab/NoC-US/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3789 Title State Normal School, Sewing Classroom, 1904 Creator Undetermined Subject Classroom Oregon State Normal School (OSNS) Sewing Class Training School Description The sewing classroon at the Oregon State Normal School with students working at tables on their projects. Above is typed "STATE NORMAL SCHOOL, Monmouth, Oregon," and below this image is typed "SEWING CLASS TRAINING SCHOOL." Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 14057, height: 12200); then converted into jpg format Date 1904 Type Image; StillImage Identifier omeka/630 Rights No Copyright - United States: As of 05/08/2020, Hamersly Library believes this item is free of copyright under the laws of the United States. http://rightsstatements.org/vocab/NoC-US/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3788 Title State Normal School, Wood Sloyd Training School, 1904 Creator Undetermined Subject Classroom Oregon State Normal School (OSNS) Training School Wood Shop Wood Sloyd Description Students in the woodworking shop, standing among work benches. Above the image is typed "STATE NORMAL SCHOOL" and underneath "WOOD SLOYD. TRAINING SCHOOL." Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 14685, height: 12399); then converted into jpg format Date 1904 Type Image; StillImage Identifier omeka/631 Rights No Copyright - United States: As of 05/08/2020, Hamersly Library believes this item is free of copyright under the laws of the United States. http://rightsstatements.org/vocab/NoC-US/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3756 Title Women's Baseball Group Portrait, seated Creator Undetermined Subject Baseball Oregon State Normal School (OSNS) Students Women's Baseball Description Group Portrait of the 1904 Women's Baseball team at Oregon State Normal School with the coach seated in the center front row. Scanned image using the Epson Expression 10000 XL as a jpg image (600 dpi, pixel dimensions- width: 1500, height: 1129) Date 1904 Type Image; StillImage Identifier omeka/643 Rights No Copyright - United States: As of 05/08/2020, Hamersly Library believes this item is free of copyright under the laws of the United States. http://rightsstatements.org/vocab/NoC-US/1.0/ -- Url https://wou.omeka.net/s/repository/item/3755 Title Women's Baseball Game Creator Undetermined Subject Baseball Oregon State Normal School (OSNS) Students Women's Baseball Description Action photograph of the Oregon State Normal School Women's Baseball playing near Maple Hall. The pitcher is in mid-throw and the umpire is dressed in heals and pearls. The first man on the left in the background, watching the game, wearing the light suit is J.V.B. Butler, Dean of Men. Scanned image using the Ebson Expression 10000 XL as a jpg image (600 dpi, pixel dimensions- width: 1500, height: 901) Date 1920~ Type Image; StillImage Identifier omeka/644 Rights No Copyright - United States: As of 05/08/2020, Hamersly Library believes this item is free of copyright under the laws of the United States. http://rightsstatements.org/vocab/NoC-US/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3750 Title Archery Practice, 1970s Creator Undetermined Subject Archery Athletics Oregon College of Education (OCE) Description A row of students practicing archery outside the New Physical Education building. The Toxopholites was the archery club on campus during the 1920s to 1940s. Scanned image using the Epson Expression 10000 XL as a jpg image (300 dpi, pixel dimensions- width: 1208, height: 1500) Date 1970~ Type Image; StillImage Identifier omeka/649 Rights Copyright Not Evaluated: As of 05/08/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3723 Title Science Class Field Trip, 1990s Creator Undetermined Subject Science Class Students Western Oregon State College (WOSC) Description Students posing for a group photograph in front of a van during a field trip for Dr. Ray Broderson's science class. Digital .jpg, (300 dpi, pixel dimensions- width: 1500, height: 1212) Date 1990s Type Image; StillImage Identifier omeka/656 Rights Copyright Not Evaluated: As of 05/07/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3722 Title Student Soldiers in the 1917 NORM Creator Undetermined Subject Oregon Normal School (ONS) Student Soldiers WWI Description Page 40 from the 1917 NORM yearbook with an image collage of "Some of Our Boys," students who were in active services during World War One. Digital .jpg, (300 dpi, pixel dimensions- width: 1093, height: 1500) Date 1917 Type Image; StillImage Identifier omeka/657 Rights No Copyright - United States: As of 05/07/2020, Hamersly Library believes this item is free of copyright under the laws of the United States http://rightsstatements.org/vocab/NoC-US/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3721 Title Student Graduates at Commencement, 1985 Creator Undetermined Subject Graduates Students Western Oregon State College (WOSC) Description Four graduates in regalia waiting for the 1985 commencement ceremony to begin. Crop markings on the photograph from publication editing. Digital .jpg, (300 dpi, pixel dimensions- width: 1079, height: 1500) Date 1985 Type Image; StillImage Identifier omeka/658 Rights Copyright Not Evaluated: As of 05/07/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3720 Title Academic Excellence Showcase History Students, 2007 Creator Undetermined Subject History Students Western Oregon University (WOU) Description History Students who presented at the 2007 Academic Excellence Showcase pose on the main staircase in the Hamersly Library. Digital .jpg, (72 dpi, pixel dimensions- width: 1125, height: 1500) Date 2007 Type Image; StillImage Identifier omeka/659 Rights Copyright Not Evaluated: As of 05/07/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3719 Title Students with American flags for Independence Day. Creator Undetermined Subject Independence Day Monmouth High School Oregon Normal School (ONS) Students Training School Description Nine students posing on the lawn outside the Training school, (three holding American flags) on Independence Day, 1919. Monmouth High School is in the background. Handwritten at the top of the photograph, 1919 ONS Mabel & Vera. Digital .jpg, (300 dpi, pixel dimensions- width: 1500, height: 1178) Date 1919 Type Image; StillImage Identifier omeka/660 Rights No Copyright - United States: As of 05/07/2020, Hamersly Library believes this item is free of copyright under the laws of the United States. http://rightsstatements.org/vocab/NoC-US/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3718 Title Student Pizza Party Creator Undetermined Subject Oregon College of Education (OCE) Students Description Students eating pizza, sitting around a table. Digital .jpg, (300 dpi, pixel dimensions- width: 1500, height: 1275) Date 1970s Type Image; StillImage Identifier omeka/661 Rights Copyright Not Evaluated: As of 05/07/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3717 Title May Day Vaudeville Hobby Horses Creator Undetermined Subject May Day Oregon Normal School (ONS) Students Description Male vaudeville performance at the 1935 May Day festivities. Six men with ball caps, short pants and faux boots carrying wooden hobby horses. Digital .jpg, (600 dpi, pixel dimensions- width: 4723, height: 3404) Date 1935-05 Type Image; StillImage Identifier omeka/673 Rights Copyright Not Evaluated: As of 05/07/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3713 Title Freshman Walk Sidewalk Signing Creator Undetermined Subject New Student Week Oregon College of Education (OCE) Sidewalk Signing Students Description New students signed the Freshman Walk during fall orientation. Traditionally, all first year students were required to wear the beanie during their first year at school. This practice was discontinued by the 1970s. Digital .jpg, (300 dpi, pixel dimensions- width: 1500, height: 974) Date 1962 Type Image; StillImage Identifier omeka/680 Rights Copyright Not Evaluated: As of 05/07/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3712 Title Campus Elementary School Students Creator Undetermined Subject Campus Elementary School (CES) Student Teachers Students Description A student teacher helping pupils from the Campus Elementary School on the Oregon College of Education campus. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1193) Date 1970~ Type Image; StillImage Identifier omeka/681 Rights Copyright Not Evaluated: As of 05/07/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3711 Title Barnum Hall Student Creator Undetermined Subject Barnum Hall Buildings Oregon College of Education (OCE) Students Description A student sitting on a stairwell trash can, reading a book in Barnum Hall. Digital .jpg, (300 dpi, pixel dimensions: width: 1169, height: 1500) Date 1970~ Type Image; StillImage Identifier omeka/682 Rights Copyright Not Evaluated: As of 05/07/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3710 Title Columbus Day Storm Cleanup Creator Undetermined Subject Buildings Columbus Day Storm Oregon College of Education (OCE) Students Description Students sitting on a fallen tree from the old grove during the campus clean up after the October 12, 1962 Columbus Day Storm. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1143) Date 1962 Type Image; StillImage Identifier omeka/683 Rights Copyright Not Evaluated: As of 05/07/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3708 Title Raking Leaves Creator Undetermined Subject Buildings Campbell Hall Oregon State Normal School (OSNS) Students Description Students from the early 1920s help clean up leaves near Campbell Hall. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 929) Date 1920~ Type Image; StillImage Identifier omeka/685 Rights No Copyright - United States: As of 05/07/2020, Hamersly Library believes this item is free of copyright under the laws of the United States. http://rightsstatements.org/vocab/NoC-US/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3687 Title OCE Marching Band Creator Undetermined Subject Marching Band Oregon College of Education (OCE) Students Description The Oregon College of Education marching band practices for a half-time performance, standing in a formation that spells out "OCE". Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1188) Date 1970~ Type Image; StillImage Identifier omeka/686 Rights Copyright Not Evaluated: As of 05/07/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3686 Title WOSC Technology Creator Undetermined Subject Students Technology Western Oregon State College (WOSC) Description A student at Western Oregon State College using a spanish computer program from the 1980s. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1179) Date 1980~ Type Image; StillImage Identifier omeka/687 Rights Copyright Not Evaluated: As of 05/07/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3685 Title Todd Hall Dining Room Creator Undetermined Subject Buildings Oregon College of Education (OCE) Students Todd Hall Description 1940's residents of Todd Hall, then a women's dormatory, gather for dinner in the dining room of Todd Hall. Formal dinners were held every Sunday from 1913-1970, and were aimed to help teach proper dining etiquette. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1010) Date 1940~ Type Image; StillImage Identifier omeka/688 Rights Copyright Not Evaluated: As of 05/07/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3683 Title Mazama Club, July 1894 Creator Undetermined Subject Clubs and Societies Hiking Mazama Club Mt. Hood Oregon State Normal School (OSNS) Students Description Mazama Club Monmouth Party hauling fireworks up South Side of Mt. Hood. July 23, 1894. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1191) Date 1894 Type Image; StillImage Identifier omeka/690 Rights No Copyright - United States: As of 05/07/2020, Hamersly Library believes this item is free of copyright under the laws of the United States. http://rightsstatements.org/vocab/NoC-US/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3682 Title Todd Hall Formal Creator Undetermined Subject Oregon College of Education (OCE) Social Dance Students Todd Hall Description Three women from Todd Hall pose by the Music Room fireplace before the January 1958 winter formal. One of their dates can be seenin the mirror above the mantle. Digital .jpg (300 dpi, pixel dimensions- width:1500, height: 1432) Date 1958 Type Image; StillImage Identifier omeka/691 Rights Copyright Not Evaluated: As of 05/07/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3681 Title Formal Dance with a Disney Theme Creator Undetermined Subject Oregon Normal School (ONS) Social Dance Students Description Students dancing at an Oregon Normal School event in the 1930s. Disney characters such as Pinocchio and Snow White are decorating the walls. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1000) Date 1930~ Type Image; StillImage Identifier omeka/692 Rights Copyright Not Evaluated: As of 05/07/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3679 Title Just Kids, 1894 Creator Undetermined Subject Class Photo Oregon State Normal School (OSNS) Students Description The class of 1894 in a staged class photo, appearing as if to be having an ice cream social. On the top is handwritten "bk-Meta James, Bruce Davidson, Minnie Bunn (?), Will Steen, Carl N?. Front-Daisy West, Frank Lilton, Dora Numm (?), Ellis Ringo and me." On the bottom is handwritten, "Just kids." Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1203) Date 1894 Type Image; StillImage Identifier omeka/694 Rights No Copyright - United States: As of 05/07/2020, Hamersly Library believes this item is free of copyright under the laws of the United States. http://rightsstatements.org/vocab/NoC-US/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3678 Title Two Students Sit on the Senior Bench Creator Undetermined Subject Oregon College of Education (OCE) Senior Bench Students Description Two female students sitting on the senior bench outside of Campbell Hall. Digital .jpg (300 dpi, pixel dimensions- width: 998, height: 1500) Date 1940~ Type Image; StillImage Identifier omeka/695 Rights Copyright Not Evaluated: As of 05/06/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3677 Title Three Student Stand Near Sundial Creator Undetermined Subject Oregon College of Education (OCE) Students Sundial Description Three female students standing next to the sundial that was located on the lawn to the East of the Old Physical Education building. The sundial was removed to build the Natural Science Building. Digital .jpg (300 dpi, pixel dimensions- width: 1054, height: 1500) Date 1940~ Type Image; StillImage Identifier omeka/696 Rights Copyright Not Evaluated: As of 05/06/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3676 Title Sunbathing Students Creator Undetermined Subject Oregon College of Education (OCE) Students Todd Hall Description Four students from the 1940s sunbathing outside Todd Hall. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1076) Date 1940~ Type Image; StillImage Identifier omeka/697 Rights Copyright Not Evaluated: As of 05/06/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3673 Title Archery Club Creator Undetermined Subject Archery Buildings Clubs and Societies Old PE Oregon College of Education (OCE) Students Description The 1943 Toxopholite (Archery) Club outside the Old Physical Education building. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1064) Date 1943 Type Image; StillImage Identifier omeka/701 Rights Copyright Not Evaluated: As of 05/06/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3672 Title Barnum Bikes Creator Undetermined Subject Barnum Hall Buildings Oregon College of Education (OCE) Students Description A student next to a bicycle rack in Barnum Hall, circa 1970. Digital .jpg (300 dpi, pixel dimensions- width: 1212, height: 1500) Date 1970~ Type Image; StillImage Identifier omeka/702 Rights Copyright Not Evaluated: As of 05/06/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3671 Title Lamron Beach Trip Creator Undetermined Subject Beach Trip Lamron Oregon College of Education (OCE) Student Newspaper Students Description Students from the 1940s exploring tide pools at the ocean on a 1940s Lamron (newspaper) staff trip. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1147) Date 1940~ Type Image; StillImage Identifier omeka/704 Rights Copyright Not Evaluated: As of 05/06/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Lincoln County -- Url https://wou.omeka.net/s/repository/item/3670 Title Lamron Beach Trip Creator Undetermined Subject Beach Trip Lamron Oregon College of Education (OCE) Student Newspaper Students Description The 1940's Lamron (newspaper) staff on a staff-trip to the ocean. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1141) Date 1940~ Type Image; StillImage Identifier omeka/705 Rights Copyright Not Evaluated: As of 05/06/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Lincoln County -- Url https://wou.omeka.net/s/repository/item/3669 Title Maple Hall Fashion Show, 1952 Creator Undetermined Subject Maple Hall Oregon College of Education (OCE) Students Description A student modeling a ski outfit in the 1952 Folks Festival Fashion Show that took place in Maple Hall. Digital .jpg (300 dpi, pixel dimensions- width: 622, height: 1500) Date 1952 Type Image; StillImage Identifier omeka/706 Rights Copyright Not Evaluated: As of 05/06/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3668 Title Welcome Banner Creator Undetermined Subject New Student Week Students Western Oregon State College (WOSC) Description Students from the 1990s holding a welcome banner to welcome student back to the campus. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1256) Date 1990~ Type Image; StillImage Identifier omeka/707 Rights Copyright Not Evaluated: As of 05/06/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3647 Title 1800s Science Class Photo Creator Undetermined Subject Class Photo Oregon State Normal School (OSNS) Science Students Description A science class from the late 1800s posing for a class photo. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1071) Date 1890~ Type Image; StillImage Identifier omeka/708 Rights No Copyright - United States: As of 05/06/2020, Hamersly Library believes this item is free of copyright under the laws of the United States. http://rightsstatements.org/vocab/NoC-US/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3646 Title Football Team Group Photo, 1924 Creator Undetermined Subject Football Oregon Normal School (ONS) Students Description The members of the 1924 Oregon Normal School football team gathering for a team photo. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 820) Date 1924 Type Image; StillImage Identifier omeka/709 Rights No Copyright - United States: As of 05/06/2020, Hamersly Library believes this item is free of copyright under the laws of the United States. http://rightsstatements.org/vocab/NoC-US/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3644 Title Homecoming Court, 1970s Creator Undetermined Subject Homecoming Oregon College of Education (OCE) Students Description The elected Homecoming Queen and her court, circa 1970s. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1207) Date 1970~ Type Image; StillImage Identifier omeka/711 Rights Copyright Not Evaluated: As of 05/06/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3643 Title Emma Henkle, 1907 Creator Undetermined Subject Emma Henkle Oregon Normal School (ONS) Students Description Graduation photograph of Emma Henkle, a 1907 graduate. After completing her graduate studies and attending the Teachers College at Columbia University New York, she returned to Oregon Normal School as a professor, and was the creator of the special education program. Digital .jpg (300 dpi, pixel dimensions- width: 845, height: 1500) Date 1907 Type Image; StillImage Identifier omeka/712 Rights No Copyright - United States: As of 05/06/2020, Hamersly Library believes this item is free of copyright under the laws of the United States. http://rightsstatements.org/vocab/NoC-US/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3642 Title WWII Veterans from Oregon College of Education Creator Undetermined Subject Oregon Normal School (ONS) Students Veterans WWII Description Page 12 from the 1944 yearbook with photos of World War II veterans. Digital .jpg (300 dpi, pixel dimensions- width: 1300, height: 1500) Date 1944 Type Image; StillImage Identifier omeka/713 Rights Copyright Not Evaluated: As of 05/06/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3641 Title Lamron Staff Putting Together the Newspaper Creator Undetermined Subject Lamron Oregon College of Education (OCE) Student Newspaper Students Description The 1970s Lamron newspaper staff putting together the newspaper. After undergoing multiple renamings, the newspaper is currently called the Western Journal. Digital .jpg (300 dpi, pixel dimensions- width: 931, height: 1500) Date 1970~ Type Image; StillImage Identifier omeka/714 Rights Copyright Not Evaluated: As of 05/06/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3640 Title Students Gathering on Todd Hall Balcony, 1940s Creator Undetermined Subject Buildings Oregon College of Education (OCE) Students Todd Hall Description Five female students gather outside on a Todd Hall balcony, eating ice cream in the mid 1940s. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1067) Date 1940~ Type Image; StillImage Identifier omeka/715 Rights Copyright Not Evaluated: As of 05/06/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3639 Title Campus Elementary Students, 1930s Creator Undetermined Subject Campus Elementary School (CES) Elementary Children Instructional Technology Center (ITC) Oregon Normal School (ONS) Training School Description Campus elementary science students working together arounda a table isth micorscopes in the late 1920s-early 1930s. Digital .jpg (300 dpi, pixel dimensions- width: 1456, height: 1500) Date 1930~ Type Image; StillImage Identifier omeka/716 Rights Copyright Not Evaluated: As of 05/06/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3637 Title Students Practicing First Aid, 1970s Creator Undetermined Subject Health Class Oregon College of Education (OCE) Students Description Students at the Oregon College of Education practicing CPR compressions and rescue breaths on a dummy. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1140) Date 1970~ Type Image; StillImage Identifier omeka/718 Rights Copyright Not Evaluated: As of 05/06/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3634 Title Track and Field High Jump, 1970s Creator Undetermined Subject Oregon College of Education (OCE) Students Track and Field Description A male member of the 1970s Oregon College of Education track and field team participating in the high jump. Digital .jpg (300 dpi, pixel dimensions- width: 1500, heigh: 1099) Date 1970~ Type Image; StillImage Identifier omeka/721 Rights Copyright Not Evaluated: As of 05/06/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3633 Title Toxopholite Club Creator Undetermined Subject Archery Clubs and Societies Oregon College of Education (OCE) Students Toxopholite Club Description Members of the Toxopholite (Archery) Club practicing their archery skills in the 1950s. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1299) Date 1950~ Type Image; StillImage Identifier omeka/722 Rights Copyright Not Evaluated: As of 05/06/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3632 Title Moving Day, 1980s Creator Undetermined Subject New Student Week Students Western Oregon State College (WOSC) Description A student from the early 1980s sitting and waiting on a pile of luggage during moving day. Digital .jpg (300 dpi, pixel dimensions- width:1500, height: 1088) Date 1980~ Type Image; StillImage Identifier omeka/723 Rights Copyright Not Evaluated: As of 05/06/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3631 Title Mt. Hood Hike, July 1896 Creator Undetermined Subject Clubs and Societies Hiking Mazama Club Mt. Hood Oregon State Normal School (OSNS) Students Description Mazama Party on rock near Cloud Cap Inn. Circa July 18, 1896. Last two on top far right: Prince Lucien Campbell and Thomas Otis Hutchinson Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1196) Date 1896 Type Image; StillImage Identifier omeka/725 Rights No Copyright - United States: As of 05/06/2020, Hamersly Library believes this item is free of copyright under the laws of the United States. http://rightsstatements.org/vocab/NoC-US/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3630 Title Barnum Courtyard Creator Undetermined Subject Barnum Hall Buildings Oregon College of Education (OCE) Students Description Residents from Barnum Hall gathering in the Barnum courtyard in the 1970s. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1212) Date 1970~ Type Image; StillImage Identifier omeka/726 Rights Copyright Not Evaluated: As of 05/06/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3629 Title The Smoker Boxing Event Creator Undetermined Subject College Center Oregon College of Education (OCE) The Smoker Description Students from Oregon College of Education in the boxing ring. The Smoker was a school sanctioned event in the 1960s-70s, where people would try to 'smoke' their opponents. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1172) Date 1970~ Type Image; StillImage Identifier omeka/727 Rights Copyright Not Evaluated: As of 05/06/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3628 Title Hawaiian Club, 1970s Creator Undetermined Subject Clubs and Societies Hawaiian Club Oregon College of Education (OCE) Students Description Members of Hawaiian Club sharing their culture during an International Fair during the 1970s. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1234) Date 1970~ Type Image; StillImage Identifier omeka/729 Rights Copyright Not Evaluated: As of 05/06/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3606 Title Campus Elementary Students Reading Creator Undetermined Subject Campus Elementary School (CES) Elementary Children Instructional Technology Center (ITC) Reading Description Students from the Campus Elementary School, now ITC, sitting at a table reading. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1227) Date 1945/1960 Type Image; Stillimage Identifier omeka/731 Rights Copyright Not Evaluated: As of 05/06/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3605 Title Members of the 1942 Graduating Class Creator Undetermined Subject Graduates Oregon College of Education (OCE) Students Description Six members of the 1942 graduating class of the Oregon College of Education with their professor. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1044) Date 1942 Type Image; StillImage Identifier omeka/732 Rights Copyright Not Evaluated: As of 05/06/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3604 Title Student Sitting at Butler Hall Desk Creator Undetermined Subject Buildings Butler Hall Dormitory Oregon College of Education (OCE) Students Description An Oregon College of Education student sitting at a desk in Butler Hall in the 1970s Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1210) Date 1970~ Type Image; StillImage Identifier omeka/733 Rights Copyright Not Evaluated: As of 05/06/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3603 Title Students Standing Outside of West House Creator Undetermined Subject Oregon College of Education (OCE) Students Description Two Oregon College of Education students talking with Dr. John Minihan (later provosst and president) on the sidewalk near West House in 1985. Digital .jpg (300 dpi, pixel dimensions- width: 1076, height: 1500) Date 1985 Type Image; StillImage Identifier omeka/734 Rights Copyright Not Evaluated: As of 05/06/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3599 Title Campus Blood Drive, 1970s Creator Undetermined Subject Blood Drive Oregon College of Education (OCE) Students Description A student sitting in a desk in the College Center while a nurse checkes his blood presssure during a blood drive. Other students sit behind him waiting their turn. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1195) Date 1970~ Type Image; StillImage Identifier omeka/738 Rights Copyright Not Evaluated: As of 05/06/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3598 Title WWII Veterans Creator Undetermined Subject Oregon College of Education (OCE) Students Veterans WWII Description World War II Veterans standing outside of the Administration Building in the late 1940s. Digital .jpg (300 dpi, pixel dimensions- width: 1073, height- 1500) Date 1940~ Type Image; StillImage Identifier omeka/739 Rights Copyright Not Evaluated: As of 05/06/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3596 Title Todd Hall Hallway Party Creator Undetermined Subject Buildings Oregon College of Education (OCE) Students Todd Hall Description Students from the 1970s gathered in a hallway of Todd Hall to have a hallway party. Built in 1913, Todd Hall was used as a women's dormitory until the 1970s, when it began housing the Teaching Research Division of the State System of Higher Education. Digital .jpg (300 dpi, pixel dimensions- width: 1210, height: 1500) Date 1970~ Type Image; StillImage Identifier omeka/741 Rights Copyright Not Evaluated: As of 05/06/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3594 Title Student Using Technology Creator Undetermined Subject Oregon College of Education (OCE) Students Technology Description A student sitting at a desk and using a reel-to-reel audio recorder in the late 1960s/early 1970s. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1161) Date 1960/1970 Type Image; StillImage Identifier omeka/743 Rights Copyright Not Evaluated: As of 05/05/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3593 Title Campus Elementary School Snow Day Creator Undetermined Subject Campus Elementary School (CES) Elementary Children Snow on Campus Description Two elementary students from the Campus Elementary School (now ITC) playing in the snow. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1500) Date 1950/1960 Type Image; StillImage Identifier omeka/744 Rights Copyright Not Evaluated: As of 05/05/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3591 Title Math Class, 1945 Creator Undetermined Subject Math Class Oregon College of Education (OCE) Students Description A 1945 math class gathered around a chalk board and a mathematical sphere teaching tool, learning trigonometry. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 900) Date 1945 Type Image; StillImage Identifier omeka/746 Rights Copyright Not Evaluated: As of 05/05/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3589 Title Student Playing Pac Man Creator Undetermined Subject College Center Students Description Student, Bruce Cagle in the campus arcade in the early 1980s, playing the game Pac Man. The arcade, called Levi's, was housed in the first floor of the college center. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1031) Date 1980~ Type Image; StillImage Identifier omeka/748 Rights Copyright Not Evaluated: As of 05/05/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3588 Title Delphian Literary Society Officers Creator Undetermined Subject Clubs and Societies Delphians Literary Society Oregon Normal School (ONS) Students Description One of the university's literary societies, the Delphians, circa the 1920s. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1279) Date 1921 Type Image; StillImage Identifier omeka/749 Rights No Copyright - United States: As of 05/05/2020, Hamersly Library believes this item is free of copyright under the laws of the United States. http://rightsstatements.org/vocab/NoC-US/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3567 Title Student Sunbathing, 1970s Creator Undetermined Subject Oregon College of Education (OCE) Students Description A student from the Oregon College of Education laying on their notebook in the sun. Digital .jpg (300 dpi, pixel dimensions- width: 1202, height: 1500) Date 1970~ Type Image; StillImage Identifier omeka/750 Rights Copyright Not Evaluated: As of 05/05/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3566 Title Studying in the Sunshine, 1970s Creator Undetermined Subject Oregon College of Education (OCE) Students Description A student from the Oregon College of Education in the sun, laying on the grass and studying. Digital .jpg (300 dpi, pixel dimensions- width: 2136, height: 1500) Date 1970~ Type Image; StillImage Identifier omeka/751 Rights Copyright Not Evaluated: As of 05/05/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3564 Title Lamron Newspaper Picnic, 1940s Creator Undetermined Subject Lamron Oregon College of Education (OCE) Student Newspaper Students Description The staff of the OCE student newspaper, The Lamron, posing during a staff picnic in Dallas, OR in the 1940s. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1087) Date 1940~ Type Image; StillImage Identifier omeka/753 Rights Copyright Not Evaluated: As of 05/05/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Dallas -- Url https://wou.omeka.net/s/repository/item/3563 Title Students Talking in Class Creator Undetermined Subject Students Western Oregon State College (WOSC) Description Students from Western Oregon State College talking while in class in the 1980s. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1142) Date 1980~ Type Image; StillImage Identifier omeka/754 Rights Copyright Not Evaluated: As of 05/05/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3561 Title Safe Zone First Birthday Cake Creator Undetermined Subject Safe Zone Students Western Oregon University (WOU) Description The Western Oregon University Safe Zone was founded in 2006 as a way of forming an ally network of students, faculty, and staff who are devoted to creating a safe space on the WOU campus for the LGBT+ community. This cake was used to celebrate Safe Zone's first birthday in 2007. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1123) Date 2007 Type Image; StillImage Identifier omeka/756 Rights Copyright Not Evaluated: As of 05/05/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3560 Title Group Costume Photo, May Day Creator Undetermined Subject May Day Students Description Pictured is a group photo during May Day, wherein students are dressed in various costumes for performances. May Day was an annual celebration at the university. The festivities included vaudeville performances, dances, plays, song or athletic competitions, amongst other activities. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 891) Date 1920~ Type Image; StillImage Identifier omeka/757 Rights No Copyright - United States: As of 05/05/2020, Hamersly Library believes this item is free of copyright under the laws of the United States. http://rightsstatements.org/vocab/NoC-US/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3559 Title International Night, Hawaiian Club Creator Undetermined Subject Clubs and Societies Hawaiian Club International Night Oregon College of Education (OCE) Description Hawaiian Club members share their culture with students on International Night, circa the 1970s. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1220) Date 1970~ Type Image; StillImage Identifier omeka/758 Rights Copyright Not Evaluated: As of 05/05/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3558 Title Mazama Club, Mt. Hood Hike in the 1890s Creator Undetermined Subject Clubs and Societies Mazama Club Mt. Hood Oregon State Normal School (OSNS) Students Description Three members of the Oregon State Normal School Mazama Club at Government Camp get ready to hike Mt. Hood, circa 1890. Digital .jpg (300 dpi, pixel dimensions- width: 1025, height: 1500) Date 1890~ Type Image; StillImage Identifier omeka/759 Rights No Copyright - United States: As of 05/05/2020, Hamersly Library believes this item is free of copyright under the laws of the United States. http://rightsstatements.org/vocab/NoC-US/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3557 Title Student Waterfight Creator Undetermined Subject Oregon College of Education (OCE) Students Description Two students from the Oregon College of Education partake in a waterfight near the quad dormitories in the 1970s. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1234) Date 1970~ Type Image; StillImage Identifier omeka/760 Rights Copyright Not Evaluated: As of 05/05/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3556 Title Summer Concert Series, 1970s Creator Undetermined Subject Buildings Edgar H. Smith Music Hall Oregon College of Education (OCE) Students Description The Smith Hall music building used to have outside concerts. In this photo, students are gathered on the lawn to the West of the building for an outside concert circa the 1970s. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1238) Date 1970~ Type Image; StillImage Identifier omeka/761 Rights Copyright Not Evaluated: As of 05/05/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3555 Title "Queen's Masque" Play, May Day 1916 Creator Undetermined Subject May Day Students Description A group photo from the senior class play "Queen's Masque", performed on a June 13th May Day. The writing on the side of the photo reads "Senior Class Play. Tuesday June 13, 'Queen's Masque,'", the writing on the top of the photo reads, "Garland Bearess in Class Play," the writing on the bottom of the photo reads, "Mrs. Root- Edna Galbreath Miss McGacken Neva Bruns- Vera Tracey- Stella Ongraham." Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 663) Date 1916 Type Image; StillImage Identifier omeka/762 Rights No Copyright - United States: As of 05/05/2020, Hamersly Library believes this item is free of copyright under the laws of the United States. http://rightsstatements.org/vocab/NoC-US/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3552 Title Campbell Hall Library Creator Undetermined Subject Buildings Campbell Hall Library Description Students studying in the Campbell Hall library. The library was located in Campbell Hall until the 1951 construction of a new library building, now APSC. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1034) Date 1940~ Type Image; StillImage Identifier omeka/765 Rights Copyright Not Evaluated: As of 05/05/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3550 Title Valentine Dance Card from the 1925 Junior Formal Creator Undetermined Subject Dance Card Oregon Normal School (ONS) Social Dance Students Description In the earlier days of the university, formal dances were a popular social activity. Dance cards were used as a way for girls to keep track of who they were dancing with, and for boys to monopolize their favorite girl. Digital .jpg (300 dpi, pixel dimensions- width: 1086, height: 1500) Date 1925 Type Image; StillImage Identifier omeka/767 Rights Copyright Not Evaluated: As of 05/05/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3526 Title 1984 Homecoming attendant with escort Creator Undetermined Subject Homecoming Students Western Oregon State College (WOSC) Description Close up shot of a man and woman standing arm in arm. View of the Old physical education building is behind. Date 1984 Type Image; StillImage Identifier omeka/771 Rights Copyright Not Evaluated: As of 05/05/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3525 Title 1962 Homecoming Queen, Joan Irwin Creator Undetermined Subject Homecoming Oregon College of Education (OCE) Students Description Joan Irwin, the 1962 Homecoming Queen at the Oregon College of Education. Date 1962 Type Image; StillImage Identifier omeka/772 Rights Copyright Not Evaluated: As of 05/05/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3524 Title 1962 Homecoming Court posing in front of the College Center Creator Undetermined Subject Homecoming Oregon College of Education (OCE) Students Description The 1962 Homecoming Court for the Oregon College of Education, standing outside of the college center. Pictured left to right: Bev Borkgren, Karen Rose, Tami McEntee, Joan Irwin Date 1962 Type Image; StillImage Identifier omeka/773 Rights Copyright Not Evaluated: As of 05/05/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3523 Title 1962 Homecoming Court in front of the College Center Creator Undetermined Subject Homecoming Oregon College of Education (OCE) Students Description The 1962 Homecoming Court for the Oregon College of Education, standing outside of the college center. Pictured left to right, top to bottom: Bev Borkgren, Karen Rose, Tami McEntee, Joan Irwin Date 1962 Type Image; StillImage Identifier omeka/774 Rights Copyright Not Evaluated: As of 05/05/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3520 Title 1972 Homecoming Court Creator Undetermined Subject Homecoming Oregon College of Education (OCE) Students Description Eleven Women pose by the Pergola Back Row (left to right): Janet Wetzler, Butler Hall; Kenda Wilfong (off Campus); Cindy Edwards (Off Campus); Nancy Richards, queen (Off Campus); Phyllis Guile (Commuter); Jeanne Whiteaker, crown princess (Landers Women). Front Row (left to right): Annie Crego (Barnum Hall); Karen Lloyd, crown princess (Off Campus); Jill LeMert (Gentle Hall); Pam Pierce (Landers Hall); Margie Stred (Arbothnot Hall). Date 1972 Type Image; StillImage Identifier omeka/777 Rights Copyright Not Evaluated: As of 05/05/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3519 Title 1983 Homecoming Queen, Lisa Runyon Creator Undetermined Subject Homecoming Oregon College of Education (OCE) Students Description 1983 Homecoming queen, Lisa Runyon, getting crowned by the former homecoming queen. Date 1983 Type Image; StillImage Identifier omeka/778 Rights Copyright Not Evaluated: As of 05/05/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3518 Title Married Graduates, 2003 Creator Undetermined Subject Couples Students Western Oregon University (WOU) Description Married graduates, Joshua Clift and Shelley Dietrick, from the 2003 graduating class of Western Oregon University. Digital .jpg (300 dpi, pixel dimensions- width: 1024, height:1500) Date 2003 Type Image; StillImage Identifier omeka/779 Rights Copyright Not Evaluated: As of 05/05/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3517 Title Students with Technology, Projection Creator Undetermined Subject Classroom Oregon College of Education (OCE) Students Description Students in class observing a projection video. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1202) Date 1970~ Type Image; StillImage Identifier omeka/780 Rights Copyright Not Evaluated: As of 05/05/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3516 Title Graduating Class, 1888 Creator Undetermined Subject Buildings Campbell Hall Class Gifts Giant Sequoia Graduation Oregon State Normal School (OSNS) Students Description The 1888 graduating class of Oregon State Normal School standing in front of Campbell Hall. Of note is the small tree on the left, the class gift of 1887, which is now the Giant Sequoia in front of Campbell Hall. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1214) Date 1888 Type Image; StillImage Identifier omeka/781 Rights No Copyright - United States: As of 05/05/2020, Hamersly Library believes this item is free of copyright under the laws of the United States. http://rightsstatements.org/vocab/NoC-US/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3515 Title Class Presentation Creator Undetermined Subject Bellamy Hall (HSS) Classroom Oregon College of Education (OCE) Students Description A class presentation in the Humanities and Social Sciences Building, now known as Bellamy Hall. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1180) Date 1970~ Type Image; StillImage Identifier omeka/782 Rights Copyright Not Evaluated: As of 05/05/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3513 Title Science Student with Beaker Creator Undetermined Subject Classroom Science Lab Students Western Oregon State College (WOSC) Description A student in the Natural Science building measuring the weight of a liquid in a science lab class, circa 1980s. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1136) Date 1980~ Type Image; StillImage Identifier omeka/784 Rights Copyright Not Evaluated: As of 05/05/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3512 Title Individual Study Devices Creator Undetermined Subject Oregon College of Education (OCE) Students Technology Description Students in the language listening lab in the basement of the library (now Academic Programs and Student Services building) individual study devices. Digital .jpg (300 dpi, pixel dimensions- width: 1232, height:1500) Date 1970~ Type Image; StillImage Identifier omeka/785 Rights Copyright Not Evaluated: As of 05/05/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3511 Title Joe and Margaret Hall Creator Undetermined Subject Couples Oregon College of Education (OCE) Students Description Joe Hall and Margaret (Gentle) Hall standing by Todd Hall during a pep rally. Margaret Gentle Hall is the daughter of Thomas Gentle — first director of the Training School. The Gentle's are also the namesake for Gentle Hall and the donors of Gentle House. Digital .jpg (300 dpi, pixel dimensions- width: 1048, height:1500) Date 1940~ Type Image; StillImage Identifier omeka/786 Rights Copyright Not Evaluated: As of 05/05/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3510 Title Stretching Student Creator Undetermined Subject Oregon College of Education (OCE) Students Description Joe Hall in his basketball uniform posing by the Old Physical Education building with the old grove in the background. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1006) Date 1940~ Type Image; StillImage Identifier omeka/787 Rights Copyright Not Evaluated: As of 05/05/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3509 Title Rosalie Mason-Oatman, Birthday Creator Undetermined Subject Oregon Normal School (ONS) Students Description Rosalie Mason-Oatman, an Oregon Normal School (now Western Oregon University) graduate in the class of 1927, at her 100th birthday celebration. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1125) Date 2007 Type Image; StillImage Identifier omeka/788 Rights Copyright Not Evaluated: As of 05/05/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3508 Title Student Waterfight Creator Undetermined Subject Oregon College of Education (OCE) Students Description Students from the 1970s having a waterfight near New PE. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1258) Date 1970~ Type Image; StillImage Identifier omeka/789 Rights Copyright Not Evaluated: As of 05/05/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3487 Title Student Couples Creator Undetermined Subject Couples Oregon Normal School (ONS) Students Description A photograph from the 'Campus Snaps' collage in the 1937 Norm, the college yearbook. No names provided in the caption. Digital .jpg (300 dpi, pixel dimensions- width: 1015, height:1500) Date 1937 Type Image; StillImage Identifier omeka/790 Rights Copyright Not Evaluated: As of 05/05/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3486 Title Student Couples Creator Undetermined Subject Couples Oregon Normal School (ONS) Students Description A photograph from the 'Campus Snaps' collage in the 1937 Norm, the college yearbook. No names provided in the caption. Digital .jpg (300 dpi, pixel dimensions- width: 802, height:1500) Date 1937 Type Image; StillImage Identifier omeka/791 Rights Copyright Not Evaluated: As of 05/05/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3485 Title Student Couples Creator Undetermined Subject Couples Oregon Normal School (ONS) Students Description A photograph from the 'Campus Snaps' collage in the 1937 Norm, the college yearbook. No names provided in the caption. Digital .jpg (300 dpi, pixel dimensions- width: 999, height:1500) Date 1937 Type Image; StillImage Identifier omeka/792 Rights Copyright Not Evaluated: As of 05/05/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3484 Title Students in Campus Garden Creator Undetermined Subject Oregon College of Education (OCE) Students Description Two students, Betty and Dale, standing in front of a campus garden. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1333) Date 1940~ Type Image; StillImage Identifier omeka/793 Rights Copyright Not Evaluated: As of 05/05/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3483 Title Beach Students Creator Undetermined Subject Oregon College of Education (OCE) Students Description Students from the 1940s wading through shallow water at the beach. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1043) Date 1940~ Type Image; StillImage Identifier omeka/794 Rights Copyright Not Evaluated: As of 05/05/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Lincoln County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3482 Title Graduating Class, 1876 Creator Undetermined Subject Christian College (CC) Graduation Students Description Members of the 1876 graduating class of Christian College in hand-tinted photograph. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1178) Date 1876 Type Image; StillImage Identifier omeka/795 Rights No Copyright - United States: As of 05/01/2020, Hamersly Library believes this item is free of copyright under the laws of the United States. http://rightsstatements.org/vocab/NoC-US/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3481 Title Student Picnic Creator Undetermined Subject Oregon College of Education (OCE) Students Description Female students outside during a picnic in the 1940s. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1270) Date 1940~ Type Image; StillImage Identifier omeka/796 Rights Copyright Not Evaluated: As of 05/01/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3480 Title Students Sunbathing Creator Undetermined Subject Buildings Oregon College of Education (OCE) Students Todd Hall Description Students sunbathing in the backyard of Todd Hall, circa 1940. Todd Hall was used as a dormitorty for female students until the mid-1960s. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1155) Date 1940~ Type Image; StillImage Identifier omeka/797 Rights Copyright Not Evaluated: As of 05/01/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3479 Title Student Waterfight Creator Undetermined Subject Oregon College of Education (OCE) Students Description Students engaging in a water fight near the New Physical Education building, circa 1970. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1186) Date 1970~ Type Image; StillImage Identifier omeka/798 Rights Copyright Not Evaluated: As of 05/01/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3478 Title Student with Fire Hydrant Creator Undetermined Subject Oregon College of Education (OCE) Students Description A student standing next to a fire hydrant behind the College Elementary School, (now known as the Information Technology Building.) Digital .jpg (300 dpi, pixel dimensions- width: 1031, height:1500) Date 1940~ Type Image; StillImage Identifier omeka/799 Rights Copyright Not Evaluated: As of 05/01/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3477 Title Rally Squad Practice Creator Undetermined Subject Students Western Oregon State College (WOSC) Description The rally squad practicing outside of New PE building in the 1980s. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1037) Date 1980~ Type Image; StillImage Identifier omeka/800 Rights Copyright Not Evaluated: As of 05/01/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3476 Title Students at the Beach Creator Undetermined Subject Beach Trip Oregon College of Education (OCE) Students Description Students playing around on in the sand at the beach, circa 1940. Beach combers and ocean waves in the background. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1222) Date 1940~ Type Image; StillImage Identifier omeka/801 Rights Copyright Not Evaluated: As of 05/01/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Lincoln County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3475 Title Talent Show Dancers, Can-Can Creator Undetermined Subject Oregon College of Education (OCE) Students Description Five students performing the can-can at a 1970s talent show. Talent shows are often performed at the university during new student week events. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1212) Date 1970~ Type Image; StillImage Identifier omeka/802 Rights Copyright Not Evaluated: As of 05/01/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3474 Title Todd Hall Tubbing Creator Undetermined Subject Buildings Oregon College of Education (OCE) Students Todd Hall Description A student from the 1970s after getting "tubbed" in the Todd Hall dormitory. Tubbing was an event that occurred when a woman got engaged — her friends would drag her in a bathtub and douse her with cold water. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1289) Date 1970~ Type Image; StillImage Identifier omeka/803 Rights Copyright Not Evaluated: As of 05/01/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3473 Title Todd Hall Tubbing Creator Undetermined Subject Buildings Oregon College of Education (OCE) Students Todd Hall Description A student from the 1970s getting "tubbed" in the Todd Hall dormitory. Tubbing was an event that occurred when a woman got engaged — her friends would drag her into a bathtub and poor cold water on top of her. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1500) Date 1970~ Type Image; StillImage Identifier omeka/804 Rights Copyright Not Evaluated: As of 05/01/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3472 Title Todd Hall Officer Creator Undetermined Subject Buildings Oregon College of Education (OCE) Students Todd Hall Description A student in the early 1970s being instated as a Todd Hall officer. Todd Hall was used as a women's dormitory until the late 1970s. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1462) Date 1970~ Type Image; StillImage Identifier omeka/805 Rights Copyright Not Evaluated: As of 05/01/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3471 Title V-J Day Parade Creator Undetermined Subject Bell Oregon College of Education (OCE) Students V-J Day Description Students ringing a bell on V-J Day, August 14, 1945. Victory over Japan Day (V-J Day) marked the day that Imperial Japan surrendered from WWII. When hearing the news, students placed the bell used to signify a winning foorball game on the back of a truck and rode about town ringing the bell. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1174) Date 1945 Type Image; StillImage Identifier omeka/806 Rights Copyright Not Evaluated: As of 05/01/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3470 Title Jack Morton, 1967 Creator Undetermined Subject Oregon College of Education (OCE) Description Profile shot of Jack Morton, Dean of Students Date 1967 Type Image; StillImage Identifier omeka/807 Rights Copyright Not Evaluated: As of 05/01/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3469 Title Jack Morton, 1969 Creator Undetermined Subject Oregon College of Education (OCE) Description Headshot of Jack Morton, Dean of Students, in 1969 Date 1969 Type Image; StillImage Identifier omeka/808 Rights Copyright Not Evaluated: As of 05/01/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3447 Title Jack Morton, 1964 Creator Undetermined Subject Oregon College of Education (OCE) Description Jack Morton sits at a desk while smiling and looking to the right. A caption to the left reads, "Working closely with the OCE students has been very rewarding to me. Your enthusiasm is unsurpassed; your spirit of cooperation is excellent; your pride in your Alma Mater has reached an all-time high level. OCE faces a very bright future--this future is due in large part to your attitudes and accomplishments. -Jack D. Morton, Dean of Students" Date 1964 Type Image; StillImage Identifier omeka/810 Rights Copyright Not Evaluated: As of 05/01/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3444 Title 1983 Homecoming Court in the stadium Creator Undetermined Subject Homecoming Students Western Oregon State College (WOSC) Description The 1983 homecoming court sits in the stadium bleachers with other spectators sitting behind. Date 1983 Type Image; StillImage Identifier omeka/813 Rights Copyright Not Evaluated: As of 05/01/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3443 Title 1983 Queen Lisa Runyon with escort Brian Boquist Creator Undetermined Subject Homecoming Students Western Oregon State College (WOSC) Description Homecoming Queen Lisa Runyon stands next to a car with escort, Brian Boquist Date 1983 Type Image; StillImage Identifier omeka/814 Rights Copyright Not Evaluated: As of 05/01/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3442 Title 1983 Homecoming Queen, Lisa Runyon with attendant, Linda Roth Creator Undetermined Subject Homecoming Students Western Oregon State College (WOSC) Description Homecoming Queen, Lisa Runyon bends down and looks up towards attendant, Linda Roth. Date 1983 Type Image; StillImage Identifier omeka/815 Rights Copyright Not Evaluated: As of 05/01/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3441 Title Stacking the Homecoming Bonfire, date unknown Creator Undetermined Subject Bonfire Homecoming Students Description A group of people stack wood and miscellaneous materials into a large pile Date 19uu Type Image; StillImage Identifier omeka/816 Rights Copyright Not Evaluated: As of 05/01/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3440 Title 1984 Homecoming Queen, Linda Roth Creator Undetermined Subject Homecoming Students Western Oregon State College (WOSC) Description Homecoming Queen, Linda Roth, smiles while wearing a tiara behind a bouquet of flowers. Date 1984 Type Image; StillImage Identifier omeka/817 Rights Copyright Not Evaluated: As of 05/01/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3439 Title Homecoming 1984, Hitomi Shibata with court Creator Undetermined Subject Homecoming Students Western Oregon State College (WOSC) Description Homecoming 1984, Hitomi Shibata (crowned princess) with escort Greg Pohll and Linda Roth (queen) with escort Brian Boquist. A view of the old physical education building is in the background. Date 1984 Type Image; StillImage Identifier omeka/818 Rights Copyright Not Evaluated: As of 05/01/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3436 Title 1984 Homecoming Queen, Linda Roth, Receiving the Official Robe Creator Undetermined Subject Homecoming Students Western Oregon State College (WOSC) Description 1984 Homecoming Queen, Linda Roth Receiving the Official Robe from former queen, Lisa Runyon with escorts Brian Boquist and Erick Swenson. Date 1984 Type Image; StillImage Identifier omeka/821 Rights Copyright Not Evaluated: As of 05/01/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3434 Title 1984 Homecoming crowned princess, Hitomi Shibata and escort, Greg Pohll Creator Undetermined Subject Homecoming Students Western Oregon State College (WOSC) Description Homecoming Queen, Hitomi Shibata, stands cradling a bouquet next to escort, Greg Pohll, as he looks at her. Date 1984 Type Image; StillImage Identifier omeka/823 Rights Copyright Not Evaluated: As of 05/01/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3432 Title 1984 Homecoming Princess Creator Undetermined Subject Homecoming Students Western Oregon State College (WOSC) Description A homecoming princess looks to the side with view of a parking lot behind. Date 1984 Type Image; StillImage Identifier omeka/825 Rights Copyright Not Evaluated: As of 05/01/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3430 Title 1984 Homecoming Queen, Linda Roth with escort Eric Swenson Creator Undetermined Subject Homecoming Students Western Oregon State College (WOSC) Description Homecoming Queen, Linda Roth walks with a cape and is cradling a bouquet with escort, Eric Swenson, following behind. Lisa Runyon with escort Brian Boquist is standing behind in partial view. Date 1984 Type Image; StillImage Identifier omeka/827 Rights Copyright Not Evaluated: As of 05/01/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3429 Title 1984 Homecoming Queen, Linda Roth Before Crowning Creator Undetermined Subject Homecoming Students Western Oregon State College (WOSC) Description Homecoming Queen, Linda Roth, smiles towards the camera before being crowned. The stadium bleachers are seen behind. Date 1984 Type Image; StillImage Identifier omeka/828 Rights Copyright Not Evaluated: As of 05/01/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3428 Title 1984 Homecoming Queen, Linda Roth Creator Undetermined Subject Homecoming Students Western Oregon State College (WOSC) Description Homecoming queen, Linda Roth, sits in a car holding a bouquet while wearing a tiara. Taken from outside the car window. Date 1984 Type Image; StillImage Identifier omeka/829 Rights Copyright Not Evaluated: As of 05/01/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3407 Title 1984 Homecoming, Fans in the Stands Creator Undetermined Subject Homecoming Students Western Oregon State College (WOSC) Description People sit and stand in the stadium bleachers while looking towards the field. Partial view of Linda Roth on the bottom wearing a tiara. Date 1984 Type Image; StillImage Identifier omeka/830 Rights Copyright Not Evaluated: As of 05/01/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3406 Title 1984 Homecoming Princess Christy Creator Undetermined Subject Homecoming Students Western Oregon State College (WOSC) Description Homecoming princess, Christy, smiles towards the camera with her escort. The bleachers are seen behind them. Date 1984 Type Image; StillImage Identifier omeka/831 Rights Copyright Not Evaluated: As of 05/01/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3405 Title WOSC Mascot cheers with cheerleaders Creator Undetermined Subject Cheerleaders Mascot Students The Grove Waldo Wolves Yearbook Description WOSC Waldo Wolf claps while wearing number 00 Jersey with three of the cheerleaders in view: one laughing, one smiling, and another looking the opposite way. From the Grove yearbook, 1987, page 27. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1229) Date 1987 Type Image; StillImage Identifier omeka/832 Rights Copyright Not Evaluated: As of 05/01/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3403 Title 1984 Homecoming Crowning of Princess Hitomi Shibata with her escort Greg Pohll Creator Undetermined Subject Homecoming Students Western Oregon State College (WOSC) Description Homecoming princess, Hitomi Shibata, being crowned by Lisa Runyon. Her escort, Greg Pohll looks towards her with a smile. Date 1984 Type Image; StillImage Identifier omeka/834 Rights Copyright Not Evaluated: As of 05/01/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3400 Title 1985 Homecoming Princess with Escort under Umbrella Creator Undetermined Subject Homecoming Students Western Oregon State College (WOSC) Description A homecoming princess sits with her escort underneath an umbrella. Other homecoming court members are seen behind. Date 1985-10-19 Type Image; Stillimage Identifier omeka/837 Rights Copyright Not Evaluated (CNE) The copyright and related rights status of this item have not been evaluated. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3398 Title 1985 Homecoming Princess with Escort Creator Undetermined Subject Homecoming Students Western Oregon State College (WOSC) Description Homecoming princess with her escort. There is partial view of Maple Hall behind. Date 1985 Type Image; StillImage Identifier omeka/839 Rights Copyright Not Evaluated: As of 05/01/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3397 Title 1985 Homecoming Princess with Escort Sitting in Stadium Bleachers Creator Undetermined Subject Homecoming Students Western Oregon State College (WOSC) Description Homecoming Princess and Escort from the Homecoming Court sits in stadium bleachers Date 10/19/1985 Type Image; StillImage Identifier omeka/840 Rights Copyright Not Evaluated: As of 05/01/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3393 Title 1984 Homecoming Princess Lisa with Dr. Jim Mienert Creator Undetermined Subject Homecoming Students Western Oregon State College (WOSC) Description Homecoming Princess, Lisa, walking with her escort Dr. Jim Mienert. Partial view of the Old Physical Education Building behind them. Date 1984 Type Image; StillImage Identifier omeka/844 Rights Copyright Not Evaluated: As of 05/01/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3390 Title 2016 Wolfie with Homecoming Royalty Creator Undetermined Subject Homecoming Homecoming Court Students Wolfie Wolves Description Wolfie standing on the track between the 2016 Homecoming Royalty; Nolan and Aleisha with partial view of the bleachers behind them. Photo courtesy of the Student Activities Board off the Orgsync website. Digital .jpg (300 dpi, pixel dimensions- width: 1199, height:1500) Date 2016 Type Image; StillImage Identifier omeka/847 Rights Copyright Not Evaluated: As of 04/30/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3355 Title 1998 Mascot with Graduating Seniors Creator Undetermined Subject Mascot Students Waldo Western Oregon University (WOU) Wolfie WOU Alumni News Description Mascot sits at table in between seniors at the Senior Send off for Class of 1998. WOU Alumni News, 1998, page 9. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1015) Date 1998 Type Image; StillImage Identifier omeka/863 Rights Copyright Not Evaluated: As of 04/30/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3353 Title 1998 Mascot Gives Student Balloon and Award Creator Terra Kalmbach Subject Mascot Student Newspaper Students The Summit Werner University Center (WUC) Western Oregon University (WOU) Western Star Wolfie Description Waldo hands an award and balloon to student, Taryn Carvelli for naming the new dining room "The Summit". A view of the Wolf Grill is in the distance. Caption, " 'Wolfie,' Western's mascot, awards Taryn Carvelli with the prize for her winning entry." Western Star, May 22, 1998, page 1. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1159) Date 1998-05-22 Type Image; StillImage Identifier omeka/865 Rights Copyright Not Evaluated: As of 04/30/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3326 Title Wolfie With Student at New Student Week 2006 Creator Aaron Worley Subject Mascot New Student Week Student Newspaper The Journal Western Oregon University (WOU) Wolfie Wolves Description Wolfie wearing a white sweatband and grey wolves t-shirt poses with student who is holding up a '1' hand sign during New Student Week in 2006. Caption, "Wolfie attended New Student Week events and bonded with new students." The Journal, September 27, 2006, page 1. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1457) Date 2006-09-27 Type Image; StillImage Identifier omeka/872 Rights Copyright Not Evaluated: As of 04/30/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3318 Title 1929 Norm Image of Coach Larry Wolfe with Quote Creator Undetermined Subject Larry Wolfe Mascot The Norm Yearbook Description Portrait Image of Coach Larry Wolfe with a quote from him underneath. "I believe we can look with a great deal of confidence to the future of athletics in The Oregon Normal School. A splendid spirit of cooperation and sportsmanship has been shown by the teams this year. A whole-hearted support has been given the teams by the faculty, student body, and town. The unity of cooperation and spirit thus developed cannot help but build winning teams and these will build tradition, of which present, as well as future Oregon Normal Students can be proud. The Norm, 1929, page 135. Digital .jpg (300 dpi, pixel dimensions- width: 1043, height:1500) Date 1929 Type Image; StillImage Identifier omeka/881 Rights Copyright Not Evaluated: As of 04/30/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3317 Title "What Shall We Call Them" Article Creator Undetermined Subject Oregon Normal School (ONS) Wolves Description "What Shall we Call Them?" article asking students to start for ideas of what to name the school mascot. The Lamron, October 9, 1928, page 1. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1349) Date 1928-10-09 Type Image; StillImage Identifier omeka/883 Rights Copyright Not Evaluated: As of 04/30/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3312 Title Student Sue Butcher rides Stuffed Wolf Mascot Creator Undetermined Subject Mascot Students Stuffed Wolf The Grove Waldo Yearbook Description Student Sue Butcher, Executive Council Secretary straddles the stuffed wolf mascot on the cart and rides it to her weekly meeting. The Grove, 1971, page 147. Digital .jpg (300 dpi, pixel dimensions- width: 874, height:1500) Date 1971 Type Image; StillImage Identifier omeka/888 Rights Copyright Not Evaluated: As of 04/30/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3311 Title 1936 Basketball team with Wolves Jersey Creator Undetermined Subject Basketball Sports Students The Norm Wolves Yearbook Description Group photograph of the 1936 Basketball team wearing 'Wolves' Jerseys. The Norm, 1936, page 80. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:771) Date 1936 Type Image; StillImage Identifier omeka/889 Rights Copyright Not Evaluated: As of 04/30/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3307 Title 1937 Track Team Group Picture Creator Undetermined Subject Oregon Normal School (ONS) Sports Students The Norm Track and Field Wolves Yearbook Description Group photograph of the 1937 Track Team wearing "Wolves' Jerseys. The Norm, 1937, page 80. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:785) Date 1937 Type Image; StillImage Identifier omeka/893 Rights Copyright Not Evaluated: As of 04/30/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3281 Title 1948 Group Picture of the Wolf Knights Creator Undetermined Subject Clubs and Societies Oregon College of Education (OCE) Students The Grove Wolf Wolf Knights Wolves Yearbook Description A group picture of the Wolf Knights with a wolf emblem on their uniform sweater. The Grove, 1948, page 55. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:779) Date 1948 Type Image; StillImage Identifier omeka/899 Rights Copyright Not Evaluated: As of 04/30/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3277 Title Waldo's Den Invitation with OCE Wolf Illustration Creator Undetermined Subject Lamron2 Oregon College of Education (OCE) Student Newspaper Waldo Waldo's Den Wolf Description Waldo's Den Invitation with an illustration of a laughing wolf wearing a hat reading "OCE". The invitation says, "OCE Students Come Enjoy Waldo's Den Open 7p.m. to 11:45 p.m. Sun - Thurs, 7 p.m. to 1 a.m. Fri - Sat". Lamron2, October 18, 1973, page 9. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:987) Date 10/18/1973 Type Image; StillImage Identifier omeka/903 Rights Copyright Not Evaluated: As of 04/27/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3268 Title 1971 Stuffed Wolf Next to Student, Sandra Lorenzen Creator Undetermined Subject Mascot Students Stuffed Wolf Wolf Wolves Description Photograph of student Sandra Lorenzen next to the stuffed wolf mascot. The Grove, 1972, page 143. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1159) Date 1972 Type Image; StillImage Identifier omeka/912 Rights Copyright Not Evaluated: As of 04/27/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3234 Title Administration and Campus Elementary Buildings Creator Undetermined Subject Buildings Campus Elementary School (CES) Instructional Technology Center (ITC) Monmouth Avenue Roy E. Lieuallen Administration Building (AD) Description A view across Monmouth Avenue of the Campus Elementary School (now ITC) and the Administration (Now the Lieuallen) buildings from the roof to the Natural Science building. Students are walking between classes. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1233) Date 1970~ Type Image; StillImage Identifier omeka/1139 Rights Copyright Not Evaluated: As of 04/27/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3231 Title Pearl Heath with students Creator Undetermined Subject Faculty Oregon College of Education (OCE) Oregon Normal School (ONS) Pearl Heath Students Women of WOU Description Pearl Heath, an art instructor from 1926 to 1963 (ONS/OCE), helping students make art. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1074) Date 1926/1946 Type Image; StillImage Identifier omeka/1142 Rights Copyright Not Evaluated: As of 04/27/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3230 Title Pearl Heath with Campus Elementary School students Creator Undetermined Subject Faculty Monmouth Elementary School (MES) Oregon Normal School (ONS) Pearl Heath Students Women of WOU Description Pearl Heath making art with children from the Monmouth Elementary School. Before Heath began teaching at Oregon Normal School in 1926, she attended the school as a student. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1041) Date 1926~ Type Image; StillImage Identifier omeka/1143 Rights Copyright Not Evaluated: As of 04/27/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3229 Title Pearl Heath Creator Undetermined Subject Faculty Oregon College of Education (OCE) Pearl Health Women of WOU Description Pearl Heath posing outside of a car. Mrs. Heath is said to have always worn gloves, even when she was inside teaching. This image was first published in the 1943 edition of The Grove with a dedication in her honor. The dedication reads, "To Mrs. Pearl Heath, the Associated Students appreciatively dedicate the 1943 Grove. May the world one day see the beauty in life as she sees it. May it possess the sense of humor that she possesses. Then there will be war no more." The Grove, 1943, page 3. Digital .jpg (300 dpi, pixel dimensions- width: 1195, height:1500) Date 1943 Type Image; StillImage Identifier omeka/1144 Rights Copyright Not Evaluated: As of 04/27/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3194 Title Katherine Arbuthnot baking Creator Undetermined Subject Faculty Katherine Arbuthnot Oregon College of Education (OCE) Oregon Normal School (ONS) Women of WOU Description During her time at Oregon Normal School and Oregon College of Education, Katherine Arbuthnot was known for her devotion to her students. An article about her in the Statesmen Journal read, “At the very hour of her death on October 27, 1952, she was helping a student prepare an English paper for class at OCE.” Here she's seen baking a pie with a student. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1326) Date 1947-11-01 Type Image; StillImage Identifier omeka/1158 Rights Copyright Not Evaluated: As of 04/23/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3193 Title Sarah Knox, Frank Knox, Mary Campbell, David Campbell Creator Undetermined Subject Alumna Christian College (CC) Clubs and Societies Mary Stump Campbell Philosophean Sarah Churchill Students Women of WOU Description Sarah Knox (left) and her son Frank Knox (top); Mary Stump Campbell (right) and her son David Campbell (bottom). Both Sarah and Mary went to Christian College and graduated in 1871. While at Christian College, Mary was the president of the Philosophean Literary Society. Verso: "Sarah L. Knox 49 years old Frank Knox 10 years old Mary S. Campbell 48 years old David B. Campbell 8 years old Taken by Mr. Lewis June 1899 Monmouth Oregon Graduated in Christian College in 1871 and had their pictures taken together at that time, (Sarah Churchill, Mary Stump)" Digital .jpg (300 dpi, pixel dimensions- width: 1086, height: 1500) Date 1899-06 Type Image; StillImage Identifier omeka/1159 Rights No Copyright - United States: As of 04/23/2020, Hamersly Library believes this item is free of copyright under the laws of the United States http://rightsstatements.org/vocab/NoC-US/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3192 Title Cassie Stump and Ada Carlin Creator Undetermined Subject Alumna Cassie Stump Christian College (CC) Students Vespertine Society Women of WOU Description Cassie Stump (left) and Ada Carlin (right). Cassie Stump graduated from Christian College in 1875. While at Christian College, she founded the Vespertine Literary Society. In 1881, Miss Stump attended Wellesley College in Massachusetts where she befriended Ada Carlin. Digital .jpg (300 dpi, pixel dimensions- width: 953, height: 1500) Date 1881-02-07 Type Image; StillImage Identifier omeka/1161 Rights No Copyright - United States: As of 04/23/2020, Hamersly Library believes this item is free of copyright under the laws of the United States. http://rightsstatements.org/vocab/NoC-US/1.0/ Spatial Coverage United States--Massachusetts--Suffolk County--Boston -- Url https://wou.omeka.net/s/repository/item/3191 Title Laura Harris, 1903 Morning Oregonian Creator Undetermined Subject Alumna Christian College (CC) Laura Harris Students Suffrage Women of WOU Description Laura Harris, an alumna of Christian College, was a suffragist for the Oregon vote. In addition to her advocacy work, Mrs. Harris was involved in many clubs including the Eugene Lewis and Clark Club, where she help the office of president. This image is from the Morning Oregonion newspaper, retrieved from the Oregon Historical Newspaper Project. Caption: "Eugene, Dec. 14 —(Special.)— At the annual meeting of the Eugene Lewis and Clark Club, held at the home of the retiring president, Mrs. D. A. Paine, the following officers were elected for the ensuing year: President, Mrs. Laura Harris; first vice-president, Mrs. B. L. Bogart; second vice-president, Mrs. H. A. Mahon; secretary, Mrs. L. Quiner; treasurer, Mrs. J. W. Hobbs." Morning Oregonian, December 15, 1903, page 4 Digital .jpg (300 dpi, pixel dimensions- width: 1266, height: 1006) Date 1903-12-15 Type Image; StillImage Identifier omeka/1162 Rights No Copyright - United States: As of 04/23/2020, Hamersly Library believes this item is free of copyright under the laws of the United States. http://rightsstatements.org/vocab/NoC-US/1.0/ Spatial Coverage United States--Oregon--Lane County--Eugene -- Url https://wou.omeka.net/s/repository/item/3165 Title Darrel Davis Headshot 1954 Creator Undetermined Subject Alumni Darrel Davis Students Description 1954 Headshot of Darrel Davis from the student yearbook The Grove, 1954, page 28. Date 1954 Type Image; StillImage Identifier omeka/1607 Rights Copyright Not Evaluated: As of 04/23/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3164 Title Darrel Davis Receiving All American Award Creator Undetermined Subject All American Award Alumni Darrel Davis Students Description Darrel Davis receiving his All American Award while smiling towards the camera. A caption below reads, "This year's 'All American' was DARREL DAVIS, a Senior in Education from Independence, Oregon. He was presented by Staff and Key at their annual All American Formal. In addition to being an outstanding performer on our athletic teams, he served as president of Wolf Knights this year." From the student yearbook The Grove, 1955, page 49. Date 1955 Type Image; StillImage Identifier omeka/1609 Rights Copyright Not Evaluated: As of 04/23/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3161 Title Darrel Davis Shoots Basketball Creator Undetermined Subject Alumni Athletics Basketball Darrel Davis Students Description Darrel Davis shoots basketball towards net while opponents and team members look towards the ball. Bleachers full of spectators are seen behind. A caption below the image reads "Mouse Davis in the clear fires jumper for two against old rival Linfield" From the student yearbook The Grove, 1954, page 98. Date 1954 Type Image; StillImage Identifier omeka/1614 Rights Copyright Not Evaluated: As of 04/23/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3159 Title 1952 Baseball Team Group Photo Creator Undetermined Subject Athletics Baseball Darrel Davis Description A group picture of the 1951-52 Baseball team. From the students yearbook, The Grove, 1952, page 110. Date 1952 Type Image; StillImage Identifier omeka/1618 Rights Copyright Not Evaluated: As of 04/23/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3158 Title 1953 Baseball Group Photo Creator Undetermined Subject Athletics Baseball Darrel Davis Description Group Picture of the 1952-53 Baseball team. From the students yearbook, The Grove, 1953, page 90. Date 1953 Type Image; StillImage Identifier omeka/1619 Rights Copyright Not Evaluated: As of 04/23/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3157 Title 1953 Basketball Group Photo Creator Undetermined Subject Athletics Basketball Darrel Davis Description Group pictures of the 1952-53 Basketball team. From the students yearbook, The Grove, 1953, page 82. Date 1953 Type Image; StillImage Identifier omeka/1620 Rights Copyright Not Evaluated: As of 04/23/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3155 Title Outdoor Program Students Walk Along Ridge Creator Undetermined Subject Hiking Outdoor Program Description Outdoor Program Students walk along a ridge while holding onto a railing. ACC.RG.2015.023 Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1026) Date 1970/80 Type Image; StillImage Identifier omeka/1630 Rights Copyright Not Evaluated: As of 04/23/2020, the copyright for this item has not been investigated by Hamersly Library http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3154 Title Outdoor Program Students Hike Along Trail Creator Undetermined Subject Hiking Outdoor Program Description Outdoor Program Students walk along a hiking trail with view of fallen trees around them. ACC.RG.2015.023 Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1029) Date 1981 Type Image; StillImage Identifier omeka/1631 Rights Copyright Not Evaluated: As of 04/23/2020, the copyright for this item has not been investigated by Hamersly Library http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3153 Title Outdoor Program Students Walk Across River Creator Undetermined Subject Oregon College of Education (OCE) Outdoor Program Description Three people walk across river with large backpacks. View of a snowy mountain and large trees are seen behind. ACC.RG.2015.023 Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1062) Date 1975 Type Image; StillImage Identifier omeka/1632 Rights Copyright Not Evaluated: As of 04/23/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth --