Url https://wou.omeka.net/s/repository/item/12702 Title Inclusive approach for marginalized groups in the interpreting field Creator Kristeena Martinez Subject Education Other Languages Societies and Cultures deaf interpreters marginalized groups people of color cultural brokering intersectionality ethics Date 5/26/2017 Type Image; Moving Image; Text Identifier theses/35 Language sgn-US 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 There is little research on the marginalized groups in the interpreting profession. There is the need to gather data to discuss how we, marginalized groups, maintain our role boundaries through conflicts and stay adhered to ethics in our assignments. There is the need to assess whether ethnicity have impact on the work. There is little research on triggers of the marginalized groups and how we can maintain self care from vicarious trauma in the interpreting field. In order to assess the unique position of Deaf interpreters of color and other marginalized groups in the interpreting profession to find the best approach to identify, describe, and examine the ethical decision making by the marginalized groups and how they are impacted by these decisions. To provide a better understanding of Deaf interpreters of color and other marginalized groups and their approach to the interpreting field. Identifying ethical decisions makings to understand how we remain true to the Code of Professional Conduct that is established by Registry of Interpreters for the Deaf, Inc and how we remain professional when we face conflicts in our role boundaries. Date Available 5/26/2017 Degree Master of Arts in Interpreting Studies Note Amanda R. Smith, Erica West Oyedele, Rosemary Wanis Type thesis -- Url https://wou.omeka.net/s/repository/item/12701 Title Accessibility of static materials: A case study of a web-based examination Creator Sarah C Hafer Subject Language Interpretation and Translation Date 1/1/2018 Type Image;Moving Image;Text Identifier theses/50 Language sgn-US 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 A written abstract is unavailable for this video thesis. Date Available 4/9/2018 Degree Master of Arts in Interpreting Studies Note Amanda R. Smith, Kara Gournais, Berle E. Ross Type professional_project -- Url https://wou.omeka.net/s/repository/item/8511 Title 2021-04-27 (Western Howl) Creator Western Oregon University Subject Student newspapers Western Howl Western Oregon University Description Student newspaper includes campus, local and national news stories and photographs. Publisher Western Oregon University Date 4/27/2021 Type Text; Image; StillImage Identifier studentnewspapers/1052 Language eng Rights In Copyright. Western Oregon University Library has determined, as of 04/04/2022, this item is in copyright, which is held by Western Oregon University. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the editors of WOU’s student newspaper at howlmanagingeditor@mail.wou.edu http://rightsstatements.org/vocab/NoC-US/1.0/ Issue 24 Volume 3 -- Url https://wou.omeka.net/s/repository/item/6098 Title Man in Life Jacket Creator Alfred P. Maurice Subject Alfred P. Maurice Shipboard Drawings WWII Description Shipboard Drawings - WWII Drawings. Ink drawing of a man sitting on deck wearing a life jacket. Maurice.1724 Date 4/27/1905 Type Image; StillImage Identifier 1052 Rights In Copyright: 2017 -- Hamersly Library knows this item to be in copyright, which is held by Alfred P. Maurice. No permission is required from the rights-holder for educational uses. http://rightsstatements.org/vocab/InC-EDU/1.0/ Spatial Coverage Pacific Ocean -- Url https://wou.omeka.net/s/repository/item/4622 Title مترجمة : a case study of an Arabic/Jordanian sign language (liu) interpreter in Jordan Creator Erin Trine Subject Applied Linguistics Disability and Equity in Education Other International and Area Studies Social and Behavioral Sciences Special Education and Teaching signed language interpreting Jordan interpreting collectivist culture Arabic Date 6/6/2013 Type Text Identifier theses/10 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 languages have received increased recognition in recent years. Profound misconceptions about signed languages and signed language interpreting continue to be pervasive. Organizations such as the World Association of Sign Language Interpreters and the World Federation of the Deaf are working to advance the training of interpreters around the globe. The same resources are not available in every region. In this study the author reports on the experiences of an Arabic/Jordanian Sign Language (LIU) interpreter through a single case study exploring her reported experiences. The participant is an adult woman and experienced interpreter. Data regarding the participant’s experiences were gathered through a questionnaire, an interview, and notes taken during the interview. The data were classified into three categories: Interpersonal Relations, Interpreting Paradigms, and Professional Standards. Findings suggest multiple ways in which Arabic/LIU interpreting in Jordan is paralleling the course taken by American Sign Language (ASL)/English interpreting when developing as a profession in the United States. For example, very little education or training is currently available to LIU interpreters, though there is evidence of improvement underway, and most interpreters enter the field because of language fluency gained through a Deaf family member rather than through formal training. The author contends that additional research on the topic should be conducted to determine if the experiences reported here are common to interpreters throughout Jordan and recommendations are made for future research directions relating to Arabic/LIU interpreting and the Deaf community within Jordan. Date Available 6/10/2013 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda R. Smith, Marie Lejeune Type thesis -- Url https://wou.omeka.net/s/repository/item/4621 Title Writing with Purpose and Intent Creator Carmen Deol Subject Education scaffolding differentiation writing Date 6/7/2022 Type Text Identifier theses/186 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 Projects are presented in the Graduate level as a key component to the learning achieved within a given program. It is a crucial yet beneficial part to earning a Master’s degree because it exemplifies the hard work and dedication one decides to put forth. Specifically, in my Action Research Project, I have the opportunity to study myself as a primary specimen. My work will be reflected upon and used towards better teaching strategies and practices for the future. In this Action Research Project, I have covered topics such as scaffolding, differentiation, and writing taught as a process. Keywords: scaffolding, differentiation, writing Date Available 6/7/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays & Amy Bowden, Joseph Gomba Type action_research -- Url https://wou.omeka.net/s/repository/item/4620 Title Whole Child Philosophy Creator Bryce Peila Subject Education Health and Physical Education Education Physical Education Differentiation Whole Child Date 6/11/2021 Type Text; Image; StillImage Identifier theses/97 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 Whole child philosophy in physical education Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Jaclyn Caires-Hurley, Tim Mowery Type action_research -- Url https://wou.omeka.net/s/repository/item/4619 Title When there are no words: ASL/English interpreter practices with alingual and semi-lingual deaf immigrant children Creator Roselia M. Fichera-Lening Subject Education Other Languages Societies and Cultures Alingual children immigrants interpreting semilingual deaf Date 8/1/2016 Type Text Identifier theses/32 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 extend the current research on alingual deaf immigrant studies to include the American Sign Language (ASL)/ English interpreters who work with them. The investigation included questions: How does working with alingual deaf immigrant children affect the work practices of ASL/English interpreters? How does the documentation status of alingual deaf immigrant children affect the work practices of ASL/English interpreters? In what ways do collaborative practices with other interpreters or peer professionals impact the work practices of ASL/English interpreters working with alingual deaf immigrant children? Nineteen participants from across the United States completed a mixed method survey. Participants were ASL/English interpreters over the age of 18, all of whom had experience with alingual or semi-lingual immigrant deaf children. The online questionnaire was administered through interpreting social-media websites and collected data from working ASL/English interpreters who have experience with alingual and semi-lingual deaf immigrant children. The survey further gathered data on peer professional collaboration and if the rights of the alingual deaf immigrant child appeared to be influenced by documentation status. The main results support the following perceptions: that when ASL/English interpreters use their preparation time and are well prepared they perceive interprofessional collaboration as more useful. The data also support the conclusion that when ASL/English interpreters perceive that they are well prepared they perceive a higher level of collaboration (as ranked on Table 4), with other professionals as best when working with alingual or semi-lingual deaf immigrant children. There is a relationship between ASL/English interpreters’ perceptions of how useful it is to be well prepared for an interpreting assignment and perceptions of the usefulness of collaborations with peer interpreters. Data also support that when ASL/English interpreters collaborate they perceive that they are seen as useful to their peers when working with alingual or semilingual deaf immigrant children. Date Available 10/16/2016 Degree Master of Arts in Interpreting Studies Note Vicki Darden, Erin Trine, Patrick Graham Type thesis -- 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/4613 Title Video relay service interpreting: interpreters’ authority, agency, and autonomy in the process of ethical decision making Creator Kathleen C. Holcombe Subject Education Other Languages Societies and Cultures ASL American Sign Language video relay service demand control schema ethical decision making interpreting Date 12/12/2014 Type Text Identifier theses/16 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 accumulated literature on signed language interpreting implies that despite the emerging conceptualization of signed language interpreting as a practice profession applying teleological ethics, interpreters struggle to abandon the perception of strict role constructs governed by deontological ethical decision making. The goal of this study is to gain insight into the ethical decision making process amongst a sample of video relay interpreters using the reflective practice of supervision applying demand control schema. The findings suggest the existence of both teleological and deontological ethical decision making approaches for the practice of interpreting in the video relay setting. The findings also demonstrated participants’ lack of agency that impacted the prominent gap between a practice professionalism perspective and technical skill orientation among VRS interpreters. The participants’ application of teleological ethics suggests an awareness of various controls to achieve effective outcomes and develop strategies to improve practice. The participants’ lack of agency suggests serious deleterious implications for callers and interpreters. An argument is made for interpreters to become functional leaders in acknowledging the apparent relationship between stress, conditions of VRS employment, and effective service as a beneficial means of guiding improved practice. Date Available 12/12/2014 Degree Master of Arts in Interpreting Studies Note Amanda R. Smith, Elisa Maroney, Campbell McDermid Type thesis -- Url https://wou.omeka.net/s/repository/item/4612 Title Using Social Media As a Marketing Tool for Businesses Creator Junfen Zeng Subject Management Information Systems social media companies marketing API Date 3/21/2017 Type Text; Image; StillImage Identifier theses/126 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 Businesses turn to social media to increase market share and profits. Many social media platforms provide a unique customer experience between the company and social media. The analysis discusses how businesses to use social media platforms as one of the marketing strategies. It includes about four businesses cases, which includes two big companies Starbucks and Nike, two small local companies Coava Coffee Roaster and Portland Gear. When using social media, a company needs to be aware of the safety concerns of its customers, to the best of their ability, that they are protected. Two examples of Facebook “Like” button and YouTube recommendation system shows the information exchange between social media platforms and businesses. With the comparison between Facebook APIs and Twitter APIs, businesses can know how to send advertising to the target customers and get more new customers by using the APIs. Date Available 6/10/2022 Degree Master of Science in Management and Information Systems Note David Olson, Scot Morse, Mark Elton Type professional_project -- 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/4610 Title Using Culturally Responsive Pedagogy, Universal Design for Learning, and Alternative Teaching Practices to Engage Learners: An Action Research Project Creator Jeneveve Winchell Subject Education culturally responsive pedagogy universal design alternative teaching practices Date 6/11/2022 Type Text Identifier theses/188 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 Engagement and equity are areas of significant educational research. The use of culturally responsive pedagogy, universal design for learning, and alternative teaching practices have shown promise for enhancing equity and engagement in secondary schools. This action research project examined the use of these practices to improve the abilities of one teacher. The findings suggest some improvement in student engagement through culturally responsive pedagogy, universal design for learning, and alternative teaching practices. Keywords: culturally responsive pedagogy, universal design, alternative practices Date Available 6/7/2022 Degree Master of Arts in Teaching (initial licensure) Note Amy Bowden, Jodi Howell, Type action_research -- 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/4587 Title Unlocking the Mysteries of DeafBlind Interpreting Creator Krystle A. Chambers Subject Education Other Languages Societies and Cultures DeafBlind interpreting Protactile ASL communication Date 11/19/2019 Type Text Identifier theses/55 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 the field of signed language interpreting is growing and receiving more recognition and research there is an area that remains understudied, DeafBlind interpreting. Working with the DeafBlind community needs the focus of research and data collection. The research and data collected for this paper is focused on the San Joaquin Valley of California. This specific DeafBlind community is spread over several hundred miles and the interpreters available with the skill set to accurately interpret, in this specialized area of interpreting, are few and far between. This research is based on qualitative and quantitative data collection to represent the geographical area of focus and the people who live there. The data collected are from surveys that were sent out to the interpreting and DeafBlind communities in the geographical area of interest. With the data collected from these surveys and a review of national and international research, an examination of possible solutions to the lack of qualified interpreters who work in the DeafBlind community can continue. The hope for this research is that the information gathered will add another piece to the nationwide DeafBlind interpreting puzzle. Date Available 12/11/2019 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Elisa Maroney, Sandra Amundsen, Angelica Martinez Type thesis -- Url https://wou.omeka.net/s/repository/item/4586 Title Two’s Company: Two-year Programs, Four-year Programs, and Two Plus Two Agreements in Interpreter Education Creator Pamela Bernkrant Subject Language Interpretation and Translation ASL Interpreter Education Interpreter Education Program Interpreter Program Configuration two-year program four-year program two plus two agreement Date 12/6/2022 Type Text Identifier theses/222 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 ABSTRACT Two’s Company: Two-year Programs, Four-year Programs, and Two Plus Two Agreements in Interpreter Education By Pamela Bernkrant Master of Arts in Interpreting Studies Western Oregon University December 2022 American Signed Language (ASL) interpreting has been in constant flux as accessibility laws were created and certification requirements changed. Interpreter Education Programs (IEPs) have had to adapt to fulfill credentialing and legal requirements. The result is a mixture of IEP configurations. There are two-year and four-year programs, along with two plus two agreements that aim to preserve existing two-year programs while allowing for a continuation of schooling toward a bachelor’s degree. Most interpreter educators agree that language acquisition and interpreter training are being rushed in rigid academic timeframes. This case study intends to analyze three different program configurations from two local IEPs in Jacksonville, Florida: a two-year program, a four-year program, and a two plus two agreement between schools. Surveys were collected and analyzed to identify the efficacy of each IEP configuration. Efficacy was defined by interpreters’ credentialing, the rate of interpreter retention, and the interpreters’ attitudes toward lifelong learning. Date Available 12/6/2022 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Suzanne Ehrlich, Windell Wink Smith Jr Type thesis -- 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/4584 Title Trauma Informed Practices a Professional Development Series Creator Emily Kanelis Subject Education Date 7/31/2022 Type Text; Image; StillImage Identifier theses/207 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 Trauma Informed Practices a Professional Development Series Date Available 6/16/2022 Degree Master of Science in Education: Curriculum and Instruction Note Joshua Schulze, Cindy Ryan, Andrea Emerson Type professional_project -- Url https://wou.omeka.net/s/repository/item/4583 Title Transition Shock: Do Words Impact My Work? Creator Stephanie L Bessinger Subject American Sign Language Interpersonal and Small Group Communication Language Interpretation and Translation Transition Shock Demand Control Schema Interpersonal Intrapersonal Date 6/7/2021 Type Text Identifier theses/145 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 this action research, I looked at the interpersonal and intrapersonal aspects of the Demand Control Schema (DC-S) (Dean & Pollard, 2013) and how these aspects can play a role in my work as an interpreter, focusing on transition shock and colleague interactions. When interacting with coworkers, I have experienced comments that have scared me from taking the next steps in my career. These interactions can, at times, bring up unsettling feelings and in turn impact my work throughout the day. The goal of the research is to give a better understanding to myself about how we talk about our work with our colleagues and how it can have an impact on our work performance. I will also look at how major life events and comfort levels impact these interactions. Three experiences are at the forefront of focus in my mind when I think about transition shock; senior year undergraduate internship, my first job post-undergraduate degree, and moving to a new state in the middle of graduate school. Each posed their own challenges for me interpersonally and intrapersonally. Throughout my research I kept a journal, logs, and other forms of notes, to keep a record of my experiences. My goal, although more of a marathon than a sprint, is to find a way to discover proper self-care/coping strategies due to the effects of transition shock, ultimately embracing the change and learning to find ways to continue growing in my endeavors. The prediction was that, at the end of all of this, a direct relationship will be found between how we talk about the work and the negative impact that talk has on my work performance. I also look at ways to analyze these interpersonal and intrapersonal aspects to improve my quality of life in the interpreting field. 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/4582 Title Too many voices: Effects of mental health diagnoses on self-efficacy and interpreting Creator Sabrina Spansel Subject interpretation self-efficacy mental health well being schizoaffective disorder American Sign Language Date 12/11/2020 Type Text Identifier theses/141 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 this action research paper, I will explore the effects of mental health diagnoses that impact my work as an interpreter as well as a discussion of my own sense of well being. A goal of this paper is to bring light to how these diagnoses affect my work as an American Sign Language/English Interpreter and how my overall mental health also affects my work. A secondary goal of this paper is to identify patterns within relations of emotions, when symptoms of my diagnoses act up and to find coping mechanisms I can employ. By identifying patterns, I also hope that they may assist others working in the interpreting field who experience similar emotions and challenges. Data collection for this action research paper consists of an emotion log during days I am interpreting, noting when a symptom flare has happened accompanied by a small journal of how it changed my interpretation. I also tallied when symptom flare-ups occurred outside of work. The purpose of this action research project is to share vulnerability and experiences relating to mental health and interpreting because, in my experience, interpreters who are able to openly discuss their mental health disabilities may be a better fit to serve those in the Deaf community who may experience the same kinds of mental health related issues. Shared experiences may result in a deeper understanding of a specific mental health illness, stigma reduction, and clearer interpretation. 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/4581 Title Time To Heal: a critical analysis of American Sign Language Interpreters' occupational culture in the United States Creator Sarah Comerford Subject Language Interpretation and Translation Sign Languages Occupational culture sign language interpreters horizontal violence power privilege Date 3/21/2023 Type Text Identifier theses/239 Language eng 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 Horizontal violence, otherwise known as mobbing, lateral aggression, or bullying (Browne & Smith 2008; Dellasega, 2007; Heim & Murphy, 2001) has been previously documented in the field of sign language interpreting as well as in other human services professions such as nursing and teaching (Ott, 2012). Interpersonal workplace hostility can have devastating personal and professional consequences regardless of the field of practice, particularly when attacks are repeated and severe (Leymann & Gustafsson, 1996, as cited in Browne & Smith, 2008). In addition to the long-term effects of horizontal violence, a study by Hewlett (2013) found that negative interactions between interpreters during an interpreting situation causes emotional and mental strain, which in turn can impact the interpreter’s performance. The cumulative effect of sign language interpreters’ occupational culture of horizontal violence, therefore, is an additional ableist oppressive force that sign language interpreters collectively perpetrate against our community of service, the D/ deaf. In this thesis study, the principal researcher explores features related to occupational cultures of horizontal violence and seeks to assess the current state of the field through anonymous surveys of sign language interpreters in the United States. Evidence from psychosocial research on the effects of workplace hostility provides insight into the ramifications of repeated peer-to-peer traumatization in the workplace. A thorough review of the literature identifies the factors unique to interpreting which provide optimal conditions for horizontal violence to thrive. Data collected nationwide via electronic survey over the course of an eight-week long period of time elicited 59 unique responses for the experiential survey including a qualitative self-identity inventory and personal narratives on their experiences, perceptions, and observations of horizontal violence. The horizontal violence experiential survey gathered quantitative data of respondents' lived experiences and observations of ten horizontal violence related behaviors. For seven of the described behaviors (non-verbal innuendo, verbal affront, undermining service provision, bickering, backstabbing, gossiping, and microaggressions) a majority of participants (over 50%) positively identified these behaviors with experiences they have had in their professional communities. Utilizing Interpretative Phenomenological Analysis and the social network theory, the qualitative data was analyzed manually and coded for themes related to the literature on horizontal violence, the sociolinguistic framework for sign language interpreters, and a Black feminist pedagogy (hooks, 2003; Krieger & Belliger, 2017; Roy & Metzger, 2014). Five major themes were revealed through this analysis to have casual ties to the culture of horizontal violence that sign language interpreters experience. Finally, the author discusses several possible solutions for individual practitioners and communities of interpreters experiencing horizontal violence based on current literature and personal praxis. Date Available 3/22/2023 Degree Master of Arts in Interpreting Studies Note Elisa M. Maroney, Suzanne Ehrlich, Tie Burcham Type thesis -- Url https://wou.omeka.net/s/repository/item/4580 Title The transition from participation to facilitation of supervision: an autoethnography Creator Daniel V. Maffia Subject Other Education Other Educational Administration and Supervision Other Languages Societies and Cultures Other Linguistics Other Teacher Education and Professional Development Supervision Demand Control Schema Interpreting Reflective Practice Autoethnography Facilitation Date 6/11/2014 Type Text Identifier theses/13 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 autoethnography examines the journey from being a participant of supervision to a facilitator of supervision. The researcher documents his journey using journals to express his experiences facilitating supervision for a group of medical interpreters working in the hospital setting. The purpose of this study is to gather data that could guide future trainings for facilitators of supervision. The supervision group consisted of both American Sign Language/English and Spanish/English medical interpreters. As a newer interpreter to the field with limited medical interpreting experience, it was expected that the researcher might face difficulties successfully facilitating supervision sessions for that staff. It was found that limited experience in the setting and being a newer interpreter did not have any impact on the facilitating process. The findings from this study can be used as one potential guide for future individuals interested in becoming a supervision facilitator and can also be used for those interested in developing materials to train facilitator. Date Available 6/11/2014 Degree Master of Arts in Interpreting Studies Note Amanda R. Smith, Robyn Dean, Elisa Maroney 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/4577 Title The rural interpreter: perspectives on professional development and professional partnerships Creator Erin Trimble Subject Other Teacher Education and Professional Development interpreter rural professional development obstacles Date 12/10/2014 Type Text Identifier theses/15 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 There currently exists a limited body of knowledge on rural interpreters. What little research has been done has looked at rural interpreters based in educational settings. This study is an opening look at interpreters who maintain a community based practice in a rural county, and is an initial appraisal of the professional development needs of rural interpreters. I examine if current trainings are designed with rural interpreters in mind, and if rural interpreters are able to acquire new skills, techniques, and knowledge that are applicable to their communities. This study sought to answer the question: How can the implementation of a structured interprofessional learning community aid the professional development of a rural sign language interpreter? I collected data on three categories: the general background of my participants, how rural sign language interpreters access and perceive current professional development opportunities, and the role of the rural interpreter in their local professional community. Looking at these three topics allowed me to consider if the current professional development system is meeting the needs of rural sign language interpreters and the communities they serve. Lastly, this study sought to examine if the implementation of an interprofessional learning community would be a viable option for rural communities. Date Available 12/10/2014 Degree Master of Arts in Interpreting Studies Note Pamela Cancel, Alan Yankus, Sarah Hewlett Type thesis -- Url https://wou.omeka.net/s/repository/item/4576 Title The role of emotional intelligence in signed language interpreting Creator Brenda Puhlman Subject Education Other Languages Societies and Cultures Emotional Intelligence Signed Language Interpreting Supervision Date 12/7/2017 Type Text Identifier theses/40 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 focus of this research is on the role of emotional intelligence in the profession of signed language interpreting The impact of Goleman’s (1995) five attributes of emotional intelligence: self-awareness, self-regulation, motivation, empathy, and social skills and how those attributes impact the way interpreters reflect on and discuss their work will be explored. An online survey was administered and two focus groups were convened. A total of 177 participants met the criteria and completed the online survey. The results showed evidence that interpreters with higher emotional intelligence levels tended to reflect on their work more frequently when compared to those with lower emotional intelligence levels. A total of five interpreters participated in the focus groups. The findings of the focus groups indicated that interpreters who were more emotionally intelligent demonstrated through discussion of their work Goleman’s (1995) five attributes of emotional intelligence. These attributes were less evident in individuals who had lower levels of emotional intelligence. Reflection and discussion of interpreting work allows professionals to be more aware of additional options that can be employed in their work and better prepare them for their future work (Dean & Pollard, 2001, 2013). Date Available 1/31/2018 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Vicki Darden, Sarah Hewlett Type thesis -- 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/4572 Title The Online Classroom: Best Practices for Teaching in a Pandemic Creator Rachel Foote Allen Subject Bilingual Multilingual and Multicultural Education Curriculum and Instruction Education Elementary Education and Teaching Online and Distance Education Culturally Responses Pedagogy Online Learning Online Classroom Hybrid Classroom Date 7/31/2021 Type Text Identifier theses/119 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/ 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/4571 Title The Integration and Application of Experiential Learning, While Focusing on Culturally Relevant Pedagogy. Creator Anthony Whipple Subject Education Date 6/11/2021 Type Text Identifier theses/87 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 Integration and Application of Experiential Learning, While Focusing on Culturally Relevant Pedagogy. By Anthony Whipple Over the last year of my graduate studies, I have identified three research questions to use to improve my teaching. These are: How am I developing tools to teach inquiry-based learning? How am I incorporating student culture to build a safe and respectful learning environment? How Is my use of technology integration facilitating experiential-based learning? To examine my growth, I have collected and analyzed artifacts that are reflections of my teaching in these areas. This process is guided by the principles of action research and my analysis used a 6 step data-analysis procedure as described by Braun & Clarks, “Using thematic analysis in psychology. Qualitative research in psychology”. This project determined areas where I have identified significant growth and areas I can still improve. This project is based around self-reflection and as such is a delve into my own practices. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Jaclyn Caires-Hurley, Geoff Thoma 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/4548 Title The Emergence of Artificial Intelligence in the Home: Products, Services, and Broader Developments of Consumer Oriented AI Creator Bingqing Tang Subject Management Information Systems smart home home automation artificial intelligence virtual assistant machine learning. Date 3/8/2017 Type Text; Image; StillImage Identifier theses/122 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 Current home automation system merges a family's lifestyle with the latest technology & energy management tools to simplify people's lives. It allows users to easily manipulate a variety of home systems, including appliances, security systems, and environmental systems. Setting up a home automation system confuses many consumers. Multiple product lines and platforms make choosing the best system difficult. Basic requirements of setting up a home automation system and the comparison between different platforms are explained. An intelligent home automation system makes intelligent decisions to control a home. This type system might use a weather report to adjust a home's lawn watering schedule, as well as adjust the thermostat for temperature control in the home. Traditional home automation systems require human decision making to control the home system. The future intelligent home will require less human interactions, that can do things automatically after it learns patterns from us. A new generation requires more developed AI to control the smart home automation. Based on the technology we have now, the possible consumer-oriented AI technology is predicted in this paper. When the market is growing rapidly, companies are supposed to have better opportunities to make money. Due to the increasing popularity of home automation systems, the competition is very intense. Companies try the best to take the first mover advantage. Three suggestions are made to help those companies to build their strategies. Date Available 6/10/2022 Degree Master of Science in Management and Information Systems Note David Olson, John Leadley, Scot Morse Type professional_project -- Url https://wou.omeka.net/s/repository/item/4547 Title The Effects of Exercise and Human Relationships on Interpreting Creator Makenna Caccavo Subject American Sign Language Language Interpretation and Translation exercise/workout human connection human relationship and self-care Date 3/18/2020 Type Text Identifier theses/138 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 this action research project, I analyzed the impact exercise and human relationships had on my interpreting work. It is well known that exercise and human relationships and connection do influence our actions and behavior in a manner. In this current research, I explore exercise and human relationship, in its own entity and then compare the two to each other, and see their influence towards interpreting. The aim of this study is to contribute to the field of American Sign Language/English interpreting by adding knowledge of what I found through this research about exercise, human relationships and the extent they impact my interpreting. Providing more facts to show the implications of applying self-care to one’s daily routine, in hope to promote improvement in interpreter’s work. The method conducted for this action research project is through the mode of journaling, logs, and a recording of a work sample. I would make note of my day considering what I observed in my work, my workouts, the interactions I had with people, and when and if these two self-care approaches were implemented. I used the qualitative method approach to analysis the data. Through this, I focus on myself and interpreting by making alterations to the amount of exercise and human relationships and/or connections I incorporate into my self-care (before and after work). The results of the study show that human relationships and connections have a bigger impact on my interpreting work than exercise and the two together are stronger and more influential. By exploring exercise and human connection, I get to investigate self-care, its importance, and benefits while interpreting. 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/4546 Title The COVID-19 Pandemic: Its Economic Impact on New Jersey and New York Freelance Interpreters Creator Linda Gueye Subject Language Interpretation and Translation COVID-19 economic freelance interpreter remote interpreting resilience Date 12/2/2022 Type Text Identifier theses/227 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 Since early 2020, the COVID-19 pandemic has disrupted the U.S. economy, affecting all professions, including freelance interpreters. From losing job opportunities to transitioning to remote interpreting among other changes, freelance interpreters have been impacted by the pandemic. New Jersey and New York were two of the worst affected states at the outset of the pandemic; therefore, the impact of COVID-19 on the economic condition of New Jersey and New York freelance interpreters was the focus of this investigation. Since the topic is still recent, there is limited research on the impact of the pandemic on interpreters. Research conducted by CSA Research (formerly known as Common Sense Advisory) on the impact of COVID-19 on freelance linguists worldwide provides a global overview of its economic effect; however, U.S. national and regional studies are lacking. An electronic questionnaire was prepared and sent out to New Jersey and New York freelance interpreters to explore some key questions: How has COVID-19 affected freelance interpreters’ work? Has COVID-19 affected freelance interpreters indiscriminately? Were they full-time freelancers? If not, were they able to rely on other jobs during the pandemic? What adjustments (if any) did interpreters have to make to continue working during the pandemic? What are the lessons learned from their experiences (if any)? The results of the questionnaire provide some insight on what New Jersey and New York freelance interpreters had to do to survive economically during the pandemic and highlight some lessons learned on how interpreters can become resilient in the face of crisis. Date Available 12/7/2022 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Sosthene Mikala, Amanda Smith 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/4534 Title Teaching for Empathy in the Language Arts Classroom Creator Cylinda Neidenbach Subject Language and Literacy Education empathy engagement peer-learning reading language arts diversity relationship-building literature Date 6/11/2022 Type Text Identifier theses/159 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 Through a reflection of personal philosophy, a literature review focused on best practices for teaching language arts, including the use of scaffolds and differentiation, and through the collection of and interpretation of instructional data, a study was conducted about the expansion of empathy skills in the language arts classroom. Questions of how to include curricula that promotes student identities, values cultural capital, and promotes relationship-building were analyzed, with an emphasis on reading that promotes empathy. Key findings from data collected and studied found that discourse was an underrepresented tool for literary reflection and that creativity fosters student engagement, which increases connection with classroom content. Date Available 6/8/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays and Amy Bowden, Scott Graves Type action_research -- Url https://wou.omeka.net/s/repository/item/4533 Title Teaching English Language Arts Using Comics Creator Carol Johnson Subject Education Secondary Education ELA Comics Graphic Novel Date 6/1/2021 Type Text; Image; StillImage Identifier theses/99 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 designed to help me examine and improve my ability to use assessment in the curriculum cycle, my ability to differentiate specifically using comics, and my use of comics as a best practice in teaching English language arts. This research was specifically designed to use data from my teaching during my time in the Master of Arts in Teaching (MAT) program at Western Oregon University. My evidence consisted of lesson plans, class syllabi, supervisor observations, teacher created artifacts, and a reflective journal. This evidence helped me examine my own practices and look at my own improvement over time. Through analyzing the data, I was able to learn what areas I have improved in and which areas of my teaching practices still need to be addressed. I was able to identify next steps in my career and ideas for continual improvement. I have concluded that it is important to be intentional in planning for the areas of assessment and differentiation. I also concluded that comics can enrich assessment, differentiation, and best practices in teaching English language arts. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hayes, Lisa Keating-Thomas Type action_research -- Url https://wou.omeka.net/s/repository/item/4532 Title Task-Centered Instruction and Multimedia Tools for the Adult Learner in Online Education Creator Sherie Guess Subject Instructional Media Design Online and Distance Education Scholarship of Teaching and Learning Task-Center Instruction Multimedia Tools Adult Learning Andragogy Instructional Design Online Learning Date 6/11/2022 Type Text Identifier theses/171 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 outlines the structural changes made to the course Microsoft Word for Workplace Communications. This course’s reconstruction followed prevailing instructional design theories. The focus of this project included incorporating the standards for task-centered instruction. The application of adult learning theories were employed. The use of multimedia tools were integrated into this course project redesign to create an effective online learning environment. Date Available 5/23/2022 Degree Master of Science in Education: Educational Technology Note Gregory Zobel, Lars Soderlund Type professional_project -- 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/4530 Title Supporting English Language Learners Through Effective Teaching Strategies Creator Christopher Feskens Subject Education Secondary Education Education ELL Teaching Strategies Date 6/11/2022 Type Text Identifier theses/201 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 Supporting English Language Learners Through Effective Teaching Strategies Date Available 6/8/2022 Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze, Annie Ittner Type action_research -- Url https://wou.omeka.net/s/repository/item/4509 Title Supervision in signed language interpreting: Benefits for the field and practitioners Creator Jenna Curtis Subject Education Other Languages Societies and Cultures supervision case conferencing demand control schema interpreting sign language Date 11/30/2017 Type Text Identifier theses/42 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 fields of medicine and mental health have a long history of conducting and researching case conferencing and supervision; however, to date, there has been no research into how or if signed language interpreters are participating in supervision and what benefits they experience as a result. For the purposes of this research, supervision is defined as an intentional interaction between two or more practitioners, the goal of which is to engage in reflective practice, ensure quality services for consumers, and support the wellbeing of the practitioner. The study included survey responses from 113 signed language interpreters about their experiences attending supervision sessions that use the demand control schema (DC-S) framework. Results revealed a profile for the type of practitioner who has participated in supervision. The majority of respondents of the survey had been involved in an ongoing supervision group that was facilitated in a participatory or co-operative manner. Benefits of supervision revealed from this research can be categorized as enriched learning (formative), increased professional standards and accountability (normative), and support for the wellbeing of the practitioner (restorative). Some of the most frequently cited benefits in these categories included: relationships with colleagues, new perspectives, professional development, more options for responding to work demands, a better understanding of decision-making, and support. These findings indicate that current issues in the areas of education, standards and ethics, and work-related stress for practitioners within the signed language interpreting field may be addressed through the use of professional peer supervision groups. Recommendations include establishing an infrastructure for the provision of professional peer supervision, a requirement of supervision as a component of credentialing interpreters, and further research on supervision. Date Available 12/7/2017 Degree Master of Arts in Interpreting Studies Note Amanda R. Smith, Elisa Maroney, Robyn Dean Type thesis -- 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/4506 Title Soft Skills: Adding the Human Component to Curricula Creator Elizabeth Crane Subject Soft Skills Hard Skills Interpreter Education Student Centric Teaching Portfolios Soft Skill Curriculum Development Humane Professionals Date 6/9/2022 Type Text Identifier theses/220 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 research is to explore whether there are skills professionals need in addition to their academic program courses. Specifically, this research examines if interpreters need more than linguistic competency to be successful. The literature across various professions states that recent graduates have gaps in their education, those gaps are “soft skills.” A survey was developed to explore what recent interpreting graduates needed in addition to language skills. 116 different interpreting entities participated. The survey results parallel those of the literature review: soft skills are a requirement for success. Linguistic competency is not enough to be a holistic interpreter. There is a call to action across professions to inculcate soft skills into hard skill course curriculums. This can be achieved through student-centered classrooms and soft skills can be assessed using portfolios instead of standard rubrics. Date Available 7/11/2022 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Gordon Kokx, Erin Trine Type thesis -- Url https://wou.omeka.net/s/repository/item/4505 Title Sociology: A Middle School Curriculum Creator David Worrall Subject Curriculum and Instruction Sociology curriculum middle school Date 12/6/2022 Type Text; Image; StillImage Identifier theses/229 Language eng Rights http://creativecommons.org/licenses/by-nd/4.0/ Abstract Sociology: A Middle School Curriculum Date Available 12/7/2022 Degree Master of Science in Education: Interdisciplinary Professional Studies Note Joshua Schulze, Randall Ulveland, Matthew Matz Type professional_project -- Url https://wou.omeka.net/s/repository/item/4504 Title Sociocultural Implications of Providing Differentiated and Equitable Learning Strategies in Spanish Language Classes Creator Karen Bajpai Subject Bilingual Multilingual and Multicultural Education differentiation equitable teaching and learning Heritage Language Learners literacy proficiency-based teaching and learning Date 6/12/2021 Type Text Identifier theses/112 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 examine my role in the classroom as an educator, and to reflect on my findings to see how, or if, I provided differentiated and equitable learning strategies in the classroom. What's more, I examined whether or not there were adjustments that I could make to my teaching strategies in order to better align my planning, instruction, and assessment with my philosophy of teaching. I proposed three specific research questions, which were: 1) How has the differentiation in my lesson planning changed over the course of my teaching experience? 2) How do I incorporate the best equitable learning strategies in my lessons? 3) How do my lesson plans, activities, and strategies align with my teaching philosophy? In order to gain a better understanding of my teaching practices, I gathered data through various sources including a personal research journal, formal lesson plans, reviewing recordings of my lessons, and observing my mentor teacher. The analysis of the data revealed that I use differentiated and equitable learning strategies, and that my use of them has improved through my teaching experience. These results by no means indicate that I am a perfect educator, merely they indicate that I am on the right trajectory to becoming a well-rounded evidence-based practitioner. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Kenneth Carano, Marianne Stupfel-Wallace Type action_research -- Url https://wou.omeka.net/s/repository/item/4503 Title Social workers’ cultural competency with deaf clients: a continuing education module Creator Audrey W. Ulloa Subject Bilingual Multilingual and Multicultural Education Other Languages Societies and Cultures Social Work Deaf culture social work interpreter Date 12/10/2014 Type Text Identifier theses/14 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 project focuses on improving the cultural competency that social workers have with Deaf clients. With few materials about the American Deaf community geared towards social workers, there may not be sufficient resources for social workers to develop the cultural competency necessary to provide the best services. It is important to understand social workers’ perspectives towards and experience with Deaf people in order to assess the need for continuing education in the field. This study asks the question, what do social workers need to know in order to work with Deaf clients and interpreters? The initial hypothesis was that social workers in Texas would have negative to neutral attitudes towards Deaf people, as a result of their lack of contact with that population. Social workers from Texas were recruited to participate in an online anonymous survey that included the Attitudes to Deafness Scale developed by Cooper, Rose, and Mason (2004). The results of the survey showed that social workers in Texas actually have neutral to positive views of the Deaf community. While it was not possible to identify a definitive reason why this might be the case, the overwhelming majority of social workers surveyed voiced a need for more training focusing on the American Deaf community. In response to the desire for increased knowledge of this population, a learning module for social workers was produced, which allows them to earn continuing education units. Date Available 12/9/2014 Degree Master of Arts in Interpreting Studies Note Pamela Cancel, Erin Trine, Angela Nonaka 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/4498 Title Shared Trauma: Implications for Signed Language Interpreters Creator Shelby Champlin Subject Arts and Humanities Language Interpretation and Translation Sign Languages shared trauma sign language interpreters mental health ethics Date 6/11/2021 Type Text Identifier theses/68 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 concept and implications of shared trauma have been widely debated and discussed within the field of psychology, but these studies do not adequately attend to the experiences of signed language interpreters. This thesis addresses the potential outcomes and impacts of shared trauma on interpreters and consumers with special attention to assignment content that specifically relates to said trauma. Qualitative research was conducted through interviews with interpreters selected at random from participants in the initial survey. Interview data was categorized into pre-, during, and post-assignment information and several patterns were found. Within the pre-assignment interview data, interpreters discussed the decision to accept work, including assignment content, a sense of obligation, and the need to build a reputation. Within the during assignment interview data, interpreters discussed their emotional response, a fight or flight response, the value of team interpreting, and the effectiveness of their work. Within the post-assignment interview data, interpreters discussed their own personal engagements as well as debriefing and supervision. The discussion based on the interview content included several topics: interpreter training programs, confidentiality, interpreters as members of the Deaf community, the value of having a voice, and the mental health of interpreters. Recommendations for further research include studies with greater than three interview candidates, considerations for interpreters within marginalized groups who experience shared trauma, studies on the impact of interpreting shared trauma on the working memory of practitioners, and comparing the experiences of interpreters with and without a team interpreter. Date Available 6/9/2021 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Carolyn Ball, Tara Stevens Type thesis -- Url https://wou.omeka.net/s/repository/item/4497 Title Self-care in the field of interpreting Creator Amy Lyn Zenizo Subject Special Education and Teaching Self-Care Interpreting for the Deaf Compassion Fatigue Injury while interpreting Date 4/11/2013 Type Text Identifier theses/3 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 is to investigate what interpreters for the Deaf perceive as self-care and how much time they engage in self-care per week. This study takes a holistic approach to looking at interpreters for the Deaf who work in the field and what their practices of self-care are. Self-care was examined within the context of the physical and emotional impacts of interpreting. I approached this study from inside the profession by asking a sample of nineteen interpreters to participate. Other published works make recommendations for interpreters; however, this study looks at activities interpreters participate in that focus on self-care to sustain balance between their career and personal lives. This study reveals that interpreters identify self-care as the physical need to exercise, stretch, or receive bodywork. When interpreters were asked about self-care, only one mentioned the moral support of colleagues, debriefing, or peer review. Many who participated stated that they would like to take part in more identified acts of self-care and believe that doing so would be beneficial in avoiding injury and promote longevity in the field. The findings that emerged from this study exposed the fact that many interpreters benefit from debriefing with colleagues. Further investigation could uncover why interpreters do not consider speaking with their colleagues as a form of self-care. The main reason they do not consider debriefing self-care could be because of the Code of Professional Conduct set forth by the Registry of Interpreters for the Deaf (RID), and professional practices around confidentiality (NAD RID, 2005). Date Available 4/18/2013 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda R. Smith, Cindy Volk Type thesis -- Url https://wou.omeka.net/s/repository/item/4496 Title Secondary educational interpreters: role ambiguity and role strain Creator Rhoda Smietanski Subject Accessibility Disability and Equity in Education Education Other Languages Societies and Cultures Special Education and Teaching Educational Interpreting Dual Roles Tutoring Role Strain Sign language Deaf Date 12/2/2016 Type Text Identifier theses/33 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 is a response to discrepancies between directives from interpreting credentialing bodies regarding dual roles and actual practices in schools. The goals of the study are to explore the causes of interpreters tutoring while interpreting and role strain. The study focused on signed language interpreters who work in secondary educational settings and those who have left secondary educational interpreting. The makeup of the subpopulations of this study—those who report tutoring while interpreting and those who report not tutoring while interpreting—have similar demographic profiles, and driving forces behind their work. The participants who report tutoring while interpreting are not necessarily required to do so. Participants who report not tutoring while interpreting were more likely to consult with the code of ethics of their certifying body when making decisions about tutoring, and they were less likely to feel their role is misunderstood by consumers and colleagues than participants who report tutoring while interpreting. Participants who report tutoring while interpreting were more likely to feel stress from the demands of tutoring and interpreting and more likely to need more resources and options to approach their work than participants who report not tutoring while interpreting. Factors contributing to role strain were identified in participants’ responses. The causes of secondary educational interpreters tutoring while interpreting may be interpreter dependent, and may be based on their perceptions of the contexts in which they work and how they define their work. There is an urgent need to further research effects of these practices so secondary educational interpreters can function in an evidence based practice of secondary educational interpreting. Date Available 12/6/2016 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda R. Smith, Jill R. Baker 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/4494 Title School to Home Connections Through Literacy: SEL Book Bags Creator Kelley Dixon Subject Education Date 6/11/2022 Type Text Identifier theses/182 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 School to Home Connections Through Literacy: SEL Book Bags Date Available 6/7/2022 Degree Master of Science in Education Note Joshua Shulze, Chloe Hughes, Megan McQueen Type professional_project -- 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/4492 Title Safe/unsafe: the impact of horizontal violence, microaggressions, and decision making control on ASL/English interpreters Creator Sarah Hill Subject Education Other Languages Societies and Cultures safety microaggressions horizontal violence DC-S Coda CDI Date 12/5/2018 Type Text Identifier theses/52 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 study was to start collecting the narratives and definitions for the word “safety” as it is used within the American Sign Language/ English interpreting community. I had both heard in spoken English and seen signed in American Sign Language the term “safety” being used by interpreters when they discussed different settings in which they had worked. The way “safety” was described indicated that these interpreters were not referring to their physical safety but, rather, to their emotional or psychological safety. There are no formal recorded narratives that are explicitly focused on the concept of emotional “safety” and what it means to interpreters in the sign language interpreting community. In this study, interviews were conducted to record the narratives of six interpreters who work as American Sign Language/English interpreters. The six participants interviewed have diverse backgrounds and identity demographics. Face-to-face interviews, conducted in person or through video conferencing, with six experienced American Sign Language/ English interpreters from diverse backgrounds, were used to collect the narrative data. [JSO1] Analysis of the data leads to the conclusion that the interpreters interviewed have had experiences of working in a setting where they felt they were not “safe.” While each participant’s reasoning for not feeling safe differed in detail, all had common themes that aligned with the initial literature review. Three themes were found in the data: psychological safety, microaggressions, and limited control in decision making. For all themes, the interpreters reported resulting feelings of shame and unworthiness. This was expressed in negative self-talk regarding the interpreter’s worth as a professional. Several of the interpreters questioned their ability to do this work and questioned whether or not they should leave the profession. Several of the interpreters reported they had a hard time separating the identity they hold as a professional from themselves as a person; therefore, if they were unworthy as an interpreter, they were also unworthy as a person. Findings from this study can help professionals in the field move toward finding remedies for these occurrences. Hopefully, this research will help others reflect on how interpreters work with one another in a supportive and successful way, rather than emotionally threatening those who do this work and, potentially, degrading the work that interpreters do. Date Available 11/28/2018 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Audrey Ramirez-Loudenback, Amanda Smith Type thesis -- Url https://wou.omeka.net/s/repository/item/4491 Title Rooted in Reflection: Developing My Professional Identity During My First Year as an Interpreter Creator Rachel R Williams Subject interpreting self-efficacy openness reflective practice professional identity Date 12/11/2020 Type Text Identifier theses/140 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 focuses on my journey of professional identity development starting out in the field. Over the course of my first year of practice, I collected reflective data about my teamed interpreting experiences, and reflected about my process through regular meetings with a seasoned interpreter functioning as a coach, supervision sessions with colleagues and mentors, and written assignments focused on personal reflection and developing a strong sense of professional identity. The analysis focuses on the evolution of my professional identity and my ability to establish and navigate boundaries in interpersonal relationships with team interpreters. This study is intended to be an asset to new interpreters seeking to establish their professional identities as they begin working in the field of interpretation. Ultimately, in this study, I found that strong relationships exist between a new interpreter’s decision-making self-efficacy in interpreting scenarios and the perceived openness of a team interpreter; I also found that intentional engagement in reflective practices is positively correlated with an increased sense of confidence and a stronger sense of professional identity. Date Available 6/10/2022 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Erin Trine Type action_research -- Url https://wou.omeka.net/s/repository/item/4490 Title Roles, conflicts, and disclosures: American Sign Language/English interpreters’ adherence to best practices in legal settings Creator Sonja W. Smith Subject Education Other Languages Societies and Cultures American Sign Language legal interpreting conflicts disclosures roles current practices Date 4/26/2016 Type Text Identifier theses/29 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 Interpreting in legal settings is a complex task in which multifaceted factors such as the setting, individuals involved, roles of those participating individuals, expanded ethical considerations, and the language of the legal system require specialization from the interpreter practitioner (Berk-Seligson, 2002; Mathers, 2007; Russell, 2000; Simon, 1993). There are many texts, workshops, and resources that promote best practices; however, only one study has been done related to the demographics of the interpreters who do legal interpreting work and their use of proposed best practices in the legal setting (Roberson, Russell, & Shaw, 2011). This research is designed to collect information about who is currently doing the work of legal interpreting and discover what their daily practice entails. An online survey was designed and disseminated to current signed language interpreters working in legal settings to ascertain demographic information and the frequency of certain circumstances arising in the course of their work. Using a combination of quantitative and qualitative analysis, this research discusses the demographics of the practitioners, including education, training, and background, as well explores inconsistencies in the way best practices are applied in daily practice, specifically conflicts and disclosures, interpreter roles, and the definition of legal interpreting. The results of this study provide a glimpse of the legal interpreting specialization as it currently stands and potential implications for future practice and study. Date Available 5/14/2016 Degree Master of Arts in Interpreting Studies Note Amanda R. Smith, Amber D. Farrelly, Esq., Amber Deets Type thesis -- Url https://wou.omeka.net/s/repository/item/4469 Title Revising a 5th Grade Curriculum using Interactive Notebooks Creator Jessica Cornett Subject Education Date 6/10/2022 Type Text Identifier theses/214 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 Revising a 5th Grade Curriculum using Interactive Notebooks Date Available 6/8/2022 Degree Master of Science in Education: STEM Education Note Joshua Schulze, Alicia Wenzel, Rachel Harrington Type professional_project -- 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/4467 Title Reflexive Analysis of Diversity, Effective Instruction, and Experiential Learning Creator Nathan Young Subject Junior High Intermediate Middle School Education and Teaching Online and Distance Education Secondary Education and Teaching Student Engagement Appropriate Terminology Planning Comprehensive Distance Learning Historical Simulation World of Warcraft Date 6/12/2021 Type Text; Image; StillImage Identifier theses/83 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 completed as an action research project as part of Western Oregon University’s Master of Arts in Teaching program to complete initial licensure requirements alongside a period of student teaching in a middle school social studies classroom. This action research project focused on the following three research questions: 1) how has my understanding of lesson planning for teaching diversity through comparative cultures changed over the course of this action research project, 2) how has my approach to lesson planning with regards to effective instruction changed over the course of this action research project, and 3) how have my own attitudes toward teaching experiential learning through historical simulations changed over the course of this action research project? By practicing reflective analysis through examination of lesson plans, lesson materials, formal observation feedback, and research journal entries, this action research project focuses on changes in understanding, attitudes, and approach. This research further examines subthemes of diverse perspectives, culturally appropriate terminology, lesson planning, and student engagement. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Kenneth Carano, Melissa Stratten Type action_research -- Url https://wou.omeka.net/s/repository/item/4466 Title Real-world shock: transition shock and its effect on new interpreters of American Sign Language and English Creator Stephanie A. Meadows Subject Bilingual Multilingual and Multicultural Education Critical and Cultural Studies International and Intercultural Communication Other Languages Societies and Cultures Special Education and Teaching transition shock interpreting sign language Date 6/3/2013 Type Text Identifier theses/8 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 Real-world shock has historically been defined as a form of transition shock experienced during the transition from the academic to the professional world. It is marked by distinct phases and causes both emotional and physical stress. Previous research has found that real-world shock is experienced by new members of a variety of fields, especially training-intensive service professions such as education and medicine. However, even though the profession of American Sign Language/English interpreting is also a training-intensive service profession, there is no research that indicates whether or not new members of the profession experience similar shock to their counterparts in other professions. As such, this thesis shall attempt to determine if real-world shock is experienced by new interpreters of American Sign Language. To do so, a survey was electronically distributed to American Sign Language/English interpreters throughout the United States of America. The resulting data collected was analyzed to determine if new interpreters experience real-world shock and, if so, what the root cause of it is. It was found that interpreters of American Sign Language and English do experience real-world shock upon entering the profession. Furthermore, the shock is a result of the profession rather than from intercultural interactions with the d/Deaf community. Date Available 6/10/2013 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda R. Smith, S. David Zuckerman Type thesis -- Url https://wou.omeka.net/s/repository/item/4465 Title Quality of life for deafblind individuals: Comparing the effect of living with and without support service providers Creator Sheridan K Lachney Subject Other Languages Societies and Cultures DeafBlind SSP independence isolation depression. Date 1/4/2018 Type Text Identifier theses/47 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 paper, the quality of life for DeafBlind individuals who have Support Service Providers (SSP) available will be compared to DeafBlind individuals who do not. SSPs are trained individuals who assist the DeafBlind population with tasks such as a communication support, environmental information, and mobility support; in addition, they typically possess at least some fluency in American Sign Language. The availability of SSP services varies between DeafBlind individuals depending on a variety of factors. This study explores possible differences in quality of life reported by DeafBlind individuals who currently have SSP services available and those who do not. In consideration to the responses provided by the DeafBlind community, a new discussion emerges attempting to identify ways to achieve an accessible world for these community members. The 56 participants in this study are comprised of female and male individuals, 18 years or older, from a variety of ethnic and social groups across the United States who have a combination of hearing and visual loss. The methodology for this research is a quantitative survey. This study used KIDSCREEN Group’s (2004) pre-existing survey. The survey respondents are divided into two groups: those with SSPs and those without SSPs. Each group had 28 respondents who filled out a similar survey. The group that had the higher percentage of positive responses was identified as possessing a higher quality of life. It was concluded that DeafBlind individuals with SSPs consistently had higher positive responses than the other group, DeafBlind individuals without SSPs. Date Available 1/18/2018 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Jaime Wilson, CM Hall Type thesis -- Url https://wou.omeka.net/s/repository/item/4464 Title Putting Literacy and Math Together Through a Story Creator Kayla Fleshman Subject Curriculum and Instruction Date 6/11/2022 Type Text Identifier theses/179 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 Putting Literacy and Math Together Through a Story Date Available 6/7/2022 Degree Master of Science in Education: Curriculum and Instruction Note Joshua Schulze, Jessica Dougherty, Rachel Harrington Type professional_project -- 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/4460 Title Professional is Not Just a Title: The Value in Reclassifying Pennsylvania's Paraprofessional Educational Interpreters Creator Marilyn P Sterner Subject Education Other Languages Societies and Cultures Professional Paraprofessional. Reclassification Educational Interpreters Practice Profession Recognition Date 12/8/2021 Type Text Identifier theses/73 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 desire and necessity to reclassify Pennsylvania educational interpreters from paraprofessional to professional status needs to be addressed. Understanding the history and need for interpreting services in the K-12 setting will provide a solid foundation for moving educational interpreters forward to professionalization. The concept of applying professional status to educational interpreters working in the Pennsylvania K-12 setting is explored within the literature review. Within this study, I used qualitative and quantitative approaches to collect data from stakeholders throughout the Commonwealth of Pennsylvania. These stakeholders consisted of educational interpreters working in the K-12 setting and agencies who employ these interpreters. The two separate surveys further support the idea of reclassifying educational interpreters from paraprofessionals to professionals. The data and research explored throughout this study guides the conversation to further research in advancing educational interpreters working in Pennsylvania’s K-12 settings to professional status. Date Available 12/7/2021 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda Smith, Rebecca Kane Type thesis -- Url https://wou.omeka.net/s/repository/item/4459 Title Playing! It’s All for Fun! Or is it? An Examination of Play in the Field of Sign Language Interpreting Creator Jazmin Vollmar Subject Education Other Languages Societies and Cultures Play in interpreting language play play Date 12/1/2021 Type Text Identifier theses/72 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 thesis examines the impact of guided and exploratory language play by interpreters. Interpreters in the current study participated in a pre-survey, engaged in an ASL language play group that engaged in language play through the phone app Marco Polo, reported their experiences in a nine-part reflective journal on their ASL and interpreting skills, and took a post-survey. The timeline of the play group was one week, where participants completed all the components of the study. Chapter one introduces the concept of general play and language play. It provides a definition of terms, which revolve around play and play groups, and states the problem of interpreting programs not providing the tools to play with language. It also provides the theoretical basis of this paper, which is grounded in Vygotsky’s Zone of Proximal Development (ZPD). The curriculum was built on the concept of scaffolding information found in the theory of ZPD. Chapter two provides the literature review defining play, its benefits and impacts, play in the work place, and tangential subject of collaborative learning, which happens in play. The literature repeats several variables that were brought into the design of the study, such as creativity, flexibility, working with people, and level of enjoyment. Chapter three discusses the mixed methodology of qualitative and quantitative questions in the pre- and post-survey, with the “treatment” as the language play group and the reflective journal. The study was designed to provide a baseline data with the pre-survey and see if changes occurred after engaging in the treatment or play group. In the play group, participants played and watched language games using both languages ASL and English, which are described in full in the methodology section. Chapter four is the discussion and results, which shows that interpreters increased in their ASL and English creativity, ASL fluency, and flexibility with teams. The data showed that most participants learned ASL by watching and copying others, and the data reported in the reflective journal supports the participants enjoyed watching others played the game by using terms like entertaining, educational, and curious. Chapter five is the discussion, which points to the importance of giving interpreters the tools to play with language and outlines how that can benefit their linguistic skills. Lastly, chapter six is the summary, the conclusion, that playing with language can benefit interpreters, and recommendations for researchers to continue studying interpreters’ linguistic development through play. Date Available 12/8/2021 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Elisa Maroney, Wanette Reynolds Type thesis -- 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/4457 Title Physical Education: Where it is Now and How it Can Improve Creator Joe Reed Subject Education Date 6/11/2022 Type Text Identifier theses/156 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 Physical Education: Where it is Now and How it Can Improve Date Available 6/8/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays and Amy Bowden, Tona Wilson, Type action_research -- Url https://wou.omeka.net/s/repository/item/4456 Title Personal and Professional Ethics: The Impact on Decision-Making in Elementary Education Creator Danielle R Kenoyer Subject American Sign Language Early Childhood Education Language Interpretation and Translation ethics demand control schema supervision interpreting empathy decision-making Date 1/24/2020 Type Text Identifier theses/136 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 focuses on decision-making regarding professional and personal ethics in a K-12 educational setting for American Sign Language (ASL)/English Interpreters. The data collected for this research is specific to elementary education in a K-12 setting. In the field of interpreting there are professional organizations that present professional guidelines that must be considered in order to uphold best employment practices. Different employers may also have their own code of ethics and guidelines they expect employees to follow. In addition, each interpreter should have their own personal ethics that they carry with them as well. The goal of this research is to consider how these professional, organizational, and personal ethics and guidelines that are expected of interpreters impact decision-making while working. 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/4455 Title Persistence of African-American/black signed language interpreters in the United States: the importance of culture and capital Creator Erica West Oyedele Subject Adult and Continuing Education and Teaching African American Studies Bilingual Multilingual and Multicultural Education Critical and Cultural Studies Curriculum and Instruction Ethnic Studies Gender Race Sexuality and Ethnicity in Communication International and Intercultural Communication Interpersonal and Small Group Communication Race Ethnicity and Post-Colonial Studies Social Influence and Political Communication African American/Black Cultural Competence Social Capital Aversive Racism Signed Language Interpreting Critical Mass Interpreter Date 3/2/2015 Type Text Identifier theses/19 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 investigates cultural competence in the field of signed language interpreting and the persistence of African American/Black signed language interpreters in the field. To date, no research in the discipline of signed language interpreting studies has looked at how the cultural competence of practitioners impacts colleague dynamics, nor has there been identification of how cultural competence impacts interpreters’ persistence in the field. Data for this study were collected over a period of several months utilizing ethnographic research methods. Face-to-face focus groups, a large-scale questionnaire, and follow up interviews were conducted. A search of the literature revealed that while a lack of cultural competence does impact colleague dynamics and the provision of services within the field, the larger issue may be the African American/Black interpreter’s lack of social capital. This study found that African American/Black interpreters regularly experience subtle instances of racism directed toward them from consumers and colleagues. In large part, African American/Black interpreters view their White interpreting colleagues and educators to be lacking in cultural competence. This places an added psychological burden on the African American/Black interpreter that impacts their social capital and the effort they must expend in order to connect with their peers. The result may be burnout and the desire to change careers. To increase the culturally competent provision of services and improve colleague dynamics within the field, African American/Black Deaf consumers and African American/Black interpreters alike desire recruitment of interpreters from diverse racial and ethnic backgrounds. Date Available 3/16/2015 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Emily Plec, Jeremy Brunson Type thesis -- Url https://wou.omeka.net/s/repository/item/4454 Title Perception in American Sign Language interpreted interactions: gender bias and consumer orientation Creator Colleen Jones Subject Education Other Languages Societies and Cultures American Sign Language interpreting gender bias orientation to the interpreted interaction consumer orientation gender discrimination feminist framework Date 12/1/2017 Type Text Identifier theses/41 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 Research has shown that both women and Deaf people experience oppression, limiting their access to power and their workplace success, as well as coloring their experiences in the world (e,g,, Baxter, 2012; Eckert & Rowley, 2013; Hancock & Rubin; Ladd, 2005; Punch, 2016; Williams & Tiedens, 2015). There has been little research, however, examining how gender bias toward the interpreter impacts perception of the Deaf consumer. In a survey of hearing people who do not know sign language, participants described their perception of a male Deaf presenter and rated him in 10 soft skill categories. Responses from participants who listened to a female interpreter were compared with responses from participants who listened to a male interpreter. Some patterns emerged that may be substantiated by future research, but definitive evidence of gender bias was not present. This survey did result in an unexpected finding that emerged from participants’ open-ended responses. Forty-four percent of participants were confused and/or distracted by the presenter’s use of American Sign Language or by the process of watching the presenter and listening to the interpreter. Furthermore, participants who indicated confusion or distraction in their open-ended comments gave the presenter lower-than-average ratings in the soft skill categories. A review of the literature and of current practice standards revealed that there is very little written on orientation to the interpreted interaction, wherein consumers are educated about what to expect during the interpreted interaction, how the interpreter will function, and how they can participate in ensuring that communication is accessible and inclusive. Recommendations from this study include further research on the topics of gender bias and orientation to the interpreted interaction. Interpreters and consumers would also benefit from discussions within their Communities of Practice. Date Available 12/6/2017 Degree Master of Arts in Interpreting Studies Note Amanda R. Smith, Elisa Maroney, Ellie Savidge Type thesis -- Url https://wou.omeka.net/s/repository/item/4453 Title Oregon Policies, Procedures, and County Jail Programs to Assist Emotionally Disturbed Persons (EDPs) While Incarcerated Creator Shae Arbogast Subject mentally ill edp Oregon jail Oregon jail policies Date 6/11/2022 Type Text Identifier theses/153 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 legal definition of a mental illness under the Mental Health Act 1990 is “a condition characterized by the presence of symptoms such as delusions, hallucinations, serious disorder of thought form, a severe disturbance of mood, or sustained or repeated irrational behavior, which seriously impairs, either temporarily or permanently, the mental functioning of a person” (Karras et al., 2006, para. 2). Typically this does not include those who suffer from anxiety disorders, depression, or substance abuse. This study examined the policies and procedures associated with mentally ill or emotionally disturbed persons (EDPs) in Oregon jails. Data from all 36 counties in Oregon was attained by gaining phone numbers or emails for administrative personnel from each jail. Access to jail standards, as well as policies and procedures, was approved by each county. Policies relating to how EDPs are processed at intake, how outside resources are brought in for assessments, how medical/mental health evaluate and treatment recommendations upon release were analyzed. Each county procedure was discussed, concluding with a comparison of each county and determination of which procedures are more effective. The foundation of this recommendation is to provide further insight so EDPs in jail receive appropriate treatment. Date Available 6/9/2022 Degree Master of Arts in Criminal Justice Note Misty Weitzel, Terry Gingerich, Ron Glaus Type professional_project -- Url https://wou.omeka.net/s/repository/item/4452 Title Optimization of a Reporting Process with Input from Multiple Systems Creator Cheri R Freedman Subject Management Information Systems reporting optimization multiple systems Date 3/14/2017 Type Text; Image; StillImage Identifier theses/128 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 involves the research, development, and improvement of a reporting process used to generate reports in adherence to contractual and legislative requirements. The project will review the beginning process, the proposed and implemented solutions, and the future of the project. The project addresses the goals of data quality, timeliness, and transparency throughout the paper including how they relate to the challenges, solution selection, and overall success of the project. The need for this project reflects the ongoing need for and some of the challenges that are typical of automation and systems integration in state government entities. As the role and expectations of government entities grows and changes, it is necessary to utilize technology to meet these demands within system limitations. Date Available 6/10/2022 Degree Master of Science in Management and Information Systems Note John Marsaglia, Scot Morse Type professional_project -- Url https://wou.omeka.net/s/repository/item/4451 Title NOT-SO-DELIBERATE, DELIBERATE PRACTICE: A Contextual Framework for a Part-Time Interpreter Creator ShaCarol Stewart Subject Language Interpretation and Translation Sign Languages practice plan deliberate practice deliberate play interpreter inner expert Date 12/9/2022 Type Text Identifier theses/221 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 As a part-time interpreter without abundant opportunities for skill development, deliberate practice is essential, yet can be difficult to attain. Several key themes are revealed in this research of a part-time interpreter’s deliberate practice while considering the role of the inner expert (Reeves, 2014). Using this perspective, deliberate practice is approached by considering the contextual factors surrounding an individual’s engagement in a practice profession. Personal factors influencing a practitioner’s feasibility in engaging in deliberate practice are considered. Findings show the need to be flexible when implementing deliberate practice and to follow one’s own context prior to applying prescribed definitions of deliberate practice in isolation. Date Available 12/6/2022 Degree Master of Arts in Interpreting Studies Note Amanda R. Smith, Dr. Elisa M. Maroney Type action_research -- Url https://wou.omeka.net/s/repository/item/4450 Title Navigating language variety: ASL/English interpreters “giving voice” to African American/black deaf signed language users Creator Nicole Shambourger Subject African American Studies Bilingual Multilingual and Multicultural Education Critical and Cultural Studies Discourse and Text Linguistics Ethnic Studies Other Languages Societies and Cultures Race Ethnicity and Post-Colonial Studies African American/Black ASL/English Interpreter Deaf Signed Language African American English Culture Date 6/3/2015 Type Text Identifier theses/23 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 American Sign Language (ASL)/English interpreters working between ASL and spoken English make linguistic and cultural choices that impact the success of an interpreted event. One task is the selection of comparable vocabulary to best represent their clients' thoughts. This exploratory qualitative study was conducted to identify how ASL/English interpreters transfer meaning when African American English (AAE) is incorporated into signed language. Each interpreter simultaneously interpreted an ASL narrative into spoken English. Participants were asked to complete a demographic survey to ascertain whether social factors of age, race, ethnicity, experience, mode of language acquisition, and/or age of language acquisition had any bearing on the interpretation. Following the collection of the interpreting sample and demographic data, two interviews were conducted utilizing a semi-structured format to provide insight into the strategic decisions made by the participants. The findings identify three strategic decisions interpreters used in lieu of incorporating AAE: omission, external processing, and discourse chunking. The overarching purpose was to collect empirical data that will lend itself to dialogues on how to best equip signed language professionals to meet the needs of African American/Black Deaf consumers. Date Available 6/9/2015 Degree Master of Arts in Interpreting Studies Note Pamela Cancel, Elisa Maroney, Carolyn McCaskill 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/4427 Title Moving toward allyship: a current climate of agent skill sets of hearing ASL-English interpreters Creator Jessica Minges Subject Education Other Languages Societies and Cultures allyship sign language interpreter Agent Target social justice skill sets Date 4/26/2016 Type Text Identifier theses/28 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 all societies, there exists a rank system that provides some with advantages and privileges, and others with disadvantages which result in oppression. In the United States, those who are considered disabled, like the Deaf community, are systematically marginalized and are considered Targets, whereas those who are not considered disabled receive advantages and are thus Agents (Hays, 2001, 2008; Nieto et al., 2010). Hearing ASL-English interpreters inherently hold advantages and are Agents based on their ability to hear (Baker-Shenk, 1991; Nieto et al., 2010). ASL-English interpreters are in a unique position to recognize the oppression of the Deaf community and the social imbalances the Deaf community may face, and these interpreters are afforded the opportunity to work with the Deaf community toward social justice and equity as allies (Witter-Merithew, 1999). Nieto et al. (2010) developed an Agent Skills Model to provide a means to describe the skill sets that those who are advantaged can develop in order to work with Target group members toward equity and move from Agent-centric skills to Agent-relative skill sets, potentially resulting in Allyship. Edwards (2006) discusses the idea that there are multiple types of allyship based on the privileged person’s motivations. This study intends to assess the current climate of ASL-English interpreter Agent skill sets based on Nieto et al.’s (2010) model and determine ASL-English interpreter ally identification and their definition of allyship behaviors and beliefs. Using Likert scale and open-ended question data, the study assessed 270 responses, and data indicated that ASL-English interpreters strongly identify with Agent-relative skill sets, yet do not always cite the behaviors and beliefs associated with those skill sets when defining their own allyship. Additionally, it was determined that each type of allyship defined by Edwards (2006) was supported among collected responses. The results from this study provide a foundation for further research into types of allyship ASL-English interpreters identify, expanded understanding of the Agent skill sets ASL-English interpreters demonstrate, and additional discussion around how ASL-English interpreters can use their privilege to work toward anti-oppressive consciousness and equity with the Deaf community. Date Available 5/10/2016 Degree Master of Arts in Interpreting Studies Note Amanda R. Smith, Marie LeJeune, Dave J. Coyne Type thesis -- Url https://wou.omeka.net/s/repository/item/4426 Title More Than Chocolate Cake and Bubble Baths: The Effects of Self-Care on Perceived Levels of Stress for Interpreters Creator Jenny Litvinchuk Subject self-care interpreting stress action research Date 12/10/2021 Type Text Identifier theses/146 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 this action research project, the relationship between practicing self-care regularly and perceived levels of stress for one interpreter is examined. Interpreters have reported physical and psychological stressors related to their work. Data was collected over twenty-two weeks for this project. The Perceived Stress Scale (Cohen, 1994), personal journal entries, and the Junto Emotion Wheel (Chadha, n.d.) were used to collect and analyze data for this project. This action research project contributes valuable insight on how practicing regular self-care as an interpreting professional can affect stress levels and potentially decrease burnout in our field. It also identifies specific self-care practices I found helpful in reducing my own perceived levels of stress in hopes that other interpreters will also find benefit in those activities. The results of this action research show that an increase in the average number of self-care activities performed weekly results in lower levels of perceived stress for one interpreter. Based on the results of this action research, there may be evidence that engaging in self-care more regularly can reduce stress for interpreters. Because burnout is prevalent in the field of interpreting, it is important that interpreters practice self-care to mitigate stress experienced at work and in their personal lives. 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/4425 Title Mindfulness and Interpreter Cognitive Load Creator Cindy Chambers Subject American Sign Language Language Interpretation and Translation sign language interpreting practice profession mindfulness cognitive load Date 12/11/2020 Type Text Identifier theses/139 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 a signed language interpreter, I must be able to connect with all parts of my brain during interpreting, but much energy is used trying to prevent negative self-talk and managing mental distractors, taking up vital brain space needed to focus on the incoming and outgoing messages. This project will research the effects of mindfulness on cognitive load as a signed language interpreter. I recorded the effectiveness of mindfulness for managing cognitive load by using surveys. The research tracked whether the situation was made more manageable if mindfulness practice was incorporated. Qualitative data was used to investigate my ability to continue interpreting during a stressful situation by using mindfulness techniques, maintaining a balance of cognitive load, and practicing management of incoming personal negative criticism. Quantitative data was taken by using four cognitive therapy surveys and rating blood pressure and heart rate taken before and after Mindfulness Based Stress Reduction class (MBSR). Findings showed a lessened cognitive load during signed language performance with greater attentiveness to the task at hand. There was less negative nagging that had been taking up the brain space required for the interpretation process. 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/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/4423 Title Measuring The Impact of Social Media Marketing on Individuals Creator Abdullah Alabdulkarim Subject Management Information Systems social media social media marketing new media digital marketing social networks social influencers influencer marketing Date 6/6/2017 Type Text Identifier theses/120 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 Three problems associated with the use of social media in marketing include: 1. The difficulty in tracking, managing, and analyzing the traffic that comes from different social media networks. Google Analytics is one of the data analytic tools that deals with traffic efficiently. It recognizes traffic sources and categorizes them to give the advertiser insights into oncoming traffic to the company’s website. It provides comprehensive statistics about traffic, which can be useful for advertisers to measure the performance of their marketing campaigns. 2. The inability to measure the success of marketing campaigns to increase sales. A/B Testing is a useful way to tell advertisers about the best methods to enhance their final results. It examines the functionalities of websites and advertising techniques during social marketing campaigns that lead to direct or indirect impacts, which can boost sales. 3. The lack of finding target audiences in social media. Social media’s API, such as Twitter Ads, provides many features that can generate new leads. It gives advertisers the ability to target social media users based on their demography, geography, behavior, and interest. In the business section, the paper covers the impact of social media influencers on their followers and how companies use those influencers within their marketing campaigns. This information can help businesses achieve their social media marketing goals by using these solutions and following measurable plans. Furthermore, the paper mentions some successful case studies that have used these solutions effectively. Date Available 6/10/2022 Degree Master of Science in Management and Information Systems Note David Olson, Scot Morse, Mark Elton Type professional_project -- Url https://wou.omeka.net/s/repository/item/4422 Title Making the Dream Work: Teaming Intimacy for Interpreters in Freelance Settings Creator Rebekah J Cheeley Subject Intimacy Teaming Sign Language Interpreting Sense of Community Self-Efficacy Date 12/10/2020 Type Text Identifier theses/143 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 Intimacy is a quality of a relationship, and includes trust, open self-disclosure, emotional closeness, and reciprocity (Timmerman, 1991). It is measurable only by the perceptions of members of the relationship. This concept, considered in terms of the Choice-Constraint Approach to Studying Similarity in Intimacy (Mollenhorst, Völurker, & Flap, 2008), has important implications for teaming freelance interpreters who must work together. Intimacy has also been linked to self-efficacy and sense of community theories, which are used as frameworks in this paper. The goal of this research is to identify perceptions which impact teaming intimacy and discuss the importance of intimacy for teaming freelance interpreters. Data was collected on my perceptions of intimacy, using a Likert scale to gauge personal trust, professional trust, open self-disclosure, emotional closeness, and reciprocity, based on Timmerman’s (1991) concept of intimacy. My own perceptions about basic, general characteristics about teams was also noted and journal entries collected post-job were analyzed to look for patterns of emotion-based words and whether those related to teaming intimacy. 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/4421 Title Making Self-Care, Well-Being, and Emotional Intelligence a Part of Your Life Creator Evelina Macias Subject Language Interpretation and Translation Sign Languages self-care well-being emotional intelligence burnout ASL interpreting professional development stress emotional exhaustion Date 12/6/2022 Type Text Identifier theses/223 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 action research project investigates how practicing self-care impacts well-being and emotional intelligence for me personally, as a working interpreter, and as a signing instructional assistant. Tools used to collect data were a modified Well-Being Survey (The KIDSCREEN Group, 2004), an Emotional Intelligence Test (Daniel, 2000), and the Junto Emotion Wheel (Chadha, 2022). Data was collected and analyzed for eleven weeks from May to July. This research was conducted to see what kind of impact self-care would have on my well-being and emotional intelligence. The goal was to see how taking care of myself could improve my mood and well-being, prevent burnout from work, and build better relationships with colleagues at work. The results demonstrated that the number of self-care activities I participated in would go down when I was in a good mood and feeling positively about work, and that I used self-care when I was feeling down or stressed. Overall, I found that by the end of the eleven weeks, I had medium to high emotional intelligence scores which indicated that self-care helped me develop in the areas of self-awareness, self-management, social awareness, and relationship management. Date Available 12/6/2022 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Elisa Maroney Type action_research -- Url https://wou.omeka.net/s/repository/item/4420 Title Looking Forward: COVID-19 and its Impact on Working Interpreters Creator Kelsey McKibbin Subject American Sign Language Language Interpretation and Translation COVID-19 working remotely sign language interpreting Date 7/30/2021 Type Text Identifier theses/69 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 is focused on the global outbreak of COVID-19 that hit the United States in March of 2020, and how the pandemic affected sign language interpreters. Many interpreters were suddenly forced to work in a virtual environment (not sharing the same physical space as their clients), some for the first time. This thesis seeks to examine how interpreters adapted to this sudden change and identify best practices for working remotely moving forward. The findings of this study will indicate how interpreters perceived this change to remote work, and how prepared they were for the transition. Date Available 8/13/2021 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Elisa Maroney, Carolyn Ball 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/4411 Title It's Not Just for Jews Anymore: A Guide to Interpreting in the Jewish Setting Creator Jaclyn Korfin Subject Bilingual Multilingual and Multicultural Education Jewish Studies Language Interpretation and Translation Jewish Interpreting Religion American Sign Language Hebrew Date 12/11/2019 Type Text Identifier theses/134 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 Many interpreters are bilingual and can be multilingual in a variety of spoken and signed languages. The typical reason for interpreters being multilingual is for communication when more than two languages are used, for example at borders of countries, or in courts when multiple language must be used to ensure that all parties involved have a solid understanding of the materials. In order to better understand interpreting in the Jewish setting it is important to look at tri/multilingual interpreters in religious settings at events such as a Bris, Bat/Bar Mitzvah, weddings, and funerals. Religious communities each have special traditions and practices specific to the groups involved. Some of these practices are held in other languages or are ancient rituals and prayers that have been used for many centuries. There are a multitude of religions in the world, and Deaf people are involved with every type of religion from Atheism to Zionism. 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/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/4390 Title Interpreting and Dyslexia, How to Cope Creator Elaina Snow Subject Accessibility American Sign Language Bilingual Multilingual and Multicultural Education Disability and Equity in Education Education Educational Assessment Evaluation and Research Language Interpretation and Translation Modern Languages Translation Studies Dyslexia Strategies Coping Cognition Interpreting American Sign Language ASL Date 1/24/2020 Type Text Identifier theses/137 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 about how Dyslexia influences the physical and cognitive aspects of the interpreting process. Dyslexia is a spectrum and does not influence everyone to the same degree. Therefore, this study will be limited to testing several strategies provided by a variety of interpreters on only one participant, myself, who has Dyslexia. I applied a variety of coping strategies for different cognitive and physical aspects of Dyslexia to my interpreting work. Next, I found a common theme between interpreters that have Dyslexia. Once I figured out a common theme, I picked a few strategies to test and compared the accuracy from the original interpretation to the accuracy once the strategy was implemented. 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/4389 Title Interpreters and Aphasia Creator Emily Mota Subject Language Interpretation and Translation Sign Languages Date 6/9/2021 Type Text Identifier theses/66 Language eng, sgn-US 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 (ASL)-English interpreters facilitate language and mediate culture between hearing people who speak English and people who are deaf or hard of hearing (D/HH) and use ASL. Some navigate additional and unique challenges from the atypical language of D/HH people who live with an acquired communication disorder called Aphasia. These interpreters learn to partner with healthcare workers diagnosing and treating these people, and work to establish guidelines for their own scope of practice. This study explores this through the lens of Dean and Pollard’s (2013) demand control schema. Interviewing four interpreters uncovered realistic and immediately applicable tools for promoting and simplifying communication. Better communication may help healthcare workers treat more effectively and may lead to greater access to information for Aphasic signers. Date Available 6/9/2021 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Elisa Maroney, Jordan Eickman Type thesis -- Url https://wou.omeka.net/s/repository/item/4388 Title Interpreter educators in the United States: Teaching, research, and practice Creator Sandra L. Maloney Subject Bilingual Multilingual and Multicultural Education Curriculum and Instruction Education Educational Assessment Evaluation and Research Higher Education and Teaching Other Languages Societies and Cultures Other Teacher Education and Professional Development signed language interpreter educator critical social theory research teaching Date 3/18/2018 Type Text Identifier theses/45 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 teaching, research, and practice of signed language interpreter educators in the United States is examined through a Critical Social Theory framework. While there is literature on interpreter educators from the perspective of program directors, very little research has been done that gathers data directly from interpreter educators. The research available leads to recommendations for instructor credentials and qualifications; however, no data exists regarding current signed language interpreter educators and whether they possess the recommended criteria. An exploratory survey was disseminated to interpreter educators in the United States to elicit information regarding their experience as signed language interpreters, as teachers, and regarding their engagement in research. Demographic information was collected to better understand how a participant’s social identity may affect program outcomes. The charts and diagrams in this study provide a broad overview of current interpreter educators, curriculum utilization, professional development, and research. The data from the survey was compared with the existing literature to assess for alignment, incongruences, and gaps. The conclusion and results from critiquing the research and the findings show there are many additional areas for research regarding interpreter educators. The results also show the need for established hiring requirements for interpreter educators, peer-reviewed course materials, effective professional development for current instructors, and an increased engagement in conducting and disseminating research. It is the recommendation that educators and researchers engage in a critical self-assessment to understand the impact of interpreter educators on program outcomes. Date Available 3/18/2018 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda R. Smith, Dawn Whitcher Type thesis -- 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/4384 Title Initial Understandings of the Perceptions to the Self-Efficacy in Interpreters Working in K-12: Potential Underlying Factors Creator Angela L O'Bleness Subject Education Other Languages Societies and Cultures Educational Interpreter Self-Efficacy Role Responsibilities Sign Language Classroom Environment Date 2/25/2019 Type Text Identifier theses/53 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 intent of this research is to utilize the self-efficacy construct in the profession of signed language interpretation specific to those in the K-12 environment and identify factors potentially influencing self-efficacy. Perceived self-efficacy influences the cognitive, motivational, affective, and selection processes in the behaviors of people (Bandura, 1977). Self-efficacy refers to an individual’s belief in their capabilities “to organize and execute the course of action required to manage prospective situations” (Bandura, 1997, p. 2). Research demonstrates that teachers with high self-efficacy influence successful student outcomes and persistent in teaching (Henson, Kogan, & Vacha-Hasse, 2001). In a survey of educational interpreters, participants described conflicting responses between the self-efficacy Likert scale ratings and open-ended comments. The data revealed interpreters are highly influenced by multiple aspects of the environment. Some patterns emerged that may be substantiated by future research. This survey resulted in unexpected findings. Self-efficacy demonstration and belief may reveal itself as the ability to enact professional agency in the interpreter role defined by the environmental expectations, understanding and application of interpreter role. Additional findings revealed 97% of the respondents indicated the need for more training, 50% indicated the need for being included in collaboration as a valued member of the educational team and factors included a felt need for national standardization of educational interpreters. 47% of the respondents identified the need for clearer consistent guidelines and parameters within this specialization. This represents initial understandings of self-efficacy and its potential influence on the beliefs and behaviors of those who work in the educational system. Date Available 2/25/2019 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Sarah Hewlett, Linda Ross Type thesis -- 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/4382 Title Incorporating Physical Exercise and Job Crafting to Buffer Cardiovascular Disease and Job Boredom in Video Remote Educational Sign Language Interpreting Creator Antonia Musto Subject Sign language interpreting physical exercise job boredom job crafting Date 8/29/2020 Type Text Identifier theses/142 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 Over the past decade, research has demonstrated that sign language interpreters are experiencing stress and burnout at high levels, causing them to prematurely leave the profession (Schwenke, 2012; Dean & Pollard, Jr., 2001; Heller, Stansfield, Stark, & Langholtz, 1986). Interpreters are at risk for developing cardiovascular disease (CVD) (Gerber et al., 2016) due to factors such as emotional exhaustion, dissatisfaction, high demands on the job (Dean & Pollard, Jr., 2001), and job boredom (Harju, Hakanen, & Schaufeli, 2014). Theorists explain how workplace environmental variables predict stress related to job boredom through the demand-control schema (Dean & Pollard, Jr., 2001) and conservation of resources (Harju, Hakanen, & Schaufeli, 2014). Theorists advocate for a comprehensive approach to deal with work-related stress by involving both the employer and the individual (Dean & Pollard, Jr., 2001; Maslach & Jackson, 1981). High levels of physical activity protects and buffers stressful events (Gerber et al., 2016). Job crafting can reduce stressful conditions related to job boredom, sustaining the well being of an employee (Harju, Hakanen, & Schaufeli, 2016). New interpreters entering into the video remote educational interpreting profession can benefit from understanding the physiological consequences of stress related to job boredom and specific interventions aimed at building resilience to fighting stress. This action research project evaluates using physical exercise and job crafting as a way for me to combat stress related to job boredom in the video remote educational setting. 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/4381 Title Inclusive Education and Teaching Social Sciences Creator Ty Currie Subject Education Date 6/11/2022 Type Text Identifier theses/167 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 Action Research project was designed to help me examine literature, collect/report data, and answer research questions focused around the key themes of: creating an inclusive classroom environment, the integration of technology in a high school social studies classroom, and the implementation of researched based subject specific teaching practices. Action research was designed for me to use data from my first teaching experience of the course of a year in the MAT program. I used the knowledge from all the classes I completed in the program to help guide my learning through the action research process. I used self reflective journaling to help provide a path for future decisions and behavior, I analyzed a number of different documents to track improvement and compare and contrast lesson plans, and I listened to observation feedback from both my mentor and supervising teacher. The forms of data collection listed above helped me to examine my own teaching practices while explicitly highlighting strengths and areas for improvement within my own teaching. Through extensive action research I was able to gain the knowledge of how I can improve in highlighted areas to increase my ability as an educator. Action research has provided me with emerging themes that I will focus on as I continue my journey as a teacher. Action research is something that I will continue to perform going forward. I have learned so much about the process of action research and now understand the importance and opportunity action research provides to truly a better version of myself. I am excited to see what findings will come from future practice Date Available 6/8/2022 Degree Master of Arts in Teaching (initial licensure) Note Joshua Schultz, Trey Shimabukuro 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/4378 Title Improving Educational Interpreter Preparation and Employment Readiness Using a Curricular Approach Creator Erin Seipke-Brown Subject Education Higher Education Language Interpretation and Translation Other Education educational interpreter educational interpreting experiential learning interpreter education interpreter training job readiness specialist certificate Date 3/22/2023 Type Text Identifier theses/237 Language eng 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 There is currently no national standardization of education or credentialing requirements for signed language interpreters practicing in K-12 educational settings. In response, many states have established their own requirements for educational interpreting practitioners. These state-level requirements often include a state-determined minimum assessment score on the Educational Interpreter Performance Assessment (EIPA). While use of the EIPA as a testing instrument to credential educational interpreters has become widely used, the score requirements vary greatly from state to state. Due to the scope and nature of requisite competencies evaluated through the EIPA, there is a need for specialist education to prepare interpreters to practice as K-12 educational interpreters. The gaps in competencies identified through this research were used as the foundation to develop recommendations for the inclusion of relevant domains within an educational interpreter specialist certificate curriculum. Date Available 3/22/2023 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda Smith, Daniel McDougall 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/4376 Title How Mobile Payment Is Changing The World Creator Jin Huang Subject Management Information Systems mobile payment smartphone QR-Code NFC online banking Date 3/21/2017 Type Text; Image; StillImage Identifier theses/124 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 People prefer to carry a smartphone which is more convenient than physical credit or debit cards in daily life, and mobile payment is the next step for the business world. This paper introduces several payment methods, such as mobile payment, NFC payment, QR-Code payment, and online banking. The paper researches how such payment methods change the trade and finance field, and their advantages and disadvantages. It describes the influences on the different market players. The study also investigates security, user experience, and business experience of mobile payment, to illustrate how the mobile payment replaces traditional payment methods. Finally, the best payment method should combine each of the benefits. Traditional payment methods cannot keep the pace of high-speed fund transactions. Mobile payment has significantly improved people’s payment experience, and it provides new opportunities to promote the develop online shopping, financial institutions, and third-party payment. New developments like E-cash will introduce even more change. Date Available 6/10/2022 Degree Master of Science in Management and Information Systems Note David Olson, Scot Morse, Tom Burrell Type professional_project -- Url https://wou.omeka.net/s/repository/item/4375 Title How Massage Therapy Affects Educational Interpreters Creator Sarah Ray Subject Education Other Languages Societies and Cultures self-care American Sign Language interpreters massage therapy stretching educational interpreters Date 3/20/2021 Type Text Identifier theses/65 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 thesis examines the importance of self-care for American Sign Language educational interpreters. The research presented in this study adopts a holistic approach to analyzing the mental and physical health effects resulting from the regular use of massage therapy. The goal of this thesis is to identify some controls an interpreter can implement when mental and physical demands intensify due to job-related stress. Data was collected using a questionnaire available only to educational interpreters concerning job-induced stresses and the effects of regular massage. The findings of this study identify the psychological and physiological benefits professionals feel after implementing periodic massage therapy as a form of self-care. Further investigation could reveal a greater variety of self-care opportunities that could impact an interpreter’s wellbeing. Date Available 3/19/2021 Type thesis -- 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/4373 Title How can I better live personal and professional values in my interpreting work with colleagues? Creator Peter Norland Subject American Sign Language Interpersonal and Small Group Communication Language Interpretation and Translation team interpreting action research pre-conferencing values narrative inquiry Date 8/2/2019 Type Text Identifier theses/132 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 was an attempt to improve my practice through inviting the insights of my colleagues into my work with them. Eleven hearing interpreters participated. Through interviews, I found that conferencing before the assignment and debriefing afterward elevated my colleagues’ beliefs about my embodiment of collegiality and respect for their professional autonomy, despite times my efforts fell short during assignments. Colleagues told me they thought the pre-conferencing practices I adopted as part of the research were helpful to our decision-making during assignments. My finding that pre-conferencing is helpful for teaming supports Hoza’s (2010b) claim that this standard practice is effective, but other aspects of my inquiry point to ambiguities and tough decisions in teaming. The methodology employs “multiple perspectives of knowing” to give an embodied account of teaming (Zuber-Skerritt & Fletcher, 2007, p. 417). 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/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/4351 Title Home Literacy Environment and Effects of Reading Development in Children Creator Natalia Ames Subject Education education reading Date 6/11/2022 Type Text Identifier theses/165 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 Title: Home Literacy Environment and Effects of Reading Development in Children Date Available 6/8/2022 Degree Master of Science in Education: Reading Note Joshua Schulze, Annie Ittner, Amanda Olsen Type professional_project -- Url https://wou.omeka.net/s/repository/item/4350 Title Holistic Social Science Education Creator Sarah Ruzicka Subject Curriculum and Instruction Education Date 6/11/2022 Type Text Identifier theses/211 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 Holistic Social Science Education Date Available 6/8/2022 Degree Master of Science in Education: Curriculum and Instruction Note Joshua Schulze, Alicia Wenzel, Kenneth Carano Type professional_project -- 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/4347 Title Heritage signers: language profile questionnaire Creator Su K Isakson Subject Bilingual Multilingual and Multicultural Education Curriculum and Instruction Educational Assessment Evaluation and Research Educational Methods First and Second Language Acquisition American Sign Language Heritage Sign Language Learner Deaf-Parented Interpreter Ethnolinguistic Identity Social and Linguistic Security Assessment Date 3/10/2016 Type Text Identifier theses/27 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 instruction of American Sign Language historically has employed a foreign language pedagogy; however, research has shown foreign language teaching methods do not address the distinct pedagogical needs of heritage language learners. Framing deaf-parented individuals as heritage language learners capitalizes on the wealth of research on heritage speakers, particularly of Spanish. This study seeks to address three issues. First, it seeks to ascertain whether the assessment instrument developed successfully elicits pedagogically relevant data from deaf-parented individuals that frames them as heritage language learners of ASL. Second, it seeks to draw similarities between the experiences of deaf-parented individuals in the United States and heritage speakers of spoken languages such as Spanish. Third, after considering the first two, it addresses the question of whether deaf-parented individuals may therefore benefit from the pedagogical theory of heritage language learners. Using quantitative and qualitative methodologies, an assessment instrument was distributed to individuals over 18 years of age, who were raised by at least one deaf parent and had used and or understood signed language to any degree of fluency. This study seeks to test the soundness of the instrument’s design for use with the deaf-parented population. A review of participant responses and the literature highlights similarities in the experiences of heritage speakers and deaf-parented individuals, gesturing toward the strong possibility that deaf-parented individuals should be considered heritage language learners where ASL is concerned. The pedagogy used with deaf-parented individuals therefore should adapt the theories and practices used with heritage speakers. Date Available 3/11/2016 Degree Master of Arts in Interpreting Studies Note Amanda R. Smith, Kara Gournaris, Maribel Gárate Type thesis -- Url https://wou.omeka.net/s/repository/item/4346 Title Heritage learner to professional interpreter: who are deaf-parented interpreters and how do they achieve professional status? Creator Amy Williamson Subject Accessibility Anthropological Linguistics and Sociolinguistics Bilingual Multilingual and Multicultural Education Cognition and Perception Community-Based Learning Comparative and Historical Linguistics Counseling Critical and Cultural Studies Cultural History Curriculum and Instruction Curriculum and Social Inquiry Demography Population and Ecology Developmental Psychology Disability and Equity in Education Educational Assessment Evaluation and Research Educational Leadership Educational Methods Educational Sociology Family Life Course and Society First and Second Language Acquisition Inequality and Stratification International and Comparative Education International and Intercultural Communication Interpersonal and Small Group Communication Language Description and Documentation Linguistic Anthropology Literature in English North America Ethnic and Cultural Minority Online and Distance Education Other Social and Behavioral Sciences Race Ethnicity and Post-Colonial Studies Reading and Language Scholarship of Teaching and Learning Social and Cultural Anthropology Social Psychology Sociology of Culture Student Counseling and Personnel Services Women's Studies Coda heritage language child language broker American Sign Language bilingual Date 6/9/2015 Type Text Identifier theses/22 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 Individuals who have one or more deaf parent can be considered heritage learners of a signed language (Compton, 2014; Valdes, 2005). These individuals have had language brokering experiences (Napier, in press) before entering a formal program or attending any training to become an interpreter. Despite the experiences and skills they bring to the classroom and the profession of ASL/ English interpreting, deaf-parented interpreters anecdotally say that educational opportunities do not account for their specific needs and skill-set. The relationship between demographic characteristics of ASL/English interpreters who have one or more deaf parent, including their linguistic environments during formative years, routes of induction into the interpretation profession, and their professional status as an interpreter is examined in this mixed-methods exploratory study. This study of 751 deaf-parented interpreters’ survey responses finds that they are achieving national credentials and education and training as an interpreter through some coursework, formal and informal mentorships, and workshops. Degree and certification requirements along with state licensure before working as an interpreter may serve as a barrier to deaf-parented interpreters who, for the most part, have been entering the field through informal induction practices within the deaf community. The results of this research can benefit the field of signed/spoken language interpreting by influencing curriculum design and teaching approaches so that the unique demographic of deaf-parented interpreters are recruited to and retained within the profession. Date Available 6/9/2015 Degree Master of Arts in Interpreting Studies Note Pamela Cancel, Elisa Maroney, Robert Adam Type thesis -- 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/4344 Title General overview of the Puerto Rican signed language interpreter Creator Katia Y. Rivera Subject Education Other Languages Societies and Cultures Puerto Rico interpreter interpreting general overview Puerto Rican signed language sign language profile Date 3/24/2017 Type Text Identifier theses/34 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 aim of this research is to explore the research question: What is the general profile of the Puerto Rican signed language interpreter? The purpose of this study was to identify the overall characteristics of the Puerto Rican signed language interpreter, including the demographics, their training in interpreting, and their work settings, experiences, needs, and challenges. This study used a mixed methods approach; the data was collected from a survey and three interviews. According to the data, the signed language interpreting field in Puerto Rico is behind compared to the field in the United States, due to lack of research and limited educational opportunities for continuing education. The data revealed that the signed language interpreting field in Puerto Rico is still young; it is dominated by females and a majority of interpreters work in educational and VRS settings. Most Puerto Rican signed language interpreters feel that they need more educational support. Date Available 3/23/2017 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Erin Trine, Amanda R. Smith Type thesis -- Url https://wou.omeka.net/s/repository/item/4343 Title From the Cold Seat to the Hot Seat: An agency guide to interns Creator Heather Moore Subject American Sign Language Education Other Languages Societies and Cultures sign language internship intern agency sign language agency Date 3/17/2022 Type Text; Image; StillImage Identifier theses/148 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 Sign language interpreting agencies can provide interns with authentic learning experiences and assist with the transition from student to professional. A review of literature regarding the gap between classroom and professional work experiences was conducted. From this review, current practices, problems, and practical solutions were identified. With these providing a theoretical foundation, surveys and interviews of agency owners were conducted regarding their current and past experiences of utilizing interns in their agencies. Results revealed a list of reoccurring themes on how to better include and support interns, such as the use of mentors, shadowing, and development of business practices. Utilizing these suggestions or recommendations may allow agencies to better prepare interns as they transition from the “Cold” seat to the “Hot” seat. Date Available 3/17/2022 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Elisa Maroney, Sarah Hewlett Type professional_project -- 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/4340 Title Focusing the gap: Productive post-IEP development Creator Kerrie Ellen Lovercheck Subject Education Language Interpretation and Translation Apprenticeship mentorship mentor-tree work readiness interpreter programs gap post-IEP gap programs medical residency model Date 12/1/2018 Type Text Identifier theses/130 Language eng Rights http://creativecommons.org/licenses/by-nc-sa/4.0/ Abstract For signed language interpreters there are a limited number of formal transition programs to aid the development from completion of an interpreter education program (IEP) to competent professional. This period of time is an important time for building a professional foundation. Research in other practice professions has shown that gradual transitions towards autonomy under adequate supervision and coaching provide a forum for practitioners to grow in their professional abilities with the support needed to guide them. The type of program used as a model in this study is the medical residency program where underclassmen learn a new skill from an upperclassman, practice this skill, and finally teach the skill to the next cohort. All phases are done under a competent professional’s observation. By conducting an action research project on my practice, benefits of this progression during an interpreter's formative years were delineated. The study was conducted to assess the benefits of cycling through learning, practicing and teaching phases with the oversight of a competent practitioner. The action research findings support the recommended progression of learn, practice, teach. 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/4339 Title Father’s Experiences of Inclusion and Exclusion within Home-School Partnerships Creator Guadalupe Olvera Gonzalez Subject Bilingual Multilingual and Multicultural Education Early Childhood Education Educational Assessment Evaluation and Research Elementary Education father's experiences elementary Date 3/1/2023 Type Text Identifier theses/236 Language eng 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 My motivation for my thesis is rooted in my experiences with the people in my life and more specifically, my experiences with watching fathers navigate societal and cultural norms in education. Date Available 3/17/2023 Degree Master of Science in Education: Early Childhood Education Note Andrea Emerson, Ya-Fang Cheng, Dana Ulveland Type thesis -- Url https://wou.omeka.net/s/repository/item/4338 Title Exploring professional identity: a study of American Sign Language/English interpreters Creator Nicole Harwood Subject Adult and Continuing Education Bilingual Multilingual and Multicultural Education Education Educational Leadership Educational Psychology Leadership Studies Other Education Other Languages Societies and Cultures Psychology Sociology Teacher Education and Professional Development professional identity self-concept clarity ASL/English interpreters Date 6/14/2017 Type Text Identifier theses/37 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 Professional identity is a complex and multi-faceted concept that encompasses definitions pertaining to the professional identity of the collective, the professional identity of the individual practitioner, and the process of developing a professional identity. Individuals start with a fundamental concept of self and then layer on a variety of identities, including a professional identity, thereby forming the answer to the question: who are you? Utilizing the Registry of Interpreters for the Deaf (RID) directories and online social media resources to survey interpreters, this study attempts to explore the professional identity for ASL/English interpreters. In order to explore the collective identity of ASL/English interpreters, the Professional Identity Scale in Counseling developed by Woo (2013) was adapted to fit the interpreting profession. This adapted scale is an instrument intended to measure the professional identity of ASL/English interpreters. Survey participants also took the Campbell et al. (1996) Self-Concept Clarity scale to assess the individual interpreter professional identity and impact of self-concept clarity on professional identity. Finally, survey participants answered optional open-ended questions to evaluate the process of professional identity development for ASL/English interpreters. The mixed-methods approach allowed this research study to begin the exploration of the broad and intricate topic, and the resulting data is a foundation for future research. While credentials alone may not hold the key to understanding the professional identity of ASL/English interpreters, the experiences of the collective profession and individual professionals present a glimpse into the possible connections between professional identity, self-concept clarity, professional confidence, and ultimately, professional competence. Date Available 6/14/2017 Degree Master of Arts in Interpreting Studies Note Vicki Darden, Erin Trine, Ruhama Freeman Type thesis -- Url https://wou.omeka.net/s/repository/item/4337 Title Expanding the collective narrative: exploring the experiences of American Sign Language/English interpreters of Asian heritage Creator Christine Nakahara Subject Asian American Studies Bilingual Multilingual and Multicultural Education Education Educational Leadership Educational Sociology Other Languages Societies and Cultures Other Teacher Education and Professional Development Race and Ethnicity Asian Heritage Microaggressions Racism ASL/English Interpreting Cultural Awareness Asian American/Pacific Islander Date 4/29/2016 Type Text Identifier theses/30 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 focuses on the experiences of Asian and Asian American/Pacific Islanders in the field of American Sign Language/English interpreting within the United States. This study was conducted in two phases, an online survey followed by one-on-one interviews either online or in-person. The information was gathered, coded, and then analyzed for common themes to see if there was a common trend or experience among this particular minority group. The literature review revealed that a majority of the Asian and Asian American/Pacific Islander community does experience microaggressions on a weekly basis, if not daily; however, this has not yet been investigated among current and former practitioners of American Sign Language/English interpreting. It was found that many Asian and Asian American/Pacific Islander interpreters experienced their interpreter education programs (IEPs) to be lacking in discussions about diversity and multiculturalism. The same holds true for practitioners who did not attend an IEP. Working interpreters often felt there was a lack of understanding and conversation about cultural differences and diversity among their peers and consumers. This lack of understanding can lead to more microaggressions and frustration experienced by the Asian and AAPI interpreter. To increase discussion and awareness, participants desired more education and discussion about race, racism, and microaggressions in their education and with their colleagues and consumers. Date Available 5/25/2016 Degree Master of Arts in Interpreting Studies Note Vicki Darden, Melanie Landon-Hays, Geri Mu Type thesis -- Url https://wou.omeka.net/s/repository/item/4336 Title Examining the Effects of COVID-19 on Young Families: A Comprehensive Review Creator Cara O'Brien Subject Early Childhood Education Young families teen parents COVID-19 community early childhood Date 6/11/2022 Type Text Identifier theses/204 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 paper is to study how global crises can play a role in affecting young families. A comprehensive literature review of peer-reviewed journals was conducted to investigate the impact of the COVID-19 pandemic on parenting teens. Existing evidence was gathered, examined, and analyzed to gain a better understanding of the circumstances young families have faced since early 2020. Results uncovered three themes, including impacts on ‘parents’, ‘children’, and ‘community supports’. The overall benefits and hardships experienced by adolescent parents throughout the pandemic were then synthesized to create an in-depth review with suggestions for future research. Date Available 6/8/2022 Degree Master of Science in Education: Early Childhood Education Note Cindy Ryan, Cindy Ryan, Andrea Emerson, Marie LeJeune Type thesis -- Url https://wou.omeka.net/s/repository/item/4335 Title Examining the Divide: Understanding the Perceptions and Relationships between Community and Educational Interpreters Creator Jordan Ward Subject Arts and Humanities Language Interpretation and Translation Sign Languages Horizontal Violence Community Interpreting Educational Interpreting Interpersonal Relationships Consumer Impact Interpersonal Conflict Date 6/11/2022 Type Text Identifier theses/190 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 Interpersonal relationships lay the foundation for the work of ASL–English interpreters. Professional relationships can have a significant impact on one’s behaviors, physical health, and psychological health, all of which can have impact on the work of an interpreter. This thesis explores the perceptions of, and relationships between, interpreters working primarily in community and K-12 educational settings. Prior to this study, no known research has been conducted examining the nature of interpersonal relationships between professional interpreters working in settings different from their own. An exploratory study was conducted through a survey and an interview to understand if and how interpreters develop and maintain cross-setting relationships with interpreters working in different primary settings. Date Available 6/7/2022 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Kimberly Patella, Erin Trine Type thesis -- Url https://wou.omeka.net/s/repository/item/4334 Title Esteem, Why Should We Care? The Importance of Work-Esteem in Our Field, Our Work, and Ourselves Creator Katrina N Wadsworth Subject American Sign Language Language Interpretation and Translation Sign Languages Date 6/10/2022 Type Text Identifier theses/158 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 Esteem is an important part of our lives as human beings both personally, with selfesteem, and professionally, with work-esteem. Work-esteem is important to the work of interpreters, and it can also affect the work produced by interpreters. Esteem encompasses a lot of different aspects, but this research on work-esteem focuses on the theories of Maslow and his hierarchy of needs of motivational theory and Rosenberg’s self-esteem theory and the corresponding self-esteem scale. The literature review explores Maslow’s and Rosenberg’s connection to work-esteem, self-esteem’s impact on work, life experiences impact on esteem, work-esteem as a perception/outcome/or both, interpersonal relationships and esteem, horizontal violence and esteem, perfectionism and esteem, imposter syndrome and professional identity, our authenticity and worth— looking at mental and moral strength, than finally self-care and work-care and moving forward with improving and balancing our work-esteem and life. Two questionnaires were sent out the interpreting community: one before doing four weeks of a variety of activities for development and improvement and then again after four weeks. The findings illustrated that by working on one’s work-care and selfcare, the interpreter did indeed increase their work-esteem. Date Available 6/8/2022 Degree Master of Arts in Interpreting Studies Note Amanda R. Smith, Sarah Hewlett, Audrey Ramirez-Loudenback Type thesis -- Url https://wou.omeka.net/s/repository/item/4333 Title Equity Through the Instrumental Music Education Program Creator John Donnelly Subject Music Education Music Pedagogy Instrumental Music Bilingualism culturally responsive education private school band call for action Date 6/11/2022 Type Text Identifier theses/191 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 Equity Through the Instrumental Music Education Program. This paper describes what the instrumental music program requires for equity through culturally responsive pedagogy, bilingualism, and action for change. By using the focus of the narrative and a collection of qualitative and quantitative data, a support for the instrumental music program can be found through equity. This action research paper will guide the instrumental music educator through my own research and findings. The research also examines current literature and resources to support the instrumental music educator in culturally responsive practices. Date Available 6/7/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays, Amy Bowden, Jeffrey Wilson Type action_research -- Url https://wou.omeka.net/s/repository/item/4332 Title Empowering the Arts Creator Jeanine Newsome Subject Art Education Education art empowerment holistic inspire understanding culture respect Date 6/11/2021 Type Text; Image; StillImage Identifier theses/106 Language eng Rights http://creativecommons.org/licenses/by-nc-nd/4.0/ Abstract The purpose of this action research project was to examine teaching practices and empowering methodology in regard to the researcher’s student teaching experiences. This research focuses on questions that describe the application of culturally responsive and diverse art curriculum, a shifted focus and preparation for holistic learning, and an implementation of online art projects in the context of distance learning in an art-based classroom during the dual-pandemics of COVID-19 and ongoing, systemic racism. The findings showed a growth in teacher knowledge of empowerment in the arts; however, more research upon further practice is necessary to continue improving as an educator. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Jaclyn Caires-Hurley, Christa Schmeder Type action_research -- Url https://wou.omeka.net/s/repository/item/4311 Title Embracing Vulnerability: Exploring the Need for Strength-Based Interventions to Support the Mental Health of Sign Language Interpreters Creator Darcie L. Chin Subject American Sign Language Language Interpretation and Translation mental health sign language interpreters strength-based interventions Date 12/2/2019 Type Text Identifier theses/133 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 focuses on one American Sign Language (ASL)/English interpreter’s mental health journey in the first two years of her professional career over two six-month periods. The aim of this study is to present strength-based interventions that may help support interpreters’ mental health and professional development. A secondary purpose is to reduce stigma by educating the ASL/English interpreting profession and opening a discussion about mental health. Burnout, compassion fatigue, and vicarious trauma are discussed as some of the complexities of mental health strain that ASL/English interpreters face in the field. Strength-Based Theory and Self-Efficacy Theory are used as the theoretical frameworks. The methods used in this project included journaling and grounded theory analysis. Strength-based interventions such as workplace accommodations, personal therapy, and coaching were utilized and implemented for the stabilization of the mental and emotional health for this interpreter. However, the results showed a lack of strength-based interventions accessible to this interpreter during the six-month periods. Such interventions may have been beneficial in the prevention of and recovery from mental health strain experienced on the job. Results show this interpreter achieved mental health stability, yet lacked support when returning to work after a mental health leave of absence. Strength-based interventions, including supervision, extended internships, and the Mental Health First Aid training course are suggested for further research for the ASL/English interpreting field to reduce mental health strain. Mental health resources are listed at the end of the paper. 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/4310 Title Efficiency in Classroom Management Creator Lauren Biamont Subject classroom management Date 6/1/2021 Type Text Identifier theses/89 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 subject of classroom management can arguably be one of the most important aspects of an individual’s teaching career. When looking at my field of study, physical education, it can have a positive impact on student learning or be detrimental to the lesson at hand. All the planning and preparation ahead of time on subject matter can mean nothing if good classroom management is not in place. Konti (2011) maintains, “Class management is one of the most significant aspects of teaching because of the reason that teaching could be more effective when a proper class management is applied. It does not matter how excellent a teaching is set, it is not possible to be successful unless a class is managed accurately. As a result class management should be regarded as the basic ingredient at making the teaching successful” (pg. 37). This action research project examined studies on what strategies for classroom management are the most effective and how these can be differentiated for best practices in the physical education environment. This action research project dives into a literature review, looks into the data, and analyzes the data to determine best practices Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hayes Type action_research -- Url https://wou.omeka.net/s/repository/item/4309 Title Effects of Exercise on an American Sign Language Interpreter: Work Production, Mental Health and Physical Health Creator Sierra Greiner Subject exercise mental burnout ASL interpreters mental health physical health Date 12/1/2022 Type Text Identifier theses/224 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 Mental burnout and physical fatigue are common in American Sign Language interpreters. In this action research project, I studied the relationship between exercise and one interpreter’s mental and physical strain and job performance. Exercise has always been my main source of self-care. I wanted to take a deeper look at the scientific reasoning behind why a regular exercise routine can lead to a clearer working mind. I conducted research on myself over 20 weeks using a log of my daily workouts, weekly work samples, and weekly journal entries, focusing on how I was feeling mentally and physically. This study allowed me to see how my weekly exercise routine has had a direct positive impact on my work and my mental and physical health. Date Available 12/6/2022 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Elisa Maroney Type action_research -- Url https://wou.omeka.net/s/repository/item/4308 Title Effective Teaching Strategies for an Up-and-Coming Science Teacher Creator Daniel Lampe Subject Education Action Research Project Science Teaching Education New Teacher Teaching Philosophy Date 7/29/2022 Identifier theses/205 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 For a science teacher beginning their career in teaching, there are a multitude of what are considered to be good teaching practices they will need to know. It can be overwhelming for an individual to hone in on the best practices to focus on first. For this action research project, I combed through these practices and selected a few major themes that I believed to be effective teaching strategies for an up-and-coming science teacher. I first started by addressing my own philosophy of teaching, and what I believe are the characteristics and actions of an effective teacher. From there I reviewed a plethora of literature regarding teaching and focused on three major themes: differentiation in the classroom, effective teaching practices, and effective teaching practices specific to a science teacher. I then conducted research and collected data on these three themes through my lesson plans, journal reflections, and feedback from my cooperating teacher and supervisor. I then concluded the project with my own analysis and reflection of the data, which showed just how invaluable these three major themes are for effective teaching for a new science teacher. Date Available 6/14/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays, Brock Ferguson Type action_research -- 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/4304 Title Does the Use of TAPs Impact a Final Interpreted Product: A Self-study Creator Stacey Stevens Subject Education Other Languages Societies and Cultures Date 12/6/2019 Type Text Identifier theses/60 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 What makes it possible for an English/American Sign Language Interpreter to work between two modes of language? The current study explored this question by examining preparation and direct connection to a final interpreted product. This thesis describes a self-study that sought to pinpoint the cognitive process as it occurs during preparation time to determine the feasibility of the designed method. Utilizing Think-Aloud Protocols (TAPs) and a segment of the Demand Control-Schema as tools, I explore my own process as student-researcher/participant starts an investigation into their own process. The study demonstrates use of preparation time impacting a final interpreter product and uses retrospective interviewing to aid in understanding of one cognitive process. Date Available 12/10/2019 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Christyn Burcham, Laurence Hayes Type thesis -- Url https://wou.omeka.net/s/repository/item/4303 Title Do we play well with others? Personalities and interpersonal interactions among signed language interpreters Creator Sarah L. Hewlett Subject Interpersonal and Small Group Communication Personality and Social Contexts Signed Language interpreters Interpersonal interactions rogue personality Date 5/21/2013 Type Text Identifier theses/7 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 aim of this study was to collect information from spoken/signed language interpreters about their own personalities and what personality traits they appreciate and do not appreciate in other professionals. By asking respondents about their feelings toward working with others, this research will take a pulse of the current morale in the field. Initially, the hypothesis was that the morale of the profession is negatively affected by the interpersonal communication conflicts interpreters experience as a result of different personality styles not meshing well. Data was collected through a questionnaire in which 127 responses were obtained from all over the United States, as well as a few respondents from two other countries. Research revealed that interpreters dislike common traits in peers, but because there is no standard approach to deal with tension between colleagues as it is a sensitive subject, the morale of the field is at a tipping point. Since there is very little research about interpersonal relationships between team members in the signed/spoken language interpreting and spoken language interpreting professions, literature was reviewed that focused on personality characteristics that make for good interpreters, interpersonal communication, and tension. The data collected from the questionnaire, as well as the literature reviewed, suggest that while there is a diverse range of personalities and preferences within the signed/spoken language interpreting field, and some of the diversity is appreciated, some is detrimental to work and esteem. Also, the results of this study suggest that interpreters may not be self-aware in regard to how we come across to others. Date Available 5/28/2013 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda R. Smith, Cindy Volk Type thesis -- Url https://wou.omeka.net/s/repository/item/4302 Title Do we eat our young and one another? Horizontal violence among signed language interpreters Creator Emily K Ott Subject Interpersonal and Small Group Communication horizontal violence signed language interpreters intergenerational communication interpersonal communication conflict oppression Date 11/28/2012 Type Text Identifier theses/1 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 aim of this study is to research whether signed language interpreters in Ohio experience intergenerational communication conflict. The initial hypothesis was that interpreters do experience such conflict. The first phase of research was a survey of interpreters in the state of Ohio to determine whether preliminary evidence existed to suggest that new interpreters and more experienced interpreters do experience communication conflict. Such evidence was found. The second phase of research was a process of interviews with two new interpreters and two more experienced interpreters. The data revealed that while there is evidence to support that there is conflict between new and more experienced interpreters, the evidence is perhaps indicative of a larger problem in the field: horizontal violence. Both the survey data and the interview data support the idea that horizontal violence may take place in the interpreting field. Literature from the fields of education and nursing were consulted, since no research has been done about horizontal violence in the field of signed language interpreting. Information from the literature, as well as survey and interview data suggest that while new interpreters and more experienced interpreters do seem to experience conflict, such conflict is indicative of the larger problem of horizontal violence. Further research about horizontal violence in the field of signed language interpreting is recommended. Date Available 12/5/2012 Degree Master of Arts in Interpreting Studies Note Amanda R. Smith, Elisa Maroney, Julie Armstrong Type thesis -- Url https://wou.omeka.net/s/repository/item/4301 Title Discussing the Current Perception of Horizontal Violence Within the Sign Language Interpreting Profession: Are There Misconceptions? Creator Kathy Miller Subject American Sign Language Date 1/16/2023 Type Text Identifier theses/235 Language eng 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 Sign language interpreters are becoming more accustomed to acts of horizontal violence (HV). Research shows the magnitude of the problem in other fields, such as nursing, midwifery, and educational settings. However, little research was available with respect to sign language interpreters. This study investigated sign language interpreters' understanding of HV and emotional intelligence (EI) while determining the differences between feedback, critiquing, and criticism through participants' perspectives. The participants were from varied backgrounds and levels of knowledge, skills, and abilities. In addition, the research assessed how interpreters perceived the terminology presented. The research also investigated participants' experiences with HV as a student or practicing professionals and their thoughts on any association between HV and EI. Date Available 2/14/2023 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Colleen Jones, Jeff Upton Type thesis -- 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/4297 Title Developing my Teaching: Analyzing Personal Teaching Strategies Creator Jessica Schimmoller Subject Education Date 6/11/2021 Type Text Identifier theses/102 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 better understand how my teaching practices relate to research-based strategies. Throughout my Action Research, I chose to focus on three areas: implementing diverse texts, implementing scaffolding, and implementing civic literacy strategies. These focus areas were studied over the course of an eight-week period where I tracked when and how each of these areas was present in my lesson plans, my research journal, and my classroom observations. I collected and examined data from my personal practice and used the resulting analysis to anticipate further growth in these areas as I continue my education career. As I studied my personal teaching, I uncovered the variety of ways I naturally incorporated diverse texts, scaffolding, and civic literacy skills. Additionally, I discovered and reflected on new ways that I could incorporate these skills in future lessons. Some results in this study show few examples of certain strategies, especially the incorporation of civic literacy skills. The reflective nature of this project has impacted my understanding of these skills, including findings that indicate the level of implementation difficulty posed by some teaching strategies. At the end of my study, I conclude that future Action Research will be needed to continue growing in these areas. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Ken Carano, Kellen Sherwood Type action_research -- 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/4295 Title Designing a Self – Management Program Creator Taylor Wakeland Subject Education Date 6/11/2022 Type Text Identifier theses/161 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 Designing a Self – Management Program Date Available 6/8/2022 Degree Master of Science in Education: Reading Note Joshua Schulze, Marcus Wenzel, Alyssa Heuberger Type professional_project -- 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/4293 Title Deaf-hearing interpreter teams: navigating trust in shared space Creator Laurie Reese Reinhardt Subject Accessibility Bilingual Multilingual and Multicultural Education Disability and Equity in Education Deaf-hearing interpreter teams trust theory team interpreting interdependence delegation exercise power Date 6/8/2015 Type Text Identifier theses/21 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 mixed-method study was designed to explore whether role function inequalities among Deaf and hearing interpreters contribute to trust issues within Deaf-hearing interpreter teams. The initial hypothesis stated that role functionality, when not clearly delineated, contributes to the formation and perpetuation of mistrust within Deaf-hearing interpreter teams. Llewellyn-Jones & Lee’s (2014) axes of role-space functionality include interaction management, consumer alignment, and the “presentation of self” and address the interpreters’ interface with the consumers in an interpreted event. The data did not support the presence of explicit issues of trust when the team moved outward to interact with consumers. Survey data revealed evidence to support implicit as well as explicit trust issues present within the team dynamic. The data indicated three domain areas in which intra-team trust issues tend to appear: preparation, linguistic mediation, and imbalances in role/function duty distribution. Castelfranchi and Falcone’s (2010) socio-cognitive theory of trust provides a lens through which to make the respondents’ experiences better understood. Trust is based upon a series of actions that allows the individual to make informed choices on how to proceed through establishing a shared goal, making a positive evaluation to delegate a task/action to an individual, and exercising their power/competency to carry out the specific task or action. When these series of actions are carried out successfully, Deaf-hearing interpreter teams function in accord to Hoza’s (2010) construct of team interdependency utilizing trusting, effective partnerships in which individual roles and functions are equally understood and valued. Date Available 6/8/2015 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Adele Schepige, Ellie Savidge Fourth Advisor: Robert G. Lee Type thesis -- 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/4271 Title Data Analytics Helps Business Decision Making Creator Fengzhu Jiang Subject Management Information Systems decision making data analytics business intelligence IBM Watson analytics Date 3/20/2017 Type Text Identifier theses/125 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 While business analytics increases its use in gaining data driven insights in supporting business decision making, there has been little research done concerning some of the mechanisms that business analytics uses in improving decision making. Drawing on contingency theory and information processing views, this paper analyzes data analytics, linking IBM Watson Analytics to organizations such as an analytics analyzing airline survey, as well as how data analytics helps in decision making. The purpose of this study is, therefore, to examine the data analytics in decision making. This study examines the history of data analytics and the significance of data analytics while reviewing the traditional business intelligence solutions. Additionally, this study provides a statement of problems demonstrating the features and capabilities of IBM Watson analytics; business components, including the benefits offered by business analytics and cost involved; technology components and IBM Watson Analytics demonstration; and results. IBM Watson results show that it intelligently connects, analyzes, and secures data, hence, improving decision making, as well as customer service. Therefore, the key results and findings show that business analytics positively impact the capability of information processing, which in turn, positively influences decision making. This study’s results supports literature from business analytics through inclusion of useful insights into applications, features, and capabilities of IBM Watson Analytics and assistance of data driven decision-making while comparing IBM Watson Analytics with other tools in decision-making. 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/4270 Title Current teaming practices in video relay service Creator Stacey L Rainey Subject Broadcast and Video Studies Communication Interpersonal and Small Group Communication Other Communication Other Languages Societies and Cultures Video Relay Service VRS Teaming Communication Date 6/4/2013 Type Text Identifier theses/6 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 field of signed language interpreting is a young profession. Professionally recognized in the 1960s, American Sign Language/English interpretation has been through much change and growth over the years. At the beginning of the profession and still to this day, the most prevalent settings where interpreters work are in the community and educational systems, as well as the medical field and performing arts, to name a few. Interpreters often work alone, although sometimes interpreters are placed with another interpreter during certain assignments. This is called teaming or team interpreting. Since the early 2000s, there has been fast growth in technology and a new means of communication has launched for the deaf community to use American Sign Language (ASL) in communicating with hearing people through a professional signed language interpreter. This innovation is called Video Relay Service (VRS). VRS facilitates the communication of a deaf and a hearing person to communicate over the phone via a professional ASL/English interpreter. Communication between the two parties is possible with a webcam or videophone using American Sign Language and a phone line using spoken English. The Video Interpreter (VI) has the complex task of processing calls between persons with two languages and cultures, as well as operating the technological demands and interpreting, all at the same time. Often the VI does not have any idea what the call will be about, or the goal of the conversation. Now imagine putting a second interpreter into this situation. Teaming in VRS compared to working in the community looks very different. In this study, the following questions are asked: “Do teaming practices exist within VRS?” and, if so, “What are current teaming practices within VRS? Date Available 6/12/2013 Degree Master of Arts in Interpreting Studies Note Amanda R. Smith, Elisa Maroney, Jill R. Baker Type thesis -- Url https://wou.omeka.net/s/repository/item/4269 Title Current practices: pre-admission assessment of American Sign Language and English language competency in interpreter education programs Creator Cari A Carter Subject Bilingual Multilingual and Multicultural Education Curriculum and Instruction Educational Assessment Evaluation and Research IEP Admission Assessments ASL and English Language Competency Readiness to Credential Gap Pre-admission Langauge Assessment Date 2/15/2015 Type Text Identifier theses/17 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 is to ascertain what, if any, assessments of American Sign Language (ASL) and English language competency are currently used for admission to interpreter education programs (IEP). Research consisted of a mixed methodology discovery study conducted over two phases. Each phase sought to expound upon and clarify all facets of the pre-admission assessment process. Phase I, conducted through a nationwide survey was designed to discover what interpreter education programs are currently using—pre-admission—to assess ASL and English language competency. Information was collected about the presence of any pre-admission ASL and English language competency assessments as well as the components of those assessments. Phase II included semi-structured interviews with interpreter education program coordinators, assessment designers, faculty responsible for assessment administration, or any combination thereof. The interview was comprised of questions about pre-admission ASL and English language assessment practices including but not limited to: theory to support assessment components, assessment design, progression of the assessment design, materials used during assessment, as well as perceived strengths and weaknesses of the assessment tool(s). Data were analyzed to identify the percent of interpreter education programs without a pre-admission ASL and English language competency assessment as well as similarities and differences in the assessments that are currently in use by interpreter education programs. Date Available 2/16/2015 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Adele Schepige, Tiffany Braga Type thesis -- Url https://wou.omeka.net/s/repository/item/4268 Title Culturally Responsive Teaching, Project Based Learning and Health Teaching Goals Creator Julia Shinkle Subject Educational Administration and Supervision Health and Physical Education Health Project Based Learning Culturally Responsive Teaching Grades Date 6/12/2021 Type Text; Image; StillImage Identifier theses/90 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/ Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Ken Carano, Brandi Jackson Type action_research -- Url https://wou.omeka.net/s/repository/item/4267 Title Culturally Responsive Teaching in 8th Grade Social Studies Creator Aubrey Rogers Subject Education Date 6/11/2022 Type Text Identifier theses/164 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 (ARP) is an analysis of my practice of becoming a teacher based on the educational classes I underwent in the Masters of Education Program at Western Oregon University. I analyzed my planning, instruction, and assessment data from my student teaching placement. I aligned my research with the Interstate Teacher Assessment and Support Consortium (InTASC) standards. In this ARP I attempted to analyze the implementation of Culturally Responsive Pedagogy in an 8th-Grade US History Classroom. A secondary research goal was to determine if my use of technology in the classroom enhanced student learning. My findings suggest that Cultural Responsive teaching alone is insufficient as a single teaching principle. In simple terms, contrary to my initial assumption, being a culturally responsive teacher requires using CRT as a tool in the toolbox of teaching, not the entire toolbox. In regards to my use of technology in the classroom reflect similar findings. Technology use in the classroom can be used to enhance student learning, but can not be solely relied upon as the only means of instruction. Date Available 6/8/2022 Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze, Melanie Landon-Hays Type action_research -- 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/4264 Title Culturally Responsive Pedagogy Creator Kim Jackson Subject Education culturally repsonsive pedagogy differentiation best practices Date 6/1/2021 Type Text Identifier theses/77 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 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 business and technology classes, the primary researcher wanted to ensure that she was continually improving her teaching skills and best practices. Her experience in the classroom led her to the questions listed below in her research to improve her 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: observations, lesson plans and journaling. Observations encompassed perspectives of the university supervisor as well as her clinical teacher. The three focus research questions were: how has my lesson plan differentiation changed the more I have taught?; how does my teaching reflect evidence based best practices?; how has my incorporation of culturally responsive pedagogy changed since I started teaching? By examining each question, her hope was to determine if she was increasing her differentiation the more, she taught, that her teaching reflected best practices and her culturally responsive pedagogy strategies were increasing. 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/4263 Title Culturally Relevant Instruction and Literacy in Art Pedagogy Creator Kelsie Leach Provancha Johnston Subject Art Education Fine Arts Secondary Education art pedagogy literacy differentiation scaffolding gradual release of responsibility Date 6/1/2022 Type Text Identifier theses/215 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 Strategies for instance, differentiation or scaffolding as a tool to support literacy in the Art classroom. This research project concluded the analysis of my student teacher’s practicum experience in the 2021 – 2022 school year. I spent the year in a multi-grade (9th to 12th) secondary school Digital Arts classroom. The research details an analysis of these three questions: How have differentiation, culturally relevant pedagogy, and inclusive education changed my Art classroom? How can scaffolded instruction be used to develop an inclusive lesson plan? How does literacy adapted to Art pedagogy inform content-specific strategies in the classroom? Data was compiled from journal entries, formal observations, formative and summative assessment, 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. To curate a strong literacy of a subject, one must first define and teach the expectations of the classroom. Art content specifically is not special, as most literacy strategies will adapt to support the gradual release of responsibility being taught. Keywords: art pedagogy, literacy, differentiation, scaffolding, gradual release of responsibility Date Available 6/7/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays, Amy Bowden, Mary Barnett 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/4261 Title Cultivating Confidence: Embodying Self-Esteem and Self-Efficacy in Novice Signed Language Interpreters Creator Kiarah Moore Subject Education Other Languages Societies and Cultures Personality and Social Contexts Competence Confidence Self-Efficacy Self-Esteem Novice Signed Language Interpreter Date 6/10/2020 Type Text Identifier theses/62 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 Interpreter Training Programs (ITPs) are tasked with the responsibility of preparing prospective interpreters for certification and work in the professional field. Many ITPs focus on the student’s development of technical skills required for interpreting but ignore the cultivation of the student as a whole (Smith & Maroney, 2018). There currently is limited research concerning the importance of self-confidence in interpreters. The purpose of this study is to show the significance of self-esteem and self-efficacy on novice interpreter success. Furthermore, the present study investigates the possible use of high-power poses for interpreters coping with lack of confidence. Prospective and novice American Sign Language/English interpreters in the state of Texas were surveyed to explore their levels of self-esteem and self-efficacy as well as gauge their self-perceived levels of competence and confidence. A small sample of prospective and novice interpreters were also interviewed to test the use of high-power poses and explore confidence at a deeper level than ascertained from the survey. Results from the survey and interview illustrate the crucial role that confidence plays on interpreter success. They also display the link between competence and confidence. Additionally, coping mechanisms are suggested for dealing with stressful scenarios, including implementation of high-power poses. Date Available 6/10/2020 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Elisa Maroney, Tyriibah Royal, Amber Galloway Type thesis -- 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/4258 Title Crisis Intervention and Response Program Analysis Creator Morgan Perkey Subject Crisis intervention team co-response team community-based response community response program crisis response program crisis response unit crisis intervention methods Date 6/11/2022 Type Text Identifier theses/174 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 To address the reallocation of tasks and responsibilities of police officers regarding mental health crises in recent years, a variety of response programs have been employed and investigated. Such programs like Crisis Intervention Teams (CIT) and Co-Response Teams (CRT) have been examined in prior literature. However, the current study aimed to examine programs utilizing a third approach: the Community Response Program (CPR) method as utilized by CAHOOTS in Springfield and Eugene, Oregon. These teams differ from the two previous methods as they do not rely on police officer intervention as part of their default approach when responding to crisis calls. A total of nine programs across the US utilizing this approach were identified and a content analysis was conducted in order to compare the descriptions and information available of each program website. Overall, there were inconsistencies regarding access and transparency of information of the team compositions, the target populations served, data recorded, and clarity of program goals. Further research regarding this approach may result in a more consistent baseline or reference for CRPs that may increase subject success rates and positive outcomes after interventions. Date Available 6/7/2022 Degree Master of Arts in Criminal Justice Note Misty Weitzel, Terry Gingerich, Taryn VanderPyl Type thesis -- 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/4256 Title Creating an Inclusive Social Studies Classroom Through Best Practices Creator Arthur Monson Subject Education Date 6/1/2022 Type Text Identifier theses/209 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 Creating an Inclusive Social Studies Classroom Through Best Practices Date Available 6/16/2022 Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays & Amy Bowden, Lanay Creech Type action_research -- 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/4254 Title Creating an Effective and Diverse Classroom Library Creator Crista Adovnik Subject Education Date 6/11/2022 Type Text Identifier theses/189 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 an Effective and Diverse Classroom Library Date Available 6/7/2022 Degree Master of Science in Education: Reading Note Joshua Schulze, Shannon Wellsteed, Cindy Ryan Type professional_project -- Url https://wou.omeka.net/s/repository/item/4253 Title Confidence—What Does It Have To Do With It? Everything! Creator Christina Woods Subject Language Interpretation and Translation confidence interpreting interpreter interpreting studies Date 8/2/2019 Type Text Identifier theses/131 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 my short history of being an interpreter, confidence has always been a factor in my interpretations. In this paper, I seek to shed some light, from the lens of a new interpreter, on how confidence has an impact on interpreting skills while testing different techniques to improve interpreting confidence level. As Harwood (2017) stated, “Individuals start with a fundamental concept of self and then layer on a variety of identities, including a professional identity, thereby forming the answer to the question: who are you?” (p. x). Confidence helps shape this identity for new interpreters, which reflects on every decision-making skill, especially in uncertain situations. When novice interpreters lack in confidence, some strategies may help support their confidence with interpreting. 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/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/4231 Title Communicative equality: Needs assessment of sign language interpreters in South Dakota Creator Cyndi Fisher Subject Adult and Continuing Education Adult and Continuing Education and Teaching Bilingual Multilingual and Multicultural Education Community College Leadership Education Educational Assessment Evaluation and Research Educational Leadership Higher Education Higher Education and Teaching Online and Distance Education Other Languages Societies and Cultures Teacher Education and Professional Development South Dakota needs assessment rural needs vs quality certification readiness Date 6/16/2018 Type Text Identifier theses/48 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 Data compiled for this research will be used as a pilot study to support further research needed to consider an interpreter education program in West River region of South Dakota. Surveys were distributed to businesses, individuals in the Deaf community, and interpreters who are registered in the state of South Dakota. Face-to-face interviews were scheduled with two owners of two interpreting agencies that schedule interpreter requests throughout South Dakota. Data collection hinted at the need for qualified interpreters in the state, with a more enhanced focus on the western region of the state. Survey results suggest that interpreters are needed; however, flaws occurred during the study, creating recommendations for further research to offer clarity and more detailed conclusions. The participants who responded to the interpreter surveys offered information on their educational backgrounds and ideas on what they wish had been part of their own interpreter education training. Interviews supported information gathered in surveys, offering their perspectives on the need for interpreters. With research compiled and data analyzed, data suggests a possible need for interpreters, a suggestion for further studies to develop a fuller understanding of the concept of a qualified interpreter, and how their quality is measured is applied in the recommendations. In addition, future studies are suggested that may lead to a more comprehensive proposal for an interpreter education program in the West River region of South Dakota. Date Available 6/13/2018 Degree Master of Arts in Interpreting Studies Note Amanda R. Smith, Erine Trine, Marlee Dyce Type professional_project -- Url https://wou.omeka.net/s/repository/item/4230 Title Cloud Computing: Current and Future Impact on Organizations Creator Yiyun Zhu Subject Management Information Systems cloud computing business infrastructure Date 3/20/2017 Type Text Identifier theses/123 Language eng Rights http://creativecommons.org/licenses/by/4.0/ Abstract This project focuses on the business application of cloud computing, both at present and in the future. This investigation aims to assist business users of cloud computing services to improve the perception of cloud computing, to assess the value of their cloud computing service relationships, and to assist in selecting appropriate cloud computing services. This project bases its information on the existing cloud computing technology to clarify the technical aspects of current cloud services and companies. It presents the key elements of conception of cloud computing, its definitions, main service models, and implementation types. Ultimately, this paper analyzes the cons and pros of cloud computing based on business using cases. Also, this paper includes a demonstration to display the process of the cloud vendor providing service. 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/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/4226 Title Called to service and finding a purpose: A mixed-method study of signed language interpreters volunteering in church and religious settings Creator Jennifer Kinnamon Subject Education Other Languages Societies and Cultures Church Interpreting Religious Interpreting Deaf Ministry Non-professional Interpreting Professional Interpreter Signed Language Interpreter Date 6/15/2018 Type Text Identifier theses/49 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 Many non-professional interpreters volunteer their services in church and religious settings to give Deaf congregants access to the message. Church interpreting has been a unique way many interpreters have gained interest into the profession and entered the interpreting field. Although they continue to volunteer in religious settings on a regular basis out of a sense of calling and act of service (Berg, Grant, & Johnson, 2010; Hokkanen, 2014), according to the literature, interpreters in their first 10 years of work choose benevolence as their number one value for entering the interpreting field (Ramirez-Loudenback, 2015). Often that desire to help and provide a service precedes the knowledge and skills to provide the services of interpreting, which leads to a problem of “church interpreters” having a negative stigma within professional certified interpreting circles (James, 1998). There is interpreting work to be done in religious environments; this need creates a setting in which novice interpreters can gain practice. In this study, I collected quantitative and qualitative data to provide an accurate depiction of the professional interpreters who are working in these settings, their church environments, their stories of pursuing professionalism, the reasons for their pursuit, their experiences with professional interpreters, and their motivation for continuing to work in religious settings. These data could help the interpreting profession develop a greater awareness of the connection and mentorship gap between certified interpreters and volunteer interpreters working in religious settings and discover ways to partner in creating a cohesive environment to facilitate professional development. Date Available 6/12/2018 Degree Master of Arts in Interpreting Studies Note Amanda R. Smith, Elisa Maroney, Vicki Darden Type thesis -- Url https://wou.omeka.net/s/repository/item/4225 Title But How Do I Sign That: A Look at How to Improve ASL Discourse Creator Caren Carr Subject Language Interpretation and Translation Date 3/24/2023 Type Text Identifier theses/241 Language eng 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 Discourse is the complex interwoven aspects of communication. Every language and culture has discourse norms followed by those in the inner circle. The goal of this study is to examine how to effectively build discourse skills in American Sign Language (ASL). Discourse is broken down into individual segments to explicate current skill level as well as the effect of intentional practice. Intentional practice and an interpreter’s intrapersonal perspective were found to be essential components of effective ASL skill discourse acquisition. Further research is required to decipher the relationship between interpreter mindset and ASL discourse skill development. Date Available 2/20/2023 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Elisa Maroney 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/4223 Title Building Engagement in Social Studies Through Culturally Sustaining Pedagogy and Relationship Building Creator Celine Farrimond Subject Education Secondary Education Date 6/11/2022 Type Text Identifier theses/160 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 Building Engagement in Social Studies Through Culturally Sustaining Pedagogy and Relationship Building Date Available 6/8/2022 Degree Master of Arts in Teaching (initial licensure) Note Joshua Schultze, Kenneth Carano Type action_research -- 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/4221 Title Beyond Theory: Simulation and Role-play in Interpreter Education Creator Cameo Hunsaker Subject Curriculum and Instruction experiential learning role-play simulation signed language interpreter education authenticity Date 3/18/2020 Type Text Identifier theses/61 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 and 1970s, a cultural shift began in the interpreting and Deaf communities of America. According to Cokely (2011), the Deaf community, who once had control over the selection, vetting, and training of ad hoc interpreters, were replaced as societal gatekeepers by institutions of higher learning. This transition has presented systemic issues in signed language interpreter education. Many fundamental aspects of interpreter education have yet to be researched or standardized (Witter-Merithew, 2004). Interpreter Education Programs (IEPs) have struggled to effectively train interpreters for work as professionals, as evidenced by a decades-old graduation-to-certification gap (Cogen & Cokely, 2015). This research examines simulation and role-play as a possible solution to effectively train future interpreters. These activities provide exposure to authentic settings, real-world practice, and experiences that cannot be learned by observation or interpreting from a video source. The path is also then paved for the Deaf community to resume their traditional role in interpreter education. Despite the perceived efficacy of simulation and role-play as an educational technique, there has been very little research on these activities in IEPs. Signed language interpreters and interpreter educators nationwide were surveyed about their use of simulation and role-play, their experience learning through simulation and role-play, and the effect these activities had on their growth as a professional interpreter. Responses to the survey illustrate the authenticity of current usage practices, as well as the barriers that educators face in designing and implementing these types of activities. Date Available 3/18/2020 Degree Master of Arts in Interpreting Studies Note Amanda Smithh, Elisa Maroney, Sarah Hewlett Type thesis -- Url https://wou.omeka.net/s/repository/item/4220 Title Betting on Yourself: Developing Confidence as a Novice Sign Language Interpreter Creator Alison Steinmetz Subject Education Language Interpretation and Translation confidence self-esteem novice interpreting Date 12/1/2022 Type Text Identifier theses/233 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 Confidence is not only a trait that is essential to embody in one's personal life, but it is the main factor of performance as discussed in Judge et al. (1998). When new interpreters first enter the interpreting field they can commonly experience stress, anxiety, rejection, and hopelessness. In other words, a new interpreter's confidence, if present at all, is usually extremely low when first starting out (Moore, 2020). The purpose of this study is to show the importance of confidence and how a novice sign language interpreter can build themselves up to succeed as well as, construct confidence; within themselves and in their work. The method used in this research study was to apply various controls that could possibly provide additional tools and options to assist in building self-confidence. When focusing on one control at a time, I could then narrow down the most and least effective routes towards my self-confidence. Date Available 12/8/2022 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Elisa Maroney Type action_research -- Url https://wou.omeka.net/s/repository/item/4219 Title Best Practices for Effective Teaching Through Implementing Research Based Methods for Classroom Management, Scaffolding, and Technology Integration Creator Sarah Keefauver Subject Secondary Education Date 6/11/2022 Type Text Identifier theses/163 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 Best Practices for Effective Teaching Through Implementing Research Based Methods for Classroom Management, Scaffolding, and Technology Integration Date Available 6/8/2022 Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze, Lindsay Androy-Koberstein Type action_research -- 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/4217 Title Beauty and the Butch: The Lesbian Interpreter Creator Stephanie Ehrlich Subject Education Other Languages Societies and Cultures lesbian interpreter coming out appearance LGBTQ Date 3/18/2020 Type Text Identifier theses/58 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 for this project is to collect data from American Sign Language Interpreters who identify as lesbian, specifically targeting their experiences “coming out” to consumers while at work. Research about coming out/self-disclosure at work is a relatively new field of study. Most of what has been studied was about coming out to family and friends and the stages of self-disclosure. There is also limited research about the lesbian appearance and the recent shift in the androgynous-appearing lesbian. Times have changed, and there are no longer just femme and butch lesbians. Elizabeth Donovan has been the only researcher to study LGBTQ+ American Sign Language Interpreters. This study, however, focuses solely on lesbians only. This study explores how lesbian interpreters’ experiences vary when coming out to consumers, but appearance seems to be a common theme in the data collected for this study. From the onset of the study, analysis was done to see if there was a link between gender expression and sexual identity. This was done by examining clothing and appearance and seeing if there was an impact on stress levels at work. Szymanski (2005) found that awareness of LGBTQ experiences of distress was important because of the negative impact it has on mental health. The results of this study suggest that further research related to interpreters coming out at work is warranted. This research can serve as a springboard for further research in the LGBTQ community. Date Available 3/20/2020 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Tie Burcham, Elizabeth Donovan Type thesis -- Url https://wou.omeka.net/s/repository/item/4216 Title Assessing Teacher Readiness in Secondary Mathematics Education Creator Riley Lamont Subject Education teaching readiness mathematics Date 6/12/2021 Type Text Identifier theses/86 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 this tumultuous school year and changing learning environment, it is crucial that teachers are able to look at their own teacher readiness to approach a myriad of topics. These include criticality in the classroom, differentiated instruction, and inquiry-based learning. Using a variety of strategies, the process of self-reflection is paramount to the success of teachers and their ability to adapt instruction and overall preparedness to take the lead in a classroom. This research includes a study over the course of several months in which the process of continual self-reflection in an online learning environment due to COVID-19. The process of assessing self-readiness goes hand in hand with classroom analysis, behavioral management, student relations, and overall classroom participation. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Jaclyn Caires-Hurley, Atalie Frank 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/4190 Title An Iditarod Curriculum: the Power of Integration in Learning Creator Jenna Rank Subject Education Date 6/11/2022 Type Text Identifier theses/184 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 Iditarod Curriculum: the Power of Integration in Learning Date Available 6/7/2022 Degree Master of Science in Education: Reading Note Joshua Schulze, Randall Ulveland, Kathi Holvey Type professional_project -- Url https://wou.omeka.net/s/repository/item/4189 Title African American interpreters in the video relay service setting Creator Taiwo A Olopade Subject Education Other Languages Societies and Cultures Racial mircroaggressions Racism Video relay service setting African American interpreters Burnout Video interpreters Qualitative research Date 4/12/2017 Type Text Identifier theses/38 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 focuses on African American Sign Language video interpreters (VIs) working in the video relay service (VRS) setting in the United States. No study has been carried out to date that explores the experiences African Americans have when interpreting in VRS settings, where there is little or no autonomy due to policies governing the VRS companies by the Federal Communication Commission (FCC). Coupled with the rules and regulations from VRS companies and the FCC, African American interpreters also experience racism and racial microaggressions from VRS users and from their colleagues. This study was carried out using qualitative methods. Three African American female VIs were interviewed about their experiences working in the VRS setting. Their stories show that racism and racial microaggressions are a part of their working landscape. Their narratives also disclosed that there is a lack of diversity in the workplace and in the interpreting profession as a whole. The African American VIs interviewed reported that their interpreting programs failed to discuss issues of multiculturalism in the field, and their access to mentors from similar cultural backgrounds was limited. These participants suggested that courses in cultural awareness be offered in interpreter education programs and to their colleagues at work. Likewise, they believed African Americans could benefit from training that helps them cope with the systems of racism and racial microaggressions they face in the workplace. Date Available 4/29/2017 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda R. Smith, Erica West Oyedele 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/4185 Title Action Research in Applying Culturally Responsive Teaching, Engaging Lesson Plans, and Balancing a Learning Management System with Lecture Creator Jesse Aitken Subject learning management system pandemic action research distance learning classroom management Date 6/10/2021 Type Text Identifier theses/114 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 performed while distance learning during the COVID-19 pandemic at an alternative high school, this study focuses on the student teacher's progress of using the Universal Design for Learning, applying classroom management methods, and utilizing a learning management system with instruction. Date Available 6/10/2022 Degree Master of Arts in Teaching (initial licensure) Note Jaclyn Caires-Hurley, Rachel Harrington 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/4183 Title Academic Vocabulary & Language Handbook for the Field of Social Studies Creator Gabriela Acevedo-Solis Date 6/11/2022 Type Text; Image; StillImage Identifier theses/193 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 Academic Vocabulary & Language Handbook for the Field of Social Studies Date Available 6/8/2022 Degree Master of Science in Education: ESOL Note Joshua Schulze, Maria Dantas-Whitney, Ken Carano Type professional_project -- Url https://wou.omeka.net/s/repository/item/4182 Title A Work in Progress: Establishing, Growing, and Maintaining Working Relationships Between Educational Interpreters and their Administrators Creator Kallie Rank Subject Education Other Languages Societies and Cultures educational interpreters relationships administration mainstream education deaf hard of hearing deafblind Date 2/25/2021 Type Text Identifier theses/64 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 Since the implication of federal laws, such as Section 504 of the Rehabilitation Act of 1973, the Individuals with Disabilities Education Act (IDEA), and the Americans with Disability Act (ADA) Deaf and Hard of Hearing children are able to attend public school districts (Seal, 2004). While an educational interpreter is working in a unique setting, often alone, it is important to have an administrator and network of professionals to reach out to share successes with and to have support from, in times of need. Through personal experiences and conversation with colleagues, it has been shared that working relationships between educational interpreters and their administrator can vary. This thesis identifies who is being assigned as an administrator to educational interpreters and it looks at the working relationships that educational interpreters have with their administrator. Data relating to current working relationships between educational interpreters and their administrators was gathered via an online survey. This survey was sent out across the United States to collect a range of perspectives from educational interpreters. This thesis also takes a look at the personalities of educational interpreters, as well as their administrators and how that could impact their working relationships. It is the hope that the research found can act as a basis for educational interpreters to conduct conversations around creating, building, and maintaining a working relationship with their administrators to ensure their success in the field. Date Available 3/7/2021 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Erin Trine, Julie Holma 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/4180 Title A Required Geography Unit in Social Studies Creator Emalee Hauck Subject Curriculum and Instruction Geography Social Studies Social Science curriculum Oregon social studies curriculum Date 6/11/2022 Type Text Identifier theses/173 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 Required Geography Unit in Social Studies Date Available 6/7/2022 Degree Master of Science in Education: Curriculum and Instruction Note Joshua Schluze, June Morris, Kenneth Carano Type professional_project -- 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/4178 Title A New Interpreter: The Path to Educational Interpreting and Deepening Their Connection to Their Process Creator Harllee M. Noda Subject interpreting process educational interpreting practice Date 3/24/2023 Type Text Identifier theses/240 Language eng 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 This study focuses on my journey through trying to become a qualified educational interpreter while trying to connect with my interpreting process. Over a year, data were collected to be analyzed for patterns of error that I could improve. As areas of error were identified in my practice, my work was evaluated through two Colonomos models. This allowed me to learn where my errors were originating in my process. Through reflective practice, I was able to learn from experience and create skill focused practice to improve those areas, which is focusing on improving one skill rather than a list of them. From this study, I learned that a huge roadblock in my improvement was my confidence. I had to learn to improve my confidence to support my interpreting skill growth. In the end, I realized the importance of working on the interpreter as a whole. Date Available 2/21/2023 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Elisa Maroney Type action_research -- Url https://wou.omeka.net/s/repository/item/4177 Title A Modern Take on Research and Teaching Science Creator Andrew Weber Subject Education Teaching Science Research Best Practice English Language Learners. Date 6/11/2022 Type Text Identifier theses/176 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 the course of a year and my application within the classroom. The study focuses on three research questions: How has my incorporation of culturally responsive pedagogy changed since I started teaching? How does my teaching reflect best practices for high school science? And how has my implementation of inquiry-based learning changed since I started teaching? This research does not seek to evaluate how well I made use of the concepts within these three categories, rather, to better understand how they were and are being utilized over time throughout the student teaching experience of the MAT program. The student teaching practice is meant to be a reflective time of growth and learning within myself and my future. The results showed an 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 and to do implementation that I will carry with me into my career as a teacher and educator of youth. Date Available 6/7/2022 Degree Master of Arts in Teaching (initial licensure) Note Joshua Schulze, Larkin Foley 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/4174 Title A Deaf Interpreter’s Experience with DCS Supervision: A Dialogic Autoethnography Creator Daniel Gough Subject American Sign Language Bilingual Multilingual and Multicultural Education Counselor Education Critical and Cultural Studies Curriculum and Instruction Disability Studies Discourse and Text Linguistics Educational Methods Educational Psychology Gender Race Sexuality and Ethnicity in Communication International and Intercultural Communication Interpersonal and Small Group Communication Language and Literacy Education Sign Languages Social Influence and Political Communication Social Justice Typological Linguistics and Linguistic Diversity Interpreting DCS ASL Autoethnography Status Quo Power Dynamics Date 11/29/2022 Type Text Identifier theses/225 Language sgn-US, 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 In this thesis, I sought to examine myself as a Deaf interpreter in Demand and Control Schema (DC-S) supervision sessions. The methodology was a dialogic analysis based on power/communication dynamics in DC-S supervision as a Deaf interpreter. The platform that I used was the Interpreting Institute for Reflection-in-Action & Supervision (IIRAS) platform online sessions. In the session, the hearing participants were 18 years or older, they either work or have worked as ASL/English interpreters. They attended at least three supervision sessions. The data collected included the researcher's journaling, video recordings, and responses from interviews.questions with participants and supervision leaders. There was evidence of hearing and Deaf individuals communicating comfortably and effectively. Date Available 12/7/2022 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Elisa Maroney, Kendra Keller Type thesis -- 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/4152 Title “I Don’t Do Mental Health:” Exploring Barriers to Mental Health Interpreting Creator Elizabeth Adler Subject interpreting deaf sign language interpreting deaf mental health mental health interpreting interpreting specialization interpreter training Date 12/10/2022 Type Text; Image; StillImage Identifier theses/226 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 Language concordant mental health care is the gold standard in supporting deaf people, however, there are not enough mental health providers who use American Sign Language (ASL). Use of interpreters remains necessary for provision of services. There is a chronic shortage of interpreters and even smaller numbers qualified for work in mental health settings. Many professional ASL/English interpreters choose not to work in mental health. Through qualitative interviews, this study explored reasons why. Participants shared their mental health interpreting experiences and reasons for no longer working in the setting. Data showed that a variety of demands related to the work of interpreting in mental health created substantial barriers for them. For one, they did not have any specialized training. There is only one comprehensive mental health interpreter training in the U.S. Participants experienced lack of preparedness, difficulty understanding language impacted by mental health symptoms, challenging intrapersonal responses, and limited access to structured professional support. This study examined barriers to the work of mental health interpreting, explored recommendations, and is a step in the direction toward identifying facilitators to mental health interpreting. Date Available 12/10/2022 Degree Master of Arts in Interpreting Studies Note Amanda Smith, Audrey Ramirez-Loudenback, Alexander Wilkins Type thesis -- Url https://wou.omeka.net/s/repository/item/4151 Title “Ever since I left the city”: An auto-ethnographic action research project on interpreting in a K-12 setting Creator Halle Hamilton Subject Education Other Languages Societies and Cultures K-12 Interpreting Social Capital Auto-ethnography Action Research Mentoring Date 8/3/2018 Type Text Identifier theses/129 Language eng Rights http://creativecommons.org/licenses/by-nc/4.0/ Abstract This paper discusses the auto-ethnographic action research project that I conducted with the goal of improving my work as an interpreter and therefore reducing the “readiness to work gap” in my own professional practice. This action research project contained two different approaches with the goal of leading to self-improvement in my interpreting ability. The first approach involved working with a mentor to create goals that work toward the improvement of specific aspects of my interpreting process. This was typically done by selecting a sources text that would lend itself to practice working towards a specific interpreting goal. With limited mentoring opportunities in my region, this was mainly done through sharing recorded work samples synchronously and asynchronously with mentors over FaceTime, Google Hangout, Email, and over the phone. The second part of this project involved intentional practice in my work place through the documentation of both social and performance aspects of my interpreting practice. The documentation of these aspects of my interpreting lead to questions about my role as an Educational Interpreter and allowed me to keep track of how many times I intentionally worked towards the interpreting goals I created with my mentor. 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/4150 Title ¿Tú no entiendes? Medical Interpreters and Dominican Spanish Creator Ashley Lilón Subject Caribbean Languages and Societies Language Interpretation and Translation Spanish Linguistics interpreting Dominican Spanish linguistic prestige cross-dialectal communication Date 6/5/2022 Type Text; Image; StillImage Identifier theses/166 Language eng; spa 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 Spanish interpreters working in health care can often be expected to handle a wide variety of accents and dialects though they may not always be familiar with the specific dialects they are interpreting. Codes of ethics and standards of practice are lacking in solutions that interpreters can employ when working with unfamiliar dialects, outside of recusing themselves from assignments or managing with clarifications (California Healthcare Interpreting Association, 2002; Hernandez-Iverson, 2010; National Council on Interpreting in Health Care, 2004). There is currently little to no research available on medical interpreters’ management of unfamiliar dialects and also limited to no educational opportunities for interpreters to improve these skills. The objective of this thesis was to survey what dialects of Spanish interpreters are most and least familiar with, as well as to compare the perceptions that interpreters have about how they handle an unfamiliar dialect such as Dominican Spanish. This was done by calculating rate of errors in interpreters’ renditions of a short vignette of a patient-provider appointment in which the patient is a native speaker of Dominican Spanish. This study will examine interpreters’ identification of challenges (demands) when working with Dominican Spanish as well as their potential responses (controls) to see if educational opportunities on cross-dialectal communication are an option that interpreters even consider. Date Available 6/8/2022 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Patricia Giménez Eguíbar, Michelle Pinzl Type thesis -- Url https://wou.omeka.net/s/repository/item/4149 Title "Pursue Some Path": Green Space as a Self-care Method Creator Caitlin Masterson Subject Environmental Studies Leisure Studies Other Mental and Social Health Outdoor Education Urban Studies and Planning Green Space stress interpreting self-care Date 12/11/2019 Type Text Identifier theses/135 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 begins with an exploration of “Green Space,” a theory that claims nature has a deep and meaningful impact on the psyche. Green Space has been shown to help reduce anxiety and increase attention, creativity, and memory. The Transactional Theory Framework is examined in tandem with Green Space theory. The transactional theory is a means to evaluate the processes of coping with stress and stressful events. I applied the concept of Green Space as a primary self-care method and then collected and analyzed data. I looked at how Green Space combats stress and burnout. Additionally, I explored in what ways Green Space impacts my work as an American Sign Language/ English interpreter. I did this by viewing and/or participating in a Green Space event, collecting data via daily journaling, as well as writing pre and post journal entries, and creating work samples 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/4148 Title "I Need Help! The Journey of a Novice Interpreter with Their Mentor and Coach" Creator Daniela Lopez Subject Coaching mentoring novice interpreter apprentice proteges and student interpreter Date 12/1/2022 Type Text Identifier theses/232 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 My coach always made sure that center of our sessions was to achieve long-term excellent performance. I would present a problem area in my work that I wanted to improve, and my coach would focus our meetings on how we can better this problem, but also ensure that this issue would longer linger in my work. That approach was successful, as that problem area was improved, and it no longer remains in my work. Therefore, one of the end products from my coaching was long-term excellent performance. Date Available 12/8/2022 Degree Master of Arts in Interpreting Studies Note Elisa Maroney, Amanda Smith Type action_research -- Url https://wou.omeka.net/s/repository/item/2823 Title Early Monmouth Mail Delivery Creator Undetermined Subject Broad Street Monmouth & Independence Bus U.S. Mail Description Monmouth and Independence Bus pulling U.S. Mail trailer, circa 1919. Date 1919? Type Image; StillImage Format TIFF File scanned at 600 ppi (24-bit color) using Capture Perfect 3.1 on an Epson 12000XL Photograph as a jpg image (300 dpi, pixel dimensions- width: 1500, height: 1062) Photograph as a jpg image (300 dpi, pixel dimensions- width: 1500, height: 1052) Identifier omeka/1822 Rights Copyright Not Evaluated: As of 05/28/2020, 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/2405 Title Inside the Old Grove Creator Undetermined Subject The Old Grove Description The Old Grove with a building hiding behind the trees to the left. Photographs emphasizes shadow play. Old ACC.RG.2012.601 Photographs/Buildings: Grove Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1052) Date 19uu Type Image; StillImage Identifier omeka/1263 Rights Copyright Not Evaluated: As of 05/26/2020, 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 --