Url https://wou.omeka.net/s/repository/item/15430 Title Increasing Engagement in Academic Writing Using Frerian Teaching Methods in a High School English Classroom Creator Molly Parsons Date 6/13/2026 Type text data Language eng Rights Western Oregon University Library has determined, as of 07/27/2026, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This action research project investigates the research question “How can using Freirean teaching methods to teach academic writing affect students’ engagement?” It aims to determine how using seven of Paulo Freire’s suggested pedagogical strategies through various classroom systems, teaching strategies, and in-class activities impacts students who previously had limited enthusiastic or willing engagement with academic writing. This expands existing research on the effects of using Freirean teaching strategies in English Language Arts classrooms for literacy and creative writing instruction to their potential uses for academic writing instruction. This research was conducted in a 9th- and 10th-grade ELA classroom with 23 students in a small, rural Oregon high school. Data was collected in the form of written observations, lesson plans, and submission data over the course of one six-day academic writing unit. Three primary findings emerged from this research. I found that these new strategies caused students to be more engaged, created initial but quickly overcome difficulties, and increased students’ use of SEL skills. These findings suggest that Freirean strategies should be pursued and researched further for academic writing instruction. Degree Master of Arts in Teaching (initial licensure) Key Words Freirean Pedagogy Academic Writing Engagement Note Amy Bowden Tabitha Richards Type action_research_project -- Url https://wou.omeka.net/s/repository/item/15427 Title Context and Constructivism: Bridging Vocabulary, Critical Thinking, and Lifelong Learning Creator Michael Leimbach Date 6/12/2026 Type text Language eng Rights Western Oregon University Library has determined, as of 07/27/2026, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This action research project examined how constructivist learning strategies influenced vocabulary acquisition, contextual understanding, student engagement, and critical thinking among sophomore English Language Arts students at a rural Oregon high school. Guided by constructivist learning theory, the study focused on helping students connect academic vocabulary to their own experiences, interests, and prior knowledge through student-centered activities and collaborative learning opportunities. Data was collected through traditional vocabulary assessments, student-generated vocabulary projects, contextual quizzes, diagnostic testing, and student engagement measures. The findings suggest that students demonstrated stronger vocabulary performance and contextual reasoning when instruction emphasized authentic, real-world applications and opportunities for student ownership. In particular, student-generated assessments and presentations produced some of the highest levels of achievement and engagement observed during the study. While results varied based on assessment design, participation, and student consistency, the overall trends indicate that constructivist approaches can support vocabulary development while encouraging curiosity, confidence, and transferable critical-thinking skills. These findings reinforce the value of student-centered instruction and the importance of helping students connect classroom learning to meaningful experiences beyond school. Degree Master of Arts in Teaching (initial licensure) Key Words constructivism vocabulary context Note Marcus Wenzel Ken Carano Type action_research_project -- Url https://wou.omeka.net/s/repository/item/15421 Title Equity in Action: Examining Educational Debt and Institutional Practices Affecting Access to Rigorous Coursework Creator Marcus D. Williams Date 6/11/2026 Type text Image;StillImage data Language eng Rights Western Oregon University Library has determined, as of 07/27/2026, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This action research project examined how educational debt, institutional practices, instructional supports, and academic self-concept influence equitable access to rigorous coursework for secondary students. Grounded in Gloria Ladson-Billings’ concept of educational debt and Paulo Freire’s critique of the banking model of education, the study explored how opportunity gaps are produced through systemic inequities and instructional practices that position students as passive recipients rather than active participants in learning. Data were collected through classroom observations, student work samples, student surveys, exit tickets, formative assessments, reflection journals, and educator interviews. Analysis revealed three key findings. First, students entered rigorous learning experiences with unequal levels of preparation due to differences in prior access to academic opportunities and academic discourse. Second, intentional instructional supports, including sentence frames, structured discussion, vocabulary scaffolds, and guided reasoning tasks, increased student engagement, participation, and academic confidence while maintaining rigor. Third, students’ academic self-concept significantly influenced their willingness to engage in challenging tasks and consider advanced coursework. Findings suggest that equitable access requires more than open enrollment in advanced courses. Schools must address educational debt by implementing instructional practices that promote student voice, dialogue, and meaningful participation while providing the supports necessary for all students to access and succeed in rigorous learning environments. Degree Master of Arts in Teaching (initial licensure) Key Words Educational Debt Academic Identity Equity-Centered Instruction Note Marcus Wenzel Julia De Santis Type action_research_project -- Url https://wou.omeka.net/s/repository/item/15412 Title The Impact of Growth Mindset Perceptions in a 9th-Grade Science Class Creator Jon Edwards Date 6/19/2026 Type text data Language eng Rights Western Oregon University Library has determined, as of 07/27/2026, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This action research is informed by growth mindset theory, which posits that a student’s intrinsic belief in their ability to develop their intelligence profoundly affects their success in learning at school. In a growth mindset, intelligence is not seen as “fixed” and immutable but as something that can grow. Dweck and Leggett (1988) considered students who avoid challenging tasks to exhibit a “helpless pattern,” while those who seek out challenging tasks exhibit a “mastery-oriented pattern.” In other words, students with a “fixed mindset” about intelligence tend to blame themselves for not being able to do something. In contrast, those with a growth mindset see setbacks as temporary challenges and part of the learning process. Consequently, students with a growth mindset often perform better on difficult tasks than those with a fixed mindset, even when their initial abilities are equal. From this action research, three themes around the tenets of Growth mindset theory. They are: shaping students’ beliefs about intelligence, reframing failure as a learning opportunity, and emphasizing the learning process rather than the end goal. Degree Master of Arts in Teaching (initial licensure) Key Words Learning Interventions Equitable pedagogy processing failure Note Lin Wu Amy Bowden Type action_research_project -- Url https://wou.omeka.net/s/repository/item/15388 Title An Analysis of the Indirect Effects of School Shootings on American Children, Staff, Communities, and Schools Creator Irma Gomez-Hernandez Date 6/13/2026 Type text Language eng Rights Western Oregon University Library has determined, as of 07/27/2026, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract School shootings in the United States generate far-reaching disruptions that extend well beyond direct survivors, influencing the broader systems in which children, educators, families, schools, and communities function. While direct exposure produces well-documented psychological and academic consequences, growing evidence shows that indirect exposure through media coverage, institutional responses, community reactions, and cultural narratives also shapes individual and collective well-being. The literature review synthesizes peer-reviewed research on the indirect effects of school shootings across ecological levels using a qualitative thematic approach informed by trauma theory, the social-ecological model, resilience theory, the life-course perspective, attachment theory, and anomie theory. Findings indicate that indirect exposure contributes to heightened anxiety, hypervigilance, sleep disturbances, and academic disengagement among children. Educators experience secondary traumatic stress and professional strain, while families develop patterns of over-protection and routine change. Schools often adopt intensified security measures that foster a climate of fear, and communities report declines in cohesion, economic activity, and civic participation. National media coverage further normalizes school violence. Collectively, these patterns show that school shootings operate as national traumatic events, underscoring the necessity of trauma-informed, multilevel interventions and equitable policy responses. Degree Master of Arts in Criminal Justice Key Words Gun violence trauma outcomes Note Omar Melchor Ayala Type professional_project -- Url https://wou.omeka.net/s/repository/item/14740 Title Eleanor Houk and Their Impact on Oregon History: Biography of an Indigenous Woman Creator Katie J Snyder Date 6/15/2025 Type Text Identifier honorstheses_091725e Language eng Rights Western Oregon University Library has determined, as of 6/29/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract Eleanor Houk made history in Oregon by becoming the first Indigenous woman to attend the University of Oregon. I will be using this thesis to explore how her culture and status as a minority could have affected her life through a combination of primary and secondary sources. I will be focusing on the different stages of her life and some of the different settings that would have affected her, specifically her time at two residential schools and her move halfway across the country as an orphan. I want to explore how this time impacted her later in life and her choice to become a teacher at the residential schools she was at for much of her childhood. Through this research I hope to expand the online platform – Oregon Women’s Consortium – to which his project was originally posted. The purpose of the Oregon Women’s Consortium is to shed light on the history of Oregon women who have been either ignored or under-researched. My project will provide a more thorough exploration of Eleanor Houk’s life story as well as the experiences she had because of her heritage. This will aid in creating a more complete history of important women in Oregon’s history. Department or school name within institution Honors Note Kimberley Jensen Note Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/14707 Title Working to Bridge the Gap: The Need for Additional Supports for Students with Dyslexia in Public Schools Creator Abigail Fisher Date 6/15/2025 Type Text Identifier AbigailFisher_PP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This professional project examines the lack of resources and supports in place for students with dyslexia in the public school system. Based on peer-reviewed literature, this project proposes evidence-based strategies to address and reduce this disparity. These strategies include differentiated instruction and the implementation of multisensory approaches. Differentiated strategies (content, process, product, and environment) must be implemented simultaneously to result in effective learning growth and outcomes (Tomlinson, 2000). In addition, multisensory approaches such as reading-while-listening (Almahrag, 2021; Clinton-Lisell, 2023), technology interventions (Macaruso et al., 2020; Lerga et al., 2021), project based learning (Filippataou, 2010), movement based learning (Javed et al., 2023), and explicit instruction (Morrison, 2023; Hughes et al., 2017), all create learning opportunities that support students with dyslexia. By creating an asset-based 4th grade ELA unit, which incorporated both differentiation and multisensory strategies, I was able to add to this area of research and highlight how teachers can adapt curriculum to best meet the needs of their students, especially students with dyslexia. It is evident that when teachers create curricula that pull from their student’s strengths, all learners thrive. Degree Master of Science in Education: Reading Key Words dyslexia differentiation multisensory approaches Note Ken Carano Annie Delbridge Jaclyn Caires-Hurley Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14697 Title Incorporating Multicultural Education into a Drama Classroom at a Predominantly White High School Creator Troy Pennington Date 6/15/2025 Type Text Identifier TroyPennington_ARP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This action research project explores how multicultural education, framed through social justice, can be meaningfully integrated into a drama program at a predominantly white high school. Grounded in James A. Banks’ (2016) framework, specifically content integration, prejudice reduction, and empowering school culture, the study addresses the lack of representation and inclusive pedagogy in traditional theater education. Conducted in a rural Oregon high school, the project spanned two units, totaling fifteen days. Data included student work, reflections, performances, and observations, analyzed using open coding and inductive thematic methods. Four key themes emerged: a unified classroom culture, increased academic participation, student voice and empowerment, and the disruption of dominant narratives. Findings show that when students are supported in exploring identity and injustice through theater, they engage more deeply and empathetically. The project highlights the transformative potential of culturally responsive, student-centered arts education and offers guidance for creative inclusive, socially conscious learning environment. Degree Master of Arts in Teaching (initial licensure) Key Words multicultural education high school drama drama Note Amy Bowden Melanie Landon-Hays Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14657 Title Windows to The World: Celebrating Diversity, Building Belonging Creator María Bañuelos Juárez Date 6/15/2025 Type Text Identifier MariaBanuelosJuarez_PP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This capstone project addresses the lack of cultural representation in schools and aims to increase it in a meaningful and sustainable way. The project specifically seeks to increase students’ sense of belonging, create inclusive and welcoming environments, and build meaningful family and community partnerships aligned directly with the school and district’s mission and vision. The project occurred at an elementary school in Salem, Oregon, and featured monthly cultural bulletin board displays highlighting and celebrating the achievements and contributions of people from underrepresented communities. The cultural displays were intentionally designed to elevate the voices of historically marginalized people and to challenge common stereotypes. This project developed over the course of the school year, focusing on a different heritage every month, including Hispanic Heritage, Native American Heritage, and Black History, among others, and concluding in a school-wide multicultural family celebration. The family celebration invited students, families, and community members to share their cultural backgrounds through table displays and performances. The project’s outcomes support the idea that intentional cultural representation in schools positively impacts school climate by creating environments that celebrate and value diversity and help minority students feel seen, respected, and connected. Degree Master of Science in Education Note Alicia Wenzel Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14656 Title The Effects of the Covid-19 Pandemic on Child Development, Behavior, Well-Being, and Risk for Delinquency Creator Madison M Brown Date 6/15/2025 Type Text Identifier MadisonBrown_PP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract The COVID-19 pandemic was unexpected and fast-moving, leaving schools, communities, and families ill-prepared to maintain ideal environments for developing children. School closures, stay-at-home orders, and quarantine left youth feeling isolated and feeling the strains of family conflict, academic struggles, physical inactivity, limited access to nutritional meals, disruptions in daily schedules, mental illness, and more. This study aimed to observe and discuss the effects of the COVID-19 pandemic on child development, behavior, well-being, and the potential risk for delinquency. To collect data and studies surrounding this issue, there was a collection of secondary research through internet searching databases, including but not limited to, the National Library of Medicine, ScienceDirect, Springer Nature Link, and the Centers for Disease Control and Prevention. Each source was reviewed and then deconstructed to utilize the most relevant evidence. Findings show that children experienced an increase in mental illnesses, such as depression and anxiety, an increase in experienced physical and emotional abuse, declines in academic performance, especially in math and science, limited access to proper nutrition and physical activity, leading to obesity, and accelerated brain maturation and cortical thinning due to chronic stress. The results call for awareness to address how youth are struggling and what changes must be made to get them back on the right path. Without these needed changes in their education, home life, mental health, and behavior, these children risk long-term adverse effects on their daily lives and potentially criminal habits. Keywords: COVID-19, pandemic, childhood development, behavior, well-being, school-aged children, delinquency, youth Degree Master of Arts in Criminal Justice Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14628 Title A Framework for Becoming a Trauma-Informed Educator Grades K-5 Creator Kathy Aimonetti Date 6/15/2025 Type Text Identifier KathyAimonetti_PP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract As an elementary school teacher in the Salem-Keizer school district, I have noticed an increasing need for educators to be properly trained on the topic of trauma and trauma-informed teaching practices to support students that have experienced trauma. The impacts of trauma directly affects a child’s cognitive development and their ability to regulate their emotions. This inability to regulate their emotions often manifests itself in the classroom as unsafe and disruptive behavior that impacts their ability to learn, as well as the learning of the other students in the classroom. In response to this growing need for trauma-informed teaching practices to be implemented in the classroom, I researched the most current and relevant literature on trauma-informed teaching practices. I used the extensive research I conducted to create a professional development training that could be used at my school, as well as other schools in my district. The professional development I created condensed the research into a clear and concise presentation, that was both informative and contained practical strategies that could be implemented in the classroom to support students that have experienced trauma. Degree Master of Arts in Teaching (initial licensure) Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14625 Title Designing for All: How Universal Design for Learning and Bilingual Supports Promote Engagement in High School Physical Education Creator Johnny Martinez-Isaac Date 6/15/2025 Type Text Identifier JohnnyMartinezIsaac_ARP_2025 Language eng spa Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This action research project explored how using Spanish instruction alongside English in a high school physical education setting impacts participation and engagement for Spanish-speaking English Language Learners (ELLs). Rooted in the Universal Design for Learning (UDL) framework, the study aimed to create a more inclusive learning environment that supports language access and builds community through Culturally Responsive Teaching (CRT). Data was collected over two weeks using a student survey, informal interviews, teacher observations, and lesson reflections. A key focus was comparing student engagement before and after introducing bilingual instructions. The study used qualitative and quantitative methods to identify patterns and student responses related to comfort, participation, and understanding. Results showed a noticeable increase in participation, particularly among Spanish-speaking students, who became more involved in activities and more comfortable communicating with the teacher. Students reported hearing Spanish during lessons made them feel more connected and confident, even if they weren’t fluent speakers. Bilingual instruction helps set a consistent structure that benefited the entire class. The findings highlighted the value of language, inclusive teaching, and physical education, and the potential of UDL to create spaces where all students feel like they belong. While results may vary in classrooms where the teacher does not speak Spanish, this research supports the continued push towards inclusive, student-centered teaching practices in diverse schools. License CC-BY (attribution) Degree Master of Arts in Teaching (initial licensure) Key Words universal design for learning bilingual physical education Note Amy Bowden Gay Timken Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14624 Title Inequities in Funding and its Impact on College & Career Readiness for Rural Students in Iowa Creator Jill Whisler Date 6/15/2025 Type Text Identifier JillWhisler_PP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract The Iowa Department of Education defines that upon graduation, their students are college and career ready if they have successfully achieved proficiency in essential content knowledge, acquired practical transition skills, developed key learning skills and cognitive strategies, and built a strong foundation of self-understanding and engagement strategies. Given this, school districts have the responsibility to implement college and career readiness programming to assure their graduates’ success in post-secondary endeavors. This study serves as an investigation in the realities of college and career readiness in the state of Iowa and examines if there is an inequity of programming in this area for high school students in rural communities compared to their urban counterparts. To examine programming, the framework presented by Conley’s Model of College and Career Readiness was utilized to create three variables to measure levels of college and career readiness: school counselor-student ratio, the implementation of work-based learning, and access to rigorous curriculum. Twenty school districts in Iowa were randomly selected to study: ten of rural geographic location and ten of urban. Findings indicate urban schools outperforming rural schools in work-based learning implementation and providing additional support services to students for college and career efforts. However, discussion of this topic encourages research to better understand how rural identity and culture impact students’ decisions in rural settings. Findings call for state legislatures to establish equitable funding policies to support college and career efforts and for school districts to advocate for local tax levies to do the same. Degree Master of Science in Justice Studies Key Words Rural Iowa College & Career Readiness Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14593 Title Advancing Equitable Literacy Assessment for Multilingual Learners in the Dual Language Program in Salem-Keizer Public Schools Creator Guillermina Romo Date 6/15/2025 Type Text Identifier GuillerminaRomo_PP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This capstone professional project examines the implementation of equitable literacy assessments for third-grade multilingual learners in Dual Language (DL) programs in Salem-Keizer Public Schools. Guided by the research question—how can bilingual assessments improve literacy evaluation and instruction for Spanish-English bilingual students?—the project involved DL teachers, paraprofessionals, administrators, and families. The intervention replaced the limited easyCBM tool with the Renaissance Star assessments in Spanish and English to better align assessments with students’ instructional languages. Professional development has been delivered to train educators on data interpretation, instructional planning, and family communication. The mixed-methods data analysis, which included Renaissance Record Book results, student growth comparisons, teacher surveys, and family feedback, revealed several key findings. These findings showed improved instructional decision-making and increased family engagement through bilingual Student Assessment Reports (SARs). However, challenges persisted in teacher data literacy and family access to digital tools. The findings suggest that culturally and linguistically responsive assessments can advance instructional equity, paired with targeted professional learning and family engagement strategies. The project concludes that assessment systems must affirm multilingual learners’ full linguistic capabilities to yield accurate, actionable data. Future work includes expanding district-wide assessments, refining SAR tools, creating small-group instructional guides, and improving digital access. Degree Master of Science in Education: Interdisciplinary Professional Studies Key Words biliteracy assessments dual language Note Alicia Wenzel Steve Nelson Curtis Bartley Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14551 Title Differentiated Instruction on Verbal Student Engagement in a Mixed High School Sociology Class Creator Cameron Nielsen Date 6/15/2025 Type Text Identifier CameronNielsen_ARP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract Student engagement in class is a pressing issue in schools that educators must consistently address. This is to ensure that students are obtaining the knowledge they need to become active citizens after they finish their schooling. To combat disengagement, this action research project studied the effects of differentiated instruction on student verbal engagement in a mixed high school sociology class. Data gathering methods were borrowed from Sagor (2000), using detailed clipboard notes during small group discussions and pre-set checklist marks during lecture periods. Verbal student engagement was monitored while each differentiated instructional method was being used to see what effect they had on student voice in the classroom. The data was sorted into three main themes: full-class discussion and lecture, small-group discussion and paired work, and independent work. For this class of 29 students, this research found that think-pair-share was the most effective strategy to engage students in conversations with each other and the teacher throughout all three themes. Culturally relevant teaching (CRT) had the second largest impact on student verbal engagement during full-class discussion and lecture, and had the largest impact during independent work. The results of this study support the established understanding that differentiated instruction can increase student engagement (Tomlinson, 2014) while offering the opportunity to compare the effectiveness of those differentiated instructions with one another. Degree Master of Arts in Teaching (initial licensure) Key Words Think-Pair-Share Culture Community Note Amy Bowden Kenneth Carano N/A Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14546 Title Expanding Coerver Coaching’s Impact on G.R.A.S.S.P. Students Creator Avigain Hernandez Cruz Date 6/15/2025 Type Text Identifier AvigainHernandezCruz_PP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This project provides G.R.A.S.S.P. (Grass Roots After School Soccer Program) students in the Salem-Keizer School District with access to Coerver Coaching’s summer soccer camps, regardless of financial constraints. G.R.A.S.S.P. serves students from Title 1 schools who often lack access to extracurricular activities. By securing donations from local businesses and community members, the camp cost is reduced from $195 to $45, making it affordable for more students. The project aims to support students' academic, social, and emotional development by providing an enriching summer experience that builds leadership, teamwork, and confidence. These qualities will benefit students both inside and outside the classroom. Additionally, the initiative seeks to establish a sustainable system for offering these opportunities annually, ensuring that underserved students have continued access to enrichment programs. Key actions include securing donations, coordinating with Coerver Coaching for camp details, and selecting students with G.R.A.S.S.P. staff. Feedback will be collected from students, parents, and staff to assess the impact on growth and engagement. Success will be measured by community involvement, the number of students served, and the program's effect on students' development. Ultimately, this project provides critical enrichment and aims to create a long-term program that ensures ongoing access to growth opportunities for students who face financial barriers. Degree Master of Science in Education Key Words Soccer Extra Curricular Activities After School Note Alicia Wenzel Steven Nelson Kevin Plechl Type Professional Project -- Url https://wou.omeka.net/s/repository/item/14541 Title Teaching for Diversity in a Non-Diverse Classroom Creator Andy Rommel Date 6/15/2025 Type Text Identifier AndyRommel_ARP_2025 Language eng Rights Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract The focus of my research is the fourth grade class of a small, rural school that operates in an isolated community with very little ethnic diversity. A danger that exists for student populations in communities with little diversity and low socioeconomic status is the development of toxic, racist cultures. I found myself in a position to help prevent this outcome by attempting to foster an inclusive classroom space where the ultimate goal is empathy and an interest in diversity among students. I am exploring whether making connections between diverse artists and their artwork and my students’ lives and interests result in an increase in student interest in diversity or an increase in empathy among students. Degree Master of Arts in Teaching (initial licensure) Key Words Diversity Equity Inclusion Note Marcus Wenzel Kathleen Rice NA Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/14422 Title Pathways to Potential: Family STEM Nights: Embracing SEL and Multisensory Learning Creator Nichole Cantrell Date 2024-12-23 Type Text Images; StillImages Identifier 20241223_PP_a Language eng Rights Western Oregon University Library has determined, as of 12/23/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract The Family STEM Night project was designed to foster multisensory learning, family engagement, and the integration of social-emotional learning (SEL) principles with STEM education. The event featured eight interactive booths, each offering a hands-on activity to encourage collaboration among students, parents, and educators. Activities included a Glow Germ Handwashing demonstration, a Tower Building Challenge, a Line-Following Robot, Leaf Rubbing, Code Bracelet creation, and Impact Craters on the Moon, among others. These activities highlighted the importance of active participation, curiosity, and creativity in learning, while emphasizing SEL skills such as communication, teamwork, and problem-solving. This project prioritized family involvement to create a supportive learning environment that extends beyond the classroom, encouraging students to explore STEM concepts in an inclusive and engaging way. By addressing diverse learning styles and fostering a sense of community, the event underscored the vital role of family participation in academic success. Family STEM Night ultimately aimed to strengthen connections between families and schools while inspiring a passion for STEM disciplines. Degree Master of Science in Education: Interdisciplinary Professional Studies Key Words Family STEM Night, Multisensory Learning, STEM Note Xiaopeng Gong Mandy Olsen Marcus Wenzel Type professional_project -- Url https://wou.omeka.net/s/repository/item/14328 Title A New Approach to Special Education Service Models Creator Jennifer Bunn Date 8/1/2024 Type Text Language eng Rights Western Oregon University Library has determined, as of 8/02/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract Special education service delivery models are indispensable tools that ensure that all students receive the support necessary for effective specially designed instruction in a least restrictive environment. The central guiding question of this project is simply: how can middle schools navigate the complex task of meeting the diverse needs of special education students through targeted instruction and service model implementation? By delving into this question, this project seeks to shed light on the already existing evidence based practices and potential gaps in service delivery. This project explores the interplay between the resource room, self-contained, and co-taught service models of special education and how they can be utilized to provide a nexus of support for special education students. Ultimately, by combining these models and offering a three-pronged multi-faceted approach, educators and administrators can create a dynamic and responsive system that will address the individualized needs of special education students. Finally, by offering students a continuum of service delivery models to tailor instruction, student learning gains are more accessible and evident. Degree professional_project Master of Science in Education: Interdisciplinary Professional Studies Key Words Special Education, Service Models, Resource Room, Note Alicia Wenzel Darlene Zickefoose Autymn Galbraith -- Url https://wou.omeka.net/s/repository/item/14323 Title Increasing Student Engagement in the Middle School Art Room Through Warm Demander Pedagogy Creator Anna Cottom Date 8/2/2024 Type Text Language eng Rights Western Oregon University Library has determined, as of 8/02/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. https://rightsstatements.org/page/InC/1.0/?language=en Abstract This project aimed to examine whether a shift in high expectations for students to diligently apply their time to sharpen their skills would increase the value they placed on pushing themselves to explore further what they can do with their art projects. Using a warm demander approach, I insisted that my students meet higher expectations, practice self-control, and deeply engage with the work they did in my class. Degree action_research Master of Arts in Teaching (initial licensure) Key Words warm demander, rural, secondary school Note Lin Wu Marie LeJeune -- Url https://wou.omeka.net/s/repository/item/13782 Title Recommendations for the Monolingual Teacher: Instructional Strategies to Support Students who are Emergent Bilingual Creator Erica Guddat Subject emergent bilingual k-12 education Date 6/17/2024 Type Text Identifier honors_073024g Language eng Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract In the United States, the number of students who speak a primary language other than English, or students who are emergent bilingual, in classrooms is growing. There are many different models in place within schools used to support these students in acquiring English language proficiency and access academic content within the general education classroom, but these models are not standardized across schools, and some are more effective at supporting students that are emergent bilingual than others in providing an equitable educational experience for students. This thesis seeks to address this issue with a pedagogical approach by providing a thorough review of the models most commonly used to evaluate which method is most effective at supporting students in acquiring language proficiency while developing content knowledge. Although there are effective models in place, not all school districts can realistically implement them. To bridge the gap between equitable education and the models in place, this thesis also describes and models instructional strategies that can be implemented in the general education classroom by a monolingual teacher to provide the most equitable learning experience possible for all students. Degree Undergraduate Honors Thesis Department or school name within institution Honors Note Kristen L. Pratt Note Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/13781 Title Departing the Monolingual Form of Instruction: Best Practices for Supporting Emergent Bilingual Elementary Students Creator Emily Schneider Subject emergent bilingual k-12 education Date 6/17/2024 Type Text Identifier honors_073024f Language eng Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract In schools across the nation, the population of emergent multilingual students is growing. These are students whose first/home language is something other than English and have the potential to further develop bilingual or multilingual skills. There are clear advantages to expanding one’s linguistic repertoire; however, it requires cultivating language development within the classroom to make this happen successfully. This project will seek to amass the most effective and far-reaching instructional approaches for serving emergent bilingual students in the elementary classroom. After contextualizing my project using the data from two Oregon school districts’ Lau Plan, I will use the Castañeda Standards to judge the effectiveness of current program models. An argument is made for why students’ first/home language should be integrated into instructional approaches and leveraged for the benefit of the student. This project will conclude the most effective methods of reaching emergent bilingual students within the classroom, regardless of a teacher’s ESOL (teaching English to speakers of other languages) training or certification. A digital toolkit aimed for streamlined implementation by educators is created, compiling the list of best practices found throughout this research process. Degree Undergraduate Honors Thesis Department or school name within institution Honors Note Jessica Dougherty Note Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/13776 Title Combating Menstrual Period Poverty in the State of Oregon Creator Abby Schrunk Subject menstruation k-12 education Date 6/17/2024 Type Text Identifier honors_073024a Language eng Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract This paper was written in an attempt to explore and examine the causes of period poverty in the United States, specifically in the state of Oregon. This paper also delves specifically into how this issue affects students in Oregon and ways to alleviate the effects of period poverty, starting in schools. Drawing from global health reports, women’s health organizations, medical journals, and the Oregon Department of Education, this study points to both the pros and cons of current-day solutions to determine what has been successful in helping to manage the period poverty crisis as well as offering suggestions for improvements that could be made after taking data into account. It discusses period stigma, and how it directly relates to period poverty. It also presents a call to action, encouraging other states to consider implementing support that directly affects the decrease in experiencing the negative consequences of period poverty after analyzing best practices. It is concluded with personal connections and conclusions from the perspective of a newly licensed teacher reflecting on student impact. Degree Undergraduate Honors Thesis Department or school name within institution Honors Note Emily Vala-Haynes Note Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/13756 Title A Collaborative Approach to Supporting Long Term English Learners: Implementing a Co-Teaching Model in Secondary Schools Creator Zachary Cole Date 8/1/2024 Type Text; Image; StillImage Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract This professional project investigates the implementation and impact of a co-teaching model in supporting Long-Term English Learners (LTELs). The primary objective is to enhance students' content access and support and develop structures that bolster students' academic vocabulary and language skills. The project incorporates quantitative and qualitative data collection through a weekly progress monitoring checklist, student grade tracking, and observations of academic language usage. Results indicate that the co-teaching model effectively improved student outcomes. The findings underscore the value of collaborative teaching and explicit language instruction in enhancing LTELs' academic performance and engagement. These results suggest that incorporating co-teaching models more broadly could provide consistent and effective support for LTEL students across various content areas. Degree professional_project Master of Science in Education: Curriculum and Instruction Key Words Co-teaching in Multilingual Programs, LTELs, Action Research in ESOL Note Joshua Schulze Annie Delbridge Jessica Dougherty Type professional_project -- Url https://wou.omeka.net/s/repository/item/13744 Title School Resource Officers: What is the Impact? Creator Jillian Harris Date 6/15/2024 Type Text Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract School resource officers (SROs) are a common presence in U.S public school systems today. The use of SROs is a perceived solution to safety threats and discipline for students. High numbers of SROs are integrated in public schools without extensive investigative research supporting their effectiveness and impact on students. To measure students’ feelings of safety and student outcomes as it intersects with SRO presence, public data from Oregon Department of Education is analyzed. Student offense data in 12 public school districts in Oregon is collected. Each school district is analyzed to identify current SRO presence, or if the SRO was removed during the school year 2021-2022. Student offense data is compared across the school years examined to synthesize any impacts SROs have on student offense and discipline data in the specific rural and urban school districts selected. Findings of the research conclude lower numbers of student offenses in school districts where SRO presence was removed in the 2021-2022 school year. The findings also show higher numbers of student offenses for non-white identifying students. These findings provide nuanced insight into the complex relationship between law enforcement in public schools and how it impacts the students. Measuring potential negative impacts to students who experience discipline and law enforcement contact is an essential part of determining how impactful SRO presence is for public school students. Degree professional_project Master of Science in Justice Studies Type professional_project -- Url https://wou.omeka.net/s/repository/item/13742 Title Social Studies and Social-Emotional Learning in Alternative Education Creator Jaylene A. Vegas-Kentner Date 6/15/2024 Type Text; Image; StillImage Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract This project aims to create a social studies curriculum incorporating social-emotional learning principles for secondary students, particularly at an alternative school. After researching, I have found a few curriculum options for secondary teachers where social-emotional learning is embedded in their subject area. Most available social-emotional learning curriculums are their entities and are typically created for elementary students. This project can offer different strategies to develop a curriculum that combines content curriculum and social-emotional learning to support secondary educators and their students. Degree professional_project Master of Science in Education: Curriculum and Instruction Key Words SEL, Rural Education Note Joshua Schulze Margaret Nesbit Kenneth Carano Type professional_project -- Url https://wou.omeka.net/s/repository/item/13714 Title Rebuilding Teacher Morale: The Benefits of Integrating Social and Emotional Learning into Core Academics for Educators and their Students Creator Charly Sturgeon Date 6/14/2024 Type Text; Image; StillImage Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract This project examines the impact of situating Social Emotional Learning into the operational curriculum within the elementary school classroom. The context for this project is based in the rural community of the Morrow County School District and addresses the issues related to prioritizing academic standards over social and emotional learning competencies. The purpose of this study is to explore the positive effects of integrated SEL and academic curriculum on student academic performance, problem behaviors, and teachers’ feelings of demoralization. This project makes an effort to address the rising rate of teacher attrition through the implementation of an integrated curriculum that focuses on the education of the whole child. Keywords: Social/emotional learning (SEL), self-awareness, self-management, social awareness, relationship skills, responsible decision making, student engagement, demoralization, burnout, autonomy, integrated curriculum design License CC-BY-NC-ND (attribution, non-commercial, no derivatives) Degree professional_project Master of Science in Education: Early Childhood Education Key Words SEL, Demoralization, Integrated Curriculum Design Note Josh Schulze Rachel Harrington Cindy Ryan Type professional_project -- Url https://wou.omeka.net/s/repository/item/13681 Title Exploring the Educational Benefits of Ocarina Instruction: A Focus on Musical Reading Comprehension in Elementary Students Creator Nikita Williams Date 6/15/2024 Type Text Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract This research study examined the connection between students' growth in musical reading comprehension and their advancement through the skill set of playing the ocarina. The students involved were 24 fourth- and fifth-grade students in a blended class in a small rural K-8 school. For six weeks, students learned how to read and play nursery rhymes using their ocarinas to use as a tool to learn the staff notes on the treble clef. Students' other skills during the unit were rhythm reading skills, song recognition, and aural skills, such as repeating songs and scales. They performed a 15-bar melody using standard music notation and using color-coded fingering charts as reference for the notes. The music classes were taught in person, with 30-minute classes three days a week for six weeks. They started their songs during the fourth week and performed them during the last week of the study. Students were asked to submit exit tickets periodically during the study to assess their progress in learning to read notes on the staff and ocarina fingerings. We had several playtests and written tests during this time to help identify which skills the students had mastered. The findings of the study showed nearly 52% of students could pass a post-test of 80% or higher of just staff notes knowledge, 14% scored 50%-60%, and 33% scored under 60% on their final written assessment. Most students did score above 70% on all playtests, while 30% needed to retake a section of the playtests. The results of the study have important implications for music teachers. License CC-BY-NC (attribution, non-commercial) Degree action_research Master of Arts in Teaching (initial licensure) Key Words Ocarina, Classroom instruction Note Xiaopeng Gong Jean Elliot Type action_research -- Url https://wou.omeka.net/s/repository/item/13670 Title An Investigation On The Effects Of Culturally Relevant Pedagogy On Low-Income Rural Students In The Science Classroom Creator Jesse McMillin Date 12/1/2023 Type Text Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract This action research investigates the effects of Gloria Ladson-Billings’ Culturally Relevant Pedagogy (CRP) framework on the academic outcomes of low-income rural students in a science classroom. CRP is a conceptualization of teaching that emphasizes three major themes: the commitment to student academic growth, the development of students cultural competence, and the cultivation of critical sociopolitical awareness. Through a four-week unit on the Sun-Earth-Moon system, this research examines how integrating CRP principles can enhance student engagement, promote academic growth, and connect key subject matter to students’ lives. This research was conducted in a Title 1 rural middle school in a classroom of sixteen 8th-grade students of diverse backgrounds academic needs and backgrounds. Findings from this research suggest that culturally relevant teaching strategies, such as incorporating indigenous storytelling and multimodal learning activities, significantly improve students’ interest and understanding of key scientific concepts. This research highlights the importance of CRP in addressing the unique challenges faced by low-income students and provides insight into how this framework translates from urban settings into a rural context. License CC-BY (attribution) Degree action_research Master of Arts in Teaching (initial licensure) Key Words Culturally Relevant Pedagogy, Science Teaching, Low-income Learners Note Xiaopeng Gong Tana Garcia Type action_research -- Url https://wou.omeka.net/s/repository/item/13664 Title Fostering in the 21st Century Technology in the High School English Language Arts Classroom Creator Baylee Groom Date 6/15/2024 Type Text; Image; StillImage Language English Rights https://rightsstatements.org/page/InC/1.0/?language=en Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. Abstract My ARP is over using technology in the classroom. I focused on how much that technology is used in classrooms, who is more likely to use technology in their classroom and the different ways of providing students with access to technology. Technology isn't something that is going away. It is always going to be advancing for the better which means it is up to the teachers to help equip our students with those skills. The students who are born in this generation and generations to come are going to be expected to use this technology in their workspace when they graduate. If they are not taught how to use it now they will be behind where their employers want them to be. This is why it is up to the teachers and schools to reflect on their teaching and figure out new and innovative ways of bringing technology into the classroom. Degree action_research Master of Arts in Teaching (initial licensure) Key Words Digital Natives, Infographic, InTASC Note Joshua Schulze Anna Grewe Davey Type action_research -- Url https://wou.omeka.net/s/repository/item/13574 Resource class dctype:Text Title Experimental Plant Curtain’s Effect on Turtle Basking Creator Emil Ricci Subject habitat restoration turtles Description This paper was also presented as a coference talk, which can be viewed at https://youtu.be/CZC1cFiB1_E Date Jun-23 2023-06-15 Type Text Language eng Rights Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Abstract Freshwater turtles have faced a variety of challenges including the loss of habitat and the loss of basking structures throughout urban landscapes. These urban areas can be restored with the addition of basking habitat and are highly valuable in urban areas with high visitor usage. This creates a potential conflict between effectively restoring basking habitat and possible disturbance of the animals. We examined this conflict and experimentally tested a potential resolution at the semi-urbanized Minto Brown Island Park, in Salem, Oregon. Examination of basking behavior of turtles (Red-eared Sliders, Northwestern Pond Turtles, and Western Painted Turtles) in response to human recreation in this park suggest that turtles may avoid sites with large numbers of people, raising the question whether basking structures currently being deployed could be improved to shield turtles from people. We determine the effect of a curtain of plants on the basking rates of turtles. Basking is a behavior that turtles exhibit where they exit the water and rest in the sun absorbing its thermal energy. It is integral to maintaining turtles’ thermoregulation. Other studies determined there was a correlation in the basking time of turtles with the presence of a wall of visibility between the turtles and predators. This was only ever seen in an observational system of study. In this study we experimentally modified basking structures at three different sites varying in number of recreationists. At each site we deployed two basking structures: a control structure based on the current structure design with an added floating ring of PVC, and an experimentally modified platform with plants (Carex and Juncus plugs) planted in the PVC ring, creating a blind. Use of the structures was quantified utilizing a camera monitoring system where images were taken every 15 minutes from 7 am to 7 pm between April 22nd and October 16th. We also remotely recorded light and temperature levels on the platform. The temperatures and light levels were not significantly different between the platform types. The planted platform was shown to have higher turtle presence across all sights compared to the bare platform. At one of the sites there was a high number of juvenile turtle sightings, with a significant association of juvenile turtles with the modified platforms. Overall the modified platforms had a significant association with turtle presence, suggesting that these platforms could be a valuable tool in ongoing efforts to restore habitats for threatened turtle species Degree Honors Thesis Note Gareth Hopkins Note Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/13475 Title Investigating the Work of ASL Interpreters in Postsecondary Settings Creator Andrew Weaver Subject Deaf college students interpreting work profile Date 12/8/2023 Type Thesis Text Language eng sgn-US Abstract When talking about educational interpreting, the conversation most often refers to interpreting in the K-12 setting. Due to the demands of interpreting for school-age deaf consumers, there is a lot of research dedicated to interpreting in K-12. Not as much research has been dedicated to interpreting in colleges and universities, yet many challenges faced by deaf students and interpreters remain in this setting. Some challenges include the availability of interpreters, the experience of interpreters, and the demands of various postsecondary settings (from community college to university to vocational schools to pre-college). The findings of this research support demarcating postsecondary as a unique subfield based on the advanced linguistic demands, diverse consumer populations, and the institutional structure of higher education that outline the interpreter’s role and process. Note Amanda Smith Stacey Rainey Deloris Piper Type Master of Arts in Interpreting Studies -- Url https://wou.omeka.net/s/repository/item/13333 Title Implementing Culturally Relevant Pedagogy in a Rural Classroom Creator Ryan J Kildea Subject cultrually relevant pedagogy science education junior high Date 8/4/2023 Type Text Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract This action research project seeks to understand how culturally relevant pedagogy can be implemented in a rural classroom. The goal of the research project is to find ways to connect with rural students' cultures and real lives while also helping them develop cultural competency. The research setting takes place in a 7th grade classroom in a rural Oregon town of about 10,000 residents. The topic for this study was chosen based on two factors. First, many students at the junior high school exhibit many racist behaviors and frequently engage in racist language. Second, many students express a lack of connection between their real lives and the curriculum. This project was developed to work towards connecting curriculum with students' real lives while simultaneously teaching them the benefits of a diverse society to reduce racist behaviors at the school. Degree Master of Arts in Teaching (initial licensure) Note Melanie Landon-Hays Joshua Schulze Lin Wu Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13320 Title Increasing Opportunities for Integrating Makerspaces into Rural Elementary Schools Professional Project Creator Edward M Nichols Subject makerspace professional development engagement Date 6/1/2023 Type Text Image;StillImage Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract This professional project explores the potential benefits and challenges of integrating makerspaces into rural elementary schools. Makerspaces offer experiential learning opportunities beyond worksheets and screen time, a more student-driven approach supported by both the tenets of constructivism and constructionism. This learning style can deepen students' understanding of core concepts and engagement in STEM and other academic subjects. School-based makerspaces also benefit students by introducing 21st-century skills such as communication, collaboration, and problem-solving in elementary schools. The maker movement, which began in the early 2000s, encourages participants to design, build, and experiment with various materials and tools. Adopting a school setting provides an integrated education option for schools and their teachers. While makerspaces have become increasingly popular in urban and suburban areas, rural schools face unique challenges when implementing them. Drawing on existing literature and information collected from rural school educators allows the identification of critical strategies for overcoming these challenges and increasing opportunities for integrating makerspaces into rural elementary schools. Creating a dynamic website to support educators in bringing maker education to their schools is outlined. This site contains resources for funding, lessons, projects, and research to support implementation. Educators are also encouraged to have a voice by asking questions and posting resources themselves. In addition, I have also facilitated multiple professional development sessions designed to familiarize rural teachers with the implementation of makerspaces. Through careful planning, collaboration, and creative use of resources, makerspaces can be integrated into rural schools. When successful, this integration provides students with engaging and enriching learning experiences that prepare them for success in a rapidly changing world. Degree Master of Science in Education: STEM Education Note Joshua Schulze Gregory Zobel Cristina Trecha Type Professional Project -- Url https://wou.omeka.net/s/repository/item/13315 Title Using Culturally Relevant Teaching to Develop Critical Thinking in Secondary Chemistry Creator Emily Hamel Subject culturally relevant pedagogy culturally relevant science instruction culturally relevant chemistry instruction Date 6/17/2023 Type Text Image;StillImage Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract This action research was conducted in order to enhance student engagement and critical thinking skills in a rural, secondary chemistry classroom. Culturally relevant pedagogy was used as a framework for designing curriculum and incorporating new practices into teaching an inquiry unit about chemical reactions and environmental pollution. After a literature review was conducted to gather evidence of culturally relevant practices in the science classroom, three types of qualitative data were gathered during the teaching of the unit designed around culturally relevant framework. A qualitative analysis was conducted on the three sources of data (journal entries, formal observation feedback, and student artifacts). The results expressed three themes: Lived experiences and real-world applications in student engagement; Genuine critical thinking opportunities in inquiry; and Counter-narratives and perspectives in the solutions aspect of inquiry. It was discovered that student engagement increased when the science content surrounded one common theme for the unit, and when content is contextualized with students' experiences and background knowledge. Further, supporting student responses with feedback that encourages critical thinking engaged students in developing their critical thinking skills, which were then applied when considering other perspectives and scientific thinking from other cultures in the formation of solutions in inquiry. Degree Master of Arts in Teaching (initial licensure) Note Xiaopeng Gong Jennifer Hampel Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/13305 Title Effects of Proper Intervention on Elementary Aged Students Creator Shelby Faherty Subject literacy intervention RTI Date 6/17/2023 Type Text Image;StillImage Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract This project showcases the importance of literacy education within a rural school district. This project takes you through the process in which was followed to bring an intervention system into a school that lacked a complete one. Degree Master of Science in Education: Literacy Education Note Joshua Schulze Marie LeJeune Amy Bowden Type Professional Project -- Url https://wou.omeka.net/s/repository/item/13303 Title Increasing Student Ownership in the General Music Classroom Creator Christiana Zollner Date 6/1/2023 Type Text Language eng Rights Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library. http://rightsstatements.org/vocab/InC/1.0/ Abstract How can a teacher increase student ownership in the music curriculum? This is the essential question guiding the action research in this paper. The elementary general music classroom can be uncomfortable when not all students feel musically inclined yet they are still required to attend class, participate, and be graded in their musical ability. On top of music class, many schools require the music teacher to put on a community performance where students sing for their families. While music can be one of the purest forms of self-expression, such conditions could cause students to feel forced into unwanted activities that do not express who they are. Through using critical pedagogical techniques such as inviting students to form different aspects of their own music program, teachers can create a curriculum with their students that better represents who they are. Research has shown that when music is taught in more communal ways where students are given more choice as to how to participate or at what level, they are more successful in the music classroom. For my research I invited students to contribute to their upcoming music program in a multitude of open-ended ways and journaled my classroom observations as well as collected data surrounding how many students elected to speak or solo at the concert, data on the varied ways that students contributed to the program, data on how students were feeling and what they were looking forward to, and how and when students were engaged. The data I collected will be a firm foundation from which to continue the work or continually getting ideas and feedback from students and implementing them into the curriculum to create a program that comes from the students. Type Action Research Project -- Url https://wou.omeka.net/s/repository/item/11770 Title Empowering Black & African American Students Using a Mentorship Program Creator Justin Davis Marnasha T Fowlkes-Cetz Date 2021-05-27 Type Text; Image; StillImage Identifier aes/280 Language eng Rights Western Oregon University Library has determined, as of 05/27/2021, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Abstract Memorial Middle School (MMS) has little support for their 22 Black/African American (B/AA) identified students, who encounter racism and discrimination inside and outside of the academic setting. We developed a mentorship program to provide representation and empowerment to the B/AA students who attend Memorial Middle School. We used the logic model to guide program implementation, performed a literature review, conducted a survey of students' perceptions and experiences, and met with key community stakeholders. The program is based within MMS and is partnered with the local Albany-Corvallis National Association for the Advancement of Colored People (NAACP). The program currently consists of five core team leaders, two mentors, and seven mentees. Characteristics of the program include being youth-centered, culturally tailored, having parental involvement and support, and ensuring mentors are trained and equipped for crucial conversations. The mentorship model incorporates a targeted and historical non-friendship model approach. Meetings will occur twice a month and during the academic school year, the option for a summer bridge program has been discussed. Implications for this program include being expanded to other schools within the Albany School District. Keywords: Black, African American, adolescence, mentor, mentorship empowerment, representation, racism Department or school name within institution Nursing Note Joshua Yoder -- Url https://wou.omeka.net/s/repository/item/11740 Title Preparation and Mitigation Efforts for Volcanic Hazards in the Pacific Northwest Creator Nick Griffith Subject volcanic hazards Pacific Northwest preparation mitigation Description This presentation was delivered on May 28, 2020 at Western Oregon University Academic Excellence Showcase (Monmouth, OR). Date 2020-05-28 Type Text; Image; StillImage Identifier aes/253 Language eng Rights Western Oregon University Library has determined, as of 05/27/20, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Abstract Volcanic eruptions represent one of the most serious geologic hazards facing the Pacific Northwest, with several volcanoes located within striking distance of the most highly populated areas in the region. This paper describes the hazards associated with these eruptive centers and discusses the best practices for preparing communities for potential eruptions and mitigating volcanic hazards. This study is based on data collected by the United States Geological Survey (USGS) on volcanic systems such as Mt. St. Helens and Mt. Rainier. Many other scientific organizations have studied analogous volcanic systems beyond the Pacific Northwest, such as the volcanically active island of Indonesia; where numerous populated areas lie in close proximity to active volcanic systems. A common misconception is that many of the volcanoes in the Pacific Northwest are dormant or extinct, but research shows that these systems are active. Further, these active volcanoes have significant populations living well within their mapped hazard zones. The lack of preparedness and understanding of the true state of volcanic activity in the region could be related to a lack of education, or to inaction on the part of local government agencies in preparing for volcanic hazards. With this being said, it is imperative for local governments to prepare for volcanic activity in the inevitable future. It would be in the best interest of these governments to work with schools to educate not just students, but communities as a whole on how to prepare for a major volcanic eruption. This would be most important for the Pacific Northwest, as this is one of the more volcanically active regions on Earth. Department or school name within institution Earth/Physical Science Note Jeff Templeton -- Url https://wou.omeka.net/s/repository/item/11695 Title Let's Talk About It: A Proposal STI Prevention Program Designed for Jefferson County, Oregon Creator Janeene Perry Alexandra Salter Maddie Dirren Kayley Kildea Description This presentation was delivered on May 28, 2020 at Western Oregon University Academic Excellence Showcase (Monmouth, OR). Date 2020-05-28 Type Text; Image; StillImage Identifier aes/195 Language eng Rights Western Oregon University Library has determined, as of 05/27/20, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Abstract Let’s Talk About It: A Proposal STI Prevention Program Designed for Jefferson County, Oregon Janeene Perry HE 471 Health Promotion Program Planning, Winter 2019 The Let’s Talk About STI prevention program is designed to meet the unique needs of 15-24-year-old Native Americans residing in a rural Oregon community in Jefferson County. This proposed program aims to reduce the prevalence of sexually transmitted infections, as well as increase knowledge of sexual health and wellbeing. The key components of the proposed program include a community wide kick-off event, education sessions, self-testing kits, community forums, and STI surveillance within the three-county region. Sexually transmitted infections (STIs) are communicable diseases that are some of the most reported infectious diseases, with elevated rates in rural communities. Almost half of the 20 million reported cases in the United States are among individuals in the 15-24-year age group. Jefferson county has the highest STI rates in the state of Oregon, for example, Chlamydia occurring 723.6 per 100,000 population, higher than the state average of 432.5 per 100,000 population. Research suggests that rates of infection increase in populations that live in rural areas and reservations where travel is required for medical treatment which influences the higher rates of infection among Native Americans. The overarching goal for the proposed program to build community capacity in Jefferson County by focusing on 3 specific objectives. (1) Engage community partners in informative community meetings throughout the program to gather information on barriers and facilitators to STI prevention and treatment; (2) Recruit 10 community partners to actively engage in STI prevention efforts; (3) develop local STI surveillance in the region by standardizing patient intake forms, and data collection methods. Department or school name within institution Health/Exercise Science Note Megan Patton-Lopez -- Url https://wou.omeka.net/s/repository/item/11607 Title Why are Students So Apprehensive About Writing? Creator Justin Rush Subject aversion writing K-12 Description This presentation was delivered on May 31, 2012 at Western Oregon University Academic Excellence Showcase (Monmouth). Date 2012-05-31 Type Text; Image; StillImage Identifier aes/14 Language eng Rights Western Oregon University Library has determined, as of 06/20/2018, this item is in copyright, which is held by the author(s). Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author(s). http://rightsstatements.org/vocab/InC/1.0/ Abstract The research project explores the underlying experiences and causes behind the aversion many K-12 students hold toward writing. Consisting of a questionnaire, individual interviews, and a focus group, the study delves into students’ feelings and attitudes toward writing— allowing their voices to be heard, in the hopes of improving future writing instruction in schools. With the exorbitant amounts spent on writing remediation constantly climbing, student apprehension toward writing is a problem that must be addressed. This study seeks answers to this problem from the people who should know the most about it—the students. Bibliographic Citation Rush, J. (2012, May). Why are students so apprehensive about writing?. Poster session presented at the Western Oregon University Academic Excellence Showcase, Monmouth, OR. Note Holly Eckles -- Url https://wou.omeka.net/s/repository/item/11577 Title Independence Heritage Museum Creator Lilly Miranda Subject museum collections exhibits storytelling Description This presentation was delivered on May 31, 2018 at Western Oregon University Academic Excellence Showcase (Monmouth). Date 2018-06-01 Type Text; Image; StillImage Identifier aes/130 Language eng Rights Western Oregon University Library has determined, as of 06/20/2018, this item is in copyright, which is held by the author(s). Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author(s). http://rightsstatements.org/vocab/InC/1.0/ Abstract In rural Polk county the Heritage Museum of Independence preserves and displays over 175 years of history and maintains a connection to the local community through exhibiting surrounding community history to the broad public. Drawing upon participant observation and oral interviews I investigate how museums as institutions are influenced by the surrounding population and how the institution serves community needs through civic support and respect. As an entity funded by the city of Independence and supported by the Heritage Museum Society, this paper explores the Heritage Museum's mission and development of new ways in preserving the historical and cultural collections of oral history, art, and artifacts, which may not always fit appropriately with the museum's overall mission statement, donated by citizens of the mid-Willamette Valley. Interning for the Heritage Museum enhanced my appreciation for historical preservation. Collaborating with museum staff and society members, local support is rebuilt through special events such as the first annual birthday celebration, curation of a Native American exhibit, and a reestablished oral history project. Department or school name within institution Anthropology Note Kate Miller -- Url https://wou.omeka.net/s/repository/item/11021 Title Death Squads: The Hidden Killers of Colombia Creator Cullen Rance Subject Colombia paramilitary Alvaro Uribe Castano Corruption Date 6/10/2020 Type Text Identifier his/274 Language eng Rights Western Oregon University Library has determined, as of 06/10/2020, this item is in copyright, which is held by Cullen Rance. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author Cullen Rance, crance17@mail.wou.edu. http://rightsstatements.org/vocab/InC/1.0/ Abstract This thesis highlights the origins of paramilitary death squads in Colombia and further examines the background of their relationship with the military and government. In 1948, the assassination of liberal leader Jorge Gaitan led to a period of political unrest known as “La Violencia.” This situation jeopardized Colombia’s alliance with the United States, and American advisors recommended the creation of civil defense patrols to combat communism. Consequently, military forces allied to the government operated in rural Colombia against communist supporters. There was, however, little control over these troops, and its members committed multiple crimes, including mass murder. Those who stood against them, such as prosecutor Ivan Gomez, faced death threats and witnessed the assassination of colleagues, while corrupt justices and politicians did not intervene. Therefore, the close association between the Colombian government and the paramilitaries has resulted in the lack of prosecution of these death squads for their crimes. To approach this topic, I will use interviews with members of the AUC, which was the largest paramilitary group in Colombia, and Human Rights Watch reports. I will also look at works of many historians who examine how the Colombian military cooperates with paramilitaries, enables their crimes, and prevents their prosecution. Department or school name within institution History Note Ricardo Pelegrin -- Url https://wou.omeka.net/s/repository/item/7185 Title The Farmers’ Tool: Changing Values of Rural Oregon Granges in Benton County: 1938-1948 Creator Curtis Holbert Subject Grange Patrons of Husbandry Date 1/1/2014 Type Text Identifier his/35 Language eng Rights Western Oregon University Library has determined, as of 06/09/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Abstract As the United States moved from the Great Depression into World War Two, and then emerged as a leading global military and economic power in the Post War era, the Grange and its members experienced a transformation of their political and social values. The priorities of the agricultural industry shifted from the economic hardship of the Great Depression to supporting the war effort and maintaining superiority during and after World War Two. The Patrons of Husbandry, as a community institution, experienced a shift in political and social values from liberal concerns and social critiques to espousing conservative ideals such as fervent nationalism, familial and religiously based morality, and defending American society as the ideal status quo. Department or school name within institution History Note David Doellinger -- Url https://wou.omeka.net/s/repository/item/7183 Title Leading Ladies: A Study of Queenship and Identity through Conquest Creator Rose Thormahlen Date 1/1/2014 Type Text Identifier his/37 Language eng Rights Western Oregon University Library has determined, as of 06/09/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Abstract The study of medieval women is often viewed with a qualitative purpose. Scholars seek to define the medieval woman as either empowered or oppressed, and within the medieval timeframe, as either more or less so than their predecessors. The year 1066 is seen as a turning point by many for the female narrative; it was the year of the Norman Conquest, which brought with it new schools of thought and manners of life. Rather than attempting to qualify the lives of women as either good or back, the question of medieval women can be approached by asking how they were able to navigate their lives and the changing world around them. This is best examined through the lives of queens because they are the most visible from an historical standpoint. Conquest mentality from the point of view of the conquered forced queens to become more active in the shaping of their identities for political survival and success. Through the lens of conquest, which reveals and sharpens this pattern, Queens Emma, Edith, and Mathilda II were all able to shape their own identities, but because of the uncertainty of conquest, their identities were also shaped for them by others. Department or school name within institution History Note David Doellinger -- Url https://wou.omeka.net/s/repository/item/7180 Title “There is No Law Here”: Vigilantism, Militarism, and Metropolitanism in Coos County, Oregon 1912-1913 Creator Zachary W. Jones Date 1/1/2014 Type Text Identifier his/29 Language eng Rights Western Oregon University Library has determined, as of 06/09/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Abstract The Coos Bay region on the southern Oregon coast has long been known for its rural landscape, pitting a lush river valley against a backdrop of old growth forests that have proved to be a lucrative enterprise for those interested and daring enough to harvest them.1 Beyond its abundance of rich resources, the region is also situated on the deepest natural harbor on the Oregon coast, making it a prime location for the exportation of its valuable natural resources. This modest timber region grew from its humble origins as a shelter for the castaway sailors of the military ship Captain Lincoln2 to its coming of age at the end of World War II as the purported “lumber capital of the world.” In between this nearly hundred year period (1851-1946) the Coos Bay region experienced the pains of being blessed with abundant natural resources, in addition to succumbing to the corporate capitalist greed that surrounded and exploited every thriving timber village that aspired to be more than simply the dependents of profit-hungry investors. Department or school name within institution History Note David Doellinger -- Url https://wou.omeka.net/s/repository/item/7177 Title Education Prescription and Disregarded Side Effects: Gilded Age Education Reform in Oregon Creator Sarah M Pearson Subject Gilded Age Education Oregon Native Americans Monmouth R.M. Smith Oregon Normal School Date 1/1/2014 Type Text Identifier his/26 Language eng Rights Western Oregon University Library has determined, as of 06/09/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Abstract This paper looks at education reform with a focus on Oregon during a tenuous time period of U.S History, from around 1850 through the turn of the century; the Gilded Age. Oregon’s upper and middle classes perceived themselves as the moral, and intellectual ideal in a time of transition and destabilization of American society following the Civil War and leading up the Progressive era. Many of which saw education reform as their responsibility. These perceptions coupled with racism and classism to transform positive intentions into conditions of paternalistic control and resulted in many communities having to cope with an education system pulled out of their hands over a relatively short time period. Using primary source materials, including newspapers, letters, and government documents, this paper looks to recreate the dialogue and analyze the true nature of the reforms through a number of different community perspectives, including: Native Americans, African Americans and rural Oregonians. The argument fits into the wider educational history to help understand how U.S education developed into its current manifestation. Department or school name within institution History Note Max Geier -- Url https://wou.omeka.net/s/repository/item/7150 Title “Rural America Is ‘On The Front’”: Rural Civil Defense In The Midwest And Northwest During The Cold War Creator Kate Claussen Subject Rural Civil Defense Rural Americans Cold War Civil Defense Midwest Northwest Date 1/1/2013 Type Text Identifier his/20 Language eng Rights Western Oregon University Library has determined, as of 06/09/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Abstract Facing the constant threat of an atomic attack from the Soviet Union during the Cold War, the United States established civil defense policies of fallout shelters and evacuation from target centers, to protect Americans in the event of an attack. Both of these policies benefited urban and industrial Americans, where public shelters were common and evacuation routes could move the population out of a city. For rural Americans, however, these polices demanded that they took a more active approach to civil defense. Rural landscapes were often designated as gathering centers for urban evacuees, and farmers were expected to provide their urban neighbors with food and shelter. Likewise, private instead of public fallout shelters promoted to rural Americans to take on a personally responsible for the protection of their family, crops, and livestock from nuclear fallout. This paper will analyze the rural civil defense policies established by the federal government and the ways that rural regions in the Midwest and Northwest incorporated these policies into their state and local civil defense measures. Bibliographic Citation Claussen, Kate. "“Rural America Is ‘On The Front’”: Rural Civil Defense In The Midwest And Northwest During The Cold War." Department of History senior seminar thesis paper, Western Oregon University, 2013. Department or school name within institution History Note Kimberly Jensen -- Url https://wou.omeka.net/s/repository/item/7114 Title Food, Farm, and Industry Creator Toni Rush Subject aes Oregon Pure Food Act Oregon Food Oregon Farms Oregon History Date 1/1/2012 Type Text Identifier his/1 Language eng Rights Western Oregon University Library has determined, as of 06/09/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Abstract This paper evaluates Oregon's interpretations of the Pure Food Act and looks at the history of the Pure Food Act on both the national and regional level. By looking at the newspapers of Oregon's rural and urban regions, one can learn a lot about the opinions of these cities on the topic of the Pure Food Acts of 1906 and 1907. Bibliographic Citation Rush, Toni. "Food, Farm, and Industry." Department of History Capstone paper, Western Oregon University, 2012. Department or school name within institution History Note Kimberly Jensen -- Url https://wou.omeka.net/s/repository/item/7103 Title Ian Fleming's Chitty Chitty Bang Bang: A Free Drama Program for Students and Adults in the Community of Monmouth/Independence (Project Analysis) Creator Jeremiah Price Subject theater Maurice Price Western Oregon University Description 2018 Finalist Date 6/1/2018 Type Text Identifier maurice/14 Language eng Rights Western Oregon University Library has determined, as of 06/09/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Abstract Back in September, after having seen a great need in my community for arts programs for students and adults, I set out to put on a theatre program and direct a musical in the community. Ihad worked with my students at local churches and schools that were looking for creative outlets,but whose parents could not afford to have them participate in local theatres or choirs. I alsoencountered teachers, pastors and other working adults whose work schedules would not allow them the flexibility to participate with local programs. The goal was to raise enough money for the production that cast members would not have to pay dues to be apart of it, and coordinate the schedule so that busy adult s with careers could also participate. This was going to be a significant challenge, but after raising money in the fall and securing a couple of churches with open schedules, I felt that I had a realistic and measurable goal that I could accomplish over the period of a couple of months. Department or school name within institution eng -- Url https://wou.omeka.net/s/repository/item/7099 Title DREAMers Awareness Project Creator Juan Navarro Sandy Estelle-Bazaldua Subject Dreamers Deferred Action for Childhood Arrivals DACA undocumented students Latino community service learning Western Oregon University Description 2017 Finalist Date 1/1/2017 Type Text Identifier maurice/10 Language eng Rights Western Oregon University Library has determined, as of 06/09/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Abstract Our purpose is to work from the very core of the Latino community. We will go into our local high schools: Central High School and Salem-­‐Keizer School District. Sometimes, for students who are first generation and have no prior knowledge of what it takes to go to college, the process can be intimidating and discouraging. We will place all the helpful tools we’ve received from meetings, mentors, clubs, etc. in one insightful presentation which we can follow up with one to one mentoring. We want to be that source of insight that we wished we could’ve had back when we were younger; it only takes one person to propel a student into higher education. -- Url https://wou.omeka.net/s/repository/item/7098 Title Building Bridges for Health, Education & Hope – Nepal Creator Ranjit Kayastha Subject bridge construction Gorkha Huldingbesi Nepal service learning Western Oregon University Description 2017 Finalist Date 1/1/2017 Type Text Identifier maurice/12 Language eng Rights Western Oregon University Library has determined, as of 06/09/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Abstract Transportation and communication stand among the most crucial aspects of the human life. Safe transportation has become a great challenge in most local and urban communities in Nepal due to the poor infrastructural equipment available. Over the years, the people living within and around the mountains have experienced tremendous difficulty in crossing the flooded rivers to various destinations including schools and workplaces. The lack of appropriate and safe means of going over the dangerous rivers has resulted in increased suffering and developmental challenge for the local population. The main concentration of this research is to outline and analyze a research project conducted in the region to determine solutions to the lingering transport problem. The current government has made efforts to mitigate the problem and risks that people face in trying to cross the mountainous terrain to various destinations. One of the development ideas has been the tween, which has proved very risky especially for children, women and the older adults. The focus of this research undertaking was, therefore, to establish a safer means of transport across the hills that would promote education, health and give the people new development prospects. The innovative idea would involve installation of a suspension bridge to help the residents of Gorkha Huldingbesi district to access services such as education, medical facilities and work in Dhading district. The suspension bridge will provide a financially viable and safe transport for the communities to make gainful interaction to develop education, health and general standards of living. -- Url https://wou.omeka.net/s/repository/item/6870 Title A Spirit of Service Creator Ali Ann Artis Subject Xenia Woods Leadership American Sign Language (ASL)/English Interpreter Date 7/6/2017 Type text Identifier maiscasestudies/vol1/iss1/12 Language eng Rights Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Alternative Title A Spirit of Service Abstract From 2005 to 2010 Xenia Woods served as a leader and mentor in my rural community of Humboldt County, CA, and has paved the way for many interpreters to gain the skills they need in the profession. Her contributions to the community have been long-lasting and have had a huge impact on me personally. Her long term commitment to reach out and assist newer interpreters in the profession is impressive. Xenia has a giving spirit and is generous with her time and energy. Her passion to support the students she teaches, the profession of interpreting, and the Deaf community is exemplary, as I have witnessed first-hand and as her record demonstrates. -- Url https://wou.omeka.net/s/repository/item/5132 Title Unsustainable and Unsupported: Connecting "Islands" of Federal Title IX Guidance, Campus Adjudication, and the Need for Holistic Care and Hope in an Era of Rape Culture Creator Jennifer Romadka Date 4/1/2020 Type Text Honors Thesis Identifier honors_theses/211 Language eng Rights Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Abstract Sexual assault is extremely prevalent on college campuses, with an estimated 25% of college women reporting that they have experienced some form of sexual assault (Beaver, 2017). With federal and state policies written around trying to support adjudication regarding sexual assault, independent task forces created, and entire university departments dedicated towards helping assault survivors, it seems that this problem should be alleviated. Critics argue that university departments are biased and not doing their job in order to protect schools, or that policies are written in order to erase so many experiences from receiving help. Academia looks into the psychological effects of trauma on post-secondary students and analyses endless sets of data in order to find trends related to various policies, yet the same problem seems to keep creeping up. As of yet, there hasn’t been a comprehensive look at how these policies and their affected college departments are connected. This thesis dives into the world of Title IX and sexual assault policy from the lense of sexual assault resource and Title IX staff members on Oregon Public University campuses. Through researching federal and state policies and the guidance that the Oregon Sexual Assault Task Force provides to Title IX and sexual assault resource departments on university campuses, I was able to perform interviews with various staff members about how they are able to implement policies. Through latent thematic analysis of these interviews, I found that Title IX and sexual assault resource departments are severely unsupported and working in a way that is unsustainable. My conclusions lead me to suggest that it is unethical to create policies that focus on trauma without using holistic verbiage and providing necessary and adequate resources. Department or school name within institution Honors Program Note Dana Schowalter and Aislinn Addington Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/5091 Title The Music Experience: Phenomenology in Music Education Creator Aleisha Douthitt Date 6/1/2017 Type Text Honors Thesis Identifier honors_theses/124 Language eng Rights Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Abstract Music is a powerful part of our world. It touches our daily lives and surrounds us more than we even realize. It connects us to others, builds culture, and is appreciated by many. Music has been taught in schools for many years and is a part of many memories of students from elementary school. Music is full of theory. From the note names and sounds, rhythm and beats, time signature…the list of theoretical aspects goes on and on. Although these components are the measurable forms of music, these are not what people remember and what makes music powerful. It is the combination of all of those components created into a musical song that creates power. The way music makes people feel and what they experience is what sets music apart and makes it a staple in culture. Our education system is highly influenced by behavioristic theories. Behaviorism tells us that learning is quantifiable and measurable. We see in our education system music being taught and placed under behaviorism, which is not a place that it fits. Music is not based on theory or logic but on emotion and experience. There has been a great deal of research done on the way that we experience the natural world and the ways that these experiences shape us as people. Department or school name within institution Honors Program Note Dana Ulveland Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/5049 Title The Authenticity of Hula in Japan Creator Gianne Shelby Pabustan Subject hula Date 4/1/2017 Type Text Honors Thesis Identifier honors_theses/148 Language eng Rights Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Abstract The purpose of this thesis project will be to investigate Hawaiian culture’s emergence— through hula specifically—in Japanese culture and how Japanese culture has adapted to it. Specifically, this project will focus on whether hula in Japan remains pure and close to its Hawaiian roots rather than transformed. Hawaii and Japan are both island cultures, but differences have developed in how hula is portrayed, whether it be more for the entertainment aspect or the cultural aspect. In hula, numerous performance elements symbolize aspects of Hawaiian culture: from the formation of the dancers (representing working together in a community) to the dancers’ adornments (representing a goddess, an island, or even the subject of the mele, or song, itself). Research on Hawaiian and Japanese cultural similarities, such as similarities in spiritual mythology, will reveal the factors that contribute to the continued popularity of hula in Japan. Similarities and differences in hula being taught in Hawaii versus being taught in Japan, such as commercializing hula into an industry, will also be evaluated. Insight from well-recognized kumu hula, or hula teacher, Shane Kamakaokalani ‘Maka’ Herrod, who teaches both in Hawaii and Japan, will also be used to have an inside perspective on how hula hālau, or hula schools, in Japan differ from those in Hawaii. Department or school name within institution Honors Program Note Darryl Thomas Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/5006 Title Selection of a Directional Preference in Drosophila melanogaster Creator Eli Zachary Date 7/1/2015 Type Text Honors Thesis Identifier honors_theses/115 Language eng Rights Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Abstract Diverse organisms, including birds, sea turtles, lobsters, and sharks have been shown to use Earth-strength magnetic fields to navigate. We have examined whether the fruit fly Drosophila melanogaster has a directional preference and if this preference has genetic underpinnings. In order to answer these questions we designed a Y-maze in which each fly makes 10 sequential choices to go North or South. To breed a population of North-seeking flies, we recorded the distribution of flies exiting the maze and selected the Northern-most 20% to give rise to the next generation. We used a similar protocol to breed a population of South-seeking flies. Our data showed that wild-type Drosophila do not have a distinct innate preference for either North or South. Moreover, after 12 generations we did not produce a population of flies with a distinct directional preference. As a positive control we ran a similar experiment to look at phototaxis. Our data showed that flies exhibit positive phototaxis and after 12 generations of selective breeding we have produced a strain with a decreased phototaxic response. These experiments will be continued for 15 generations. Our findings will contribute to a better understanding of the magnetic orientation behavior of Drosophila. Department or school name within institution Honors Program Note Kristin Latham and Michael Baltzley Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4930 Title Oral History, Women, and Institutional Space in Twentieth Century America Creator Brianna Williford Date 6/1/2017 Type Text Honors Thesis Identifier honors_theses/144 Language eng Rights Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Abstract Women have lived much of their lives in institutionalized spaces. These spaces, such as capitol buildings and schools, are owned and regulated by the government. To explore women’s access to institutionalized spaces in the mid/late twentieth century, I have analyzed five oral history interviews. These are all with and/or about Maurine Neuberger, Karen Jensen, and Linda Stonecipher. I share pieces of their stories. Oral Histories exhibit a direct and personal recounting of the ways in which American society has regulated women’s access to institutional spaces, and how some attempted to surpass the expectations placed upon them. All these oral histories exhibit some of the ways the women were separated from men, and treated differently than men as students, athletes, and professionals. Because of separation by gender, many sports became uniquely male or female, think football versus field hockey. Neuberger in the 1920s, and Jensen and Stonecipher in the 1970s, all studied Physical Education. Into at least the 1970s, most men’s P.E. programs had separate, newer buildings, and women were taught with completely different educational philosophies. Directly opposing men, women’s athletic and academic programs focused on non-competition and non-commercialization. All three women worked in industries dominated by men (coaches, educators, Jensen was an athletic trainer, and Neuberger a politician). My unique oral histories contribute to the current research by adding more voices and stories to the larger discussion of women in sport and institutional space, both popular scholarly discussions today. Department or school name within institution Honors Program Note Kimberly Jensen Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4929 Title Online Education for K-12, the Growing Job Market: Are Education Majors Ready? Creator Kathryn Kopel Date 6/1/2015 Type Text Honors Thesis Identifier honors_theses/101 Language eng Rights Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Abstract Innovation as well as a desire for more may be seen as twin influences in the field of education today. Out of this dichotomy online education for grades K-12 has emerged. Its many forms include everything from “flipped classrooms” to online classes or homework that supplements conventional classrooms to completely online charter schools (Wolk, 2011). Just four years ago there were already state-wide virtual charter schools in 20 states. These schools were often funded through rulings by state legislatures (Watson, 2008). There is also a growing concern over whether the majority of teacher candidates will need to be ready to use online supplements or even to teach entirely online (Natale, 2011). Future educators may need to be skilled in meeting the needs of students through the online medium, which may or may not be substantially different from the skill set needed for a physical classroom. How does a teacher candidate become qualified to teach online effectively? What are universities doing to prepare undergraduate and graduate students for teaching online? What do administrators and principals of online schools look for in their teachers? What do the teachers themselves have to say about this new facet of the education job market? What about the views of the students themselves in how effective online teachers meet their needs? This study offers an overview of literature on virtual or online schools. Additionally, action research was conducted to interview various contributors to online education, including teachers, administrators, and college professors. The results of surveys and interviews conducted with hiring staff on online schools, online teachers, and university faculty of online education training in Oregon’s public education system are analyzed and reported as well. Department or school name within institution Honors Program Note Marie LeJeune Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4926 Title Newton’s Method and Chaotic Behavior Creator Aubrey Manculich Date 10/1/2019 Type Text Honors Thesis Identifier honors_theses/207 Language eng Rights Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Abstract This project will explore why, when using an iterative algorithm, specifically Newton’s Method, to solve nonlinear equations, certain functions can be observed to behave predictably while others behave chaotically. In attempting to answer this query my project will elaborate on what Newton’s Method is and how its used as well as demonstrate that Newton’s Method itself behaves predictably via mathematical proof. In this context, I will examine real-valued functions with solutions then introduce complex-valued functions. Following a proof of Newton’s Method for complex functions, the project will compare the behavior of these complex-valued functions with the previously mentioned real-valued functions. The project will examine the convergence behavior of Newton’s Method when analyzing complex-valued functions and determine if the behavior is chaotic. Upon observing this chaotic 4 behavior, my project will seek to find complex functions that do not exhibit chaotic convergence behavior. Subsequently, I will analyze my discoveries and discuss their implications. As of yet, there has been no comprehensive study of iterative methods in the context of solving complex valued equations. Ultimately, my project will produce an analytic discussion of the behavior of several functions within Newton’s Method along with computational experiments. From this process we might find some distinguishing factor that determines whether behavior will be predictable or chaotic. Department or school name within institution Honors Program Note Matthew Nabity Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4884 Title Knitting in 21st Century America: The Culture and Ideology of Knitting Groups in Rural Oregon Creator Robin Roemer Date 6/1/2017 Type Text Honors Thesis Identifier honors_theses/136 Language eng Rights Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Abstract Knitting has existed since the Middle Ages, and continues to thrive well into twenty-first century America. Why do people continue to knit, and why do knitters form themselves into social groups? This senior thesis investigates these and related questions in order to understand the culture of knitting and how knitters keep the practice alive. Drawing on participant observation and oral interviews, it further examines the identities knitters construct as members of knitting communities in rural Oregon, the differences in the craft based on the knitting practices employed, the materials and the patterns used, the gender ideologies of learning how to knit, and the role of online interactions. Department or school name within institution Honors Program Note Isidore Lobnibe Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4879 Title Interactive Whiteboards in the Elementary Classroom: Efficacy and Funding Creator Audrey Hebing Date 6/1/2017 Type Text Honors Thesis Identifier honors_theses/131 Language eng Rights Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Abstract New and changing implementations of technology in educational facilities are providing further opportunities and tools for teachers. However, controversy exists over whether or not there are academic benefits to utilizing these tools, as well as the degree of those potential benefits or detriments. Additionally, not all facilities and educators have access to the same equipment, as not all schools receive the same amount of funding. My thesis topic will focus on a specific educational tool, the interactive whiteboard, in the elementary classroom. I will be working with preexisting research and studies to compare and contrast the current literature on this subject. The purpose will be to not only analyze the efficacy of interactive whiteboards as a teaching tool, but also to look at the disparity that could arise in the quality of education between financially disadvantaged schools and more financially prosperous schools if the interactive whiteboard is indeed truly beneficial in the classroom. Department or school name within institution Honors Program Note Marcus Wenzel Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4758 Title Combating Comprehensive School Garden Program Implementation Barriers in High Need Areas Creator BillyAnn Stempel Date 6/30/2019 Type Text Honors Thesis Identifier honors_theses/189 Language eng Rights Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Abstract In recent years, school gardens have taken hold in education curriculum across the country. Research has found that though these programs are becoming more popular, they are often implemented in areas of higher socioeconomic class. Low-income school districts struggle to find staff with adequate time to develop school garden programs. This project will help to open the doors for more rural areas to host school garden programs. Through an analysis of current research, compilation of a resource bundle, and creation of a guidebook, this project will provide educators with the tools that are necessary to implement a well-integrated garden. Where higher socioeconomic areas might be able to afford a garden coordinator salary, lower socioeconomic areas will be able to utilize this toolkit to self-start a well-integrated program. I will be focusing on my hometown elementary school, Taft Elementary, as a model school. First, I will be gathering resources on outdoor classroom management, lesson and curricula planning, and a Text set for literacy integration. From there I will be designing guidebook that will contain tips for seasonal care of a garden in the harsh climate of the Oregon Coast, calendars for planting in the garden, and many more sources that teachers can use to implement a school garden program. I will also be analyzing current research on the topic to make well informed decisions about resources to include. Department or school name within institution Honors Program Note Adele Schepige Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4721 Title Bilingual Physical Education Creator Macy Bothman Date 6/1/2013 Type Text Honors Thesis Identifier honors_theses/26 Language eng Rights Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Abstract In lieu of obesity rates rising and the increase of native Spanish speaking people in the United States the importance of learning a second language and maintaining a physical active lifestyle cannot be undermined. The population of Spanish - speakers is increasing every year and it has become a coveted privilege to learn a second language at an early age. People of all ages fluent in more than one language are considered better prepared and qualified for living in this globalized society. In addition, obesity rates have been rising as young adults and children are not receiving the physic al education and activity they need to maintain a healthy lifestyle. The hours spent in school are short for providing a quality education inclusive of a wide - range of information. Many schools have begun to combine subject areas, using an interdisciplinary approach, in order to cover all of the content expected. An interdisciplinary approach to teaching is when “two or more subjects are integrated with the goal of fostering enhanced learning in each subject area” (Barton et al. , 2000 , p. 20 ) . Physical Education class is an excellent time to acquire knowledge from other content areas, as neurogenesis , the development of new cells, is happening and the whole body is engaged in learning, especially for second language acquisition. This project combines Spanish and physical education by providing a framework for a horizontal curriculum that integrates Spanish immersion and physical education in order to create a dynamic environment for the learning and application of both second language and fundamental motor skills. Department or school name within institution Honors Program Note Maria Dantas-Whitney Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4719 Title Benefits of Foreign Language Instruction Creator Angelica Strickland Date 6/1/2011 Type Text Honors Thesis Identifier honors_theses/78 Language eng Rights Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Abstract There are many benefits to teaching a foreign language, for example Spanish, to elementary school students in the United States. There are forty five million Hispanics who speak Spanish as a first or second language and there are six million Spanish students and there is an increasing need for United States citizens to be bilingual. Teaching students a second language will also he lp to increase the influence of the United States politically and economically. This paper will look at how foreign languages are typically taught to students i n the United States, and how the English language is taught to students in Europe. It will also explore the cognitive benefits to teaching foreign languages to younger students through research from educational journals and texts concerning bilingual education. The many benefits of teaching elementary school students a foreign language in public schools should persuade school districts to incorporate mandatory foreign language classes. Department or school name within institution Honors Program Note Carmen Caceda Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/4693 Title Answering the Question Why: The Theoretical Foundations to Instructional Choices in a Middle School Mathematics Class Creator Alyssa Schmidt Date 6/4/2013 Type Text Honors Thesis Identifier honors_theses/71 Language eng Rights Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Abstract In all public middle schools in Oregon, students are required to complete a yearlong mathematics course. And while middle school marks a time of transition and development for many students, it also marks an important transition in mathematics. Every student in the district will transition from general mathematics courses into domain -specific courses, and it is critical that both teachers and students ask the question, "Why?" in order to facilitate meaningful learning. As a teacher, the answers to this question should inform every aspect of one's practice. These answers should not only be defined by a personal philosophy of teaching, but they should also be informed by and evident of theories of learning in their application. In order to defend my own teaching practices, this thesis is a presentation of my personal philosophy of teaching, as informed by learning theories, followed by a detailed analysis of how my teaching practice was evident of these theories in application. Specifically, this analysis examines a sixth grade mathematics unit that I planned and taught to 28 students within the Salem -Keizer School District. Department or school name within institution Honors Program Note Rachel Harrington Gavin Keulks -- Url https://wou.omeka.net/s/repository/item/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/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/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/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/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/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/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/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/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/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/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/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/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/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/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/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/3884 Title Cochran Rural School Observation Center Creator Undetermined Subject Cochran School Cochran Oregon Oregon Normal School (ONS) Polk County Rural Training Schools Description The Cochran Observation Program was a forerunner in developing the Rural Training School Program. It was used for observing a rural classroom from 1899 to 1912. This image is from the June 1912 ONS Bulletin. Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 8696, height: 6258); then converted into jpg format Date 1912 Type Image; StillImage Identifier omeka/575 Rights No Copyright - United States: As of 04/08/2020, Hamersly Library believes this item is free of copyright under the laws of the United States. http://rightsstatements.org/vocab/NoC-US/1.0/ Spatial Coverage United States--Oregon--Polk County--Dallas -- Url https://wou.omeka.net/s/repository/item/3883 Title Composite of the Rural Training Schools Creator Undetermined Subject Oregon Normal School (ONS) Polk County Rural Training Schools Description Composite from the 1926 NORM yearbook showing Training Schools. Scanned image using the Ebson Expression 10000 XL as a tif image (600 dpi, pixel dimensions- width: 3096, height: 4222); then converted into jpg format Date 1926 Type Image; StillImage Identifier omeka/576 Rights Copyright Not Evaluated: As of 04/08/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/3882 Title Elkins Rural Center Creator Undetermined Subject Airlie Oregon Elkins School Oregon Normal School (ONS) Rural Training Schools Description The two-room Elkins School was near the town of Airlie, close to the rail line. It served as an observation classroom from 1911 until it became part of the Rural Training Program in 1917 to 1930. This photograph is from the 1923 NORM yearbook. Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 8819, height: 5900); then converted into jpg format Date 1923 Type Image; StillImage Identifier omeka/577 Rights No Copyright - United States: As of 04/08/2020, Hamersly Library believes this item is free of copyright under the laws of the United States. http://rightsstatements.org/vocab/NoC-US/1.0/ Spatial Coverage United States--Oregon--Polk County--Airlie -- Url https://wou.omeka.net/s/repository/item/3881 Title Eola Rural Center Creator Undetermined Subject Eola School Eola Oregon Oregon Normal School (ONS) Polk County Rural Training Schools Description The one-room Eola School was northeast of Oak Point and Greenwood schools, in the hills above the Willamette River. Eola School was part of Rural Training Program from 1921 to 1927. This image is from the 1925 NORM yearbook. Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 5859, height: 4100); then converted into jpg format Date 1925 Type Image; StillImage Identifier omeka/578 Rights Copyright Not Evaluated: As of 04/08/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Eola -- Url https://wou.omeka.net/s/repository/item/3880 Title Fairplay Rural Center Creator Undetermined Subject Benton County Corvallis Oregon Fairplay School Oregon Normal School (ONS) Rural Training Schools Description Fairplay School was located between Corvallis and Albany on Highway 20. The one-room, school house was part of the Rural Training Program from 1925 to 1930. This image is from the 1926 NORM yearbook. Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 1659, height: 1169; then converted into jpg format Date 1926 Type Image; StillImage Identifier omeka/579 Rights Copyright Not Evaluated: As of 04/08/2020, the copyright for this item has not been investigated by Hamersly Library http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Benton County--Corvallis -- Url https://wou.omeka.net/s/repository/item/3879 Title Falls City Rural Center Creator Undetermined Subject Falls City School Falls City Oregon Oregon Normal School (ONS) Polk County Rural Training Schools Description Falls City School was part of the Rural Training Program for only three years, 1925 to 1928. This center was a residential placement for Oregon Normal School students. The school building is still in use today, although with numerous renovations since the 1920s. This image is from the 1926 NORM Yearbook. Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 2814, height:1358); then converted into jpg format Date 1926 Type Image; StillImage Identifier omeka/580 Rights Copyright Not Evaluated: As of 04/08/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Falls City -- Url https://wou.omeka.net/s/repository/item/3878 Title Greenwood Rural Center Creator Undetermined Subject Greenwood School Independence Oregon Oregon Normal School (ONS) Polk County Rural Training Schools Description Students and teacher pose for Fair Day in front of Greenwood school which was located on Greenwood Road outside Independence. The single-room schoolhouse was part of the Rural Training Program from 1927 through 1936. Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 6171, height: 8657); then converted into jpg format Date Unknown Type Image; StillImage Identifier omeka/581 Rights Copyright Not Evaluated: As of 04/08/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County -- Url https://wou.omeka.net/s/repository/item/3877 Title Oak Point Rural Center Creator Undetermined Subject Independence Oregon Oak Point School Oregon Normal School (ONS) Polk County Rural Training Schools Description Oak Point school was located north of Independence on Highway51. This one-room school house was part of the Rural Training Program from 1917 to 1935. This image is from the 1925 NORM yearbook. Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 5628, height: 5428); then converted into jpg format Date 1925 Type Image; StillImage Identifier omeka/582 Rights Copyright Not Evaluated: As of 04/08/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County -- Url https://wou.omeka.net/s/repository/item/3876 Title Mountain View Rural Center Creator Undetermined Subject Benton County Lewisberg Oregon Mountain View School Oregon Normal School (ONS) Rural Training Schools Description Mountain View school was located five miles north of Corvallis, near the Lewisburg crossroads of Highway 22. This multi-room schoolhouse was part of the Rural Training Program from 1917 to 1927. This image is from the 1925 NORM yearbook. Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 5600, height: 4028); then converted into jpg format Date 1925 Type Image; StillImage Identifier omeka/583 Rights Copyright Not Evaluated: As of 04/08/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Benton County -- Url https://wou.omeka.net/s/repository/item/3875 Title Oak Point Rural Center Creator Ben Maxwell Subject Independence Oregon Oak Point School Oregon Normal School (ONS) Polk County Rural Training Schools Description Students and teachers pose in front of the Oak Point School in Polk County, Oregon in 1958. This photograph is from the Salem Historic Photograph collection. Date 1958 Type Image; StillImage Identifier omeka/584 Rights Copyright Not Evaluated: As of 04/08/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County -- Url https://wou.omeka.net/s/repository/item/3874 Title Rickreall Rural Center Creator Undetermined Subject Oregon Normal School (ONS) Polk County Rickreall School Rickreall Oregon Rural Training Schools Description The Rickreall School was near the intersection of Highways 22 and 99W. Constructed in 1923, it was considered to be a model school building with running water and electricity in every classroom. Rickreall School was part of the Rural Training Program from 1923 to 1940. This image is from the 1923 NORM yearbook. Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 5859, height: 3559); then converted into jpg format Date 1923 Type Image; StillImage Identifier omeka/585 Rights No Copyright - United States: As of 04/08/2020, Hamersly Library believes this item is free of copyright under the laws of the United States. http://rightsstatements.org/vocab/NoC-US/1.0/ Spatial Coverage United States--Oregon--Polk County--Rickreall -- Url https://wou.omeka.net/s/repository/item/3873 Title Valsetz Rural Dormatory Creator Undetermined Subject Oregon Normal School (ONS) Polk County Rural Training Schools Valsetz School Valsetz Oregon Description Valsetz Dormatory, located in the now-extinct lumber mill town of Valsetz, was used as housing for teachers from 1925-1984. Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 6171, height: 4285); then converted into jpg format Date 1960/1984 Type Image; StillImage Identifier omeka/586 Rights Copyright Not Evaluated: As of 04/08/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Valsetz -- Url https://wou.omeka.net/s/repository/item/3872 Title Valsetz Rural School Creator Ben Maxwell Subject Oregon Normal School (ONS) Polk County Rural Training Schools Valsetz School Valsetz Oregon Description Valsetz School, located in the now-extinct lumber mill town of Valsetz, was part of the Rural Training Program from 1925 to 1932; and later used for placement of student teachers in the 1960s and 1970s. This photograph is from the Salem Historic Photograph collection. Date 1958 Type Image; StillImage Identifier omeka/587 Rights Copyright Not Evaluated: As of 04/08/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Valsetz -- Url https://wou.omeka.net/s/repository/item/3871 Title Valsetz Rural School with Playground Creator Ben Maxwell Subject Oregon Normal School (ONS) Polk County Rural Training Schools Valsetz School Valsetz Oregon Description Valsetz School, located in the now-extinct lumber mill town of Valsetz, was part of the Rural Training Program from 1925 to 1932; and was later used for placement of student teachers in the 1960s and 1970s. Date 1958 Type Image; StillImage Identifier omeka/588 Rights Copyright Not Evaluated: As of 04/08/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Valsetz -- Url https://wou.omeka.net/s/repository/item/3870 Title Eola Rural School Interior Creator Undetermined Subject Eola School Eola Oregon Oregon Normal School (ONS) Polk County Rural Training Schools Description Students in the Eola Rural School school in Eola, Oregon. This one-room school house, located in the hills above the Willamette River, was part of the Rural Training Program from 1921 to 1927. A newer school was build at Eola in 1932 which replaced this one. This photograph is from the Salem Historic Photograph collection. Date Uknown Type Image; StillImage Identifier omeka/589 Rights Copyright Not Evaluated: As of 04/08/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Eola -- Url https://wou.omeka.net/s/repository/item/3869 Title The Children's Farm Home Creator Undetermined Subject Benton County Children's Farm Home Corvallis Oregon Oregon Normal School (ONS) Rural Training Schools Description The Children's Farm Home was located north of Corvallis on Highway 20. Built by the Women's Christian Temperance Union in 1924, it was part of the Rural Training Program from 1924 to 1931. The main school building has recently undergone massive renovation and is owned by Trillium Family Services, which operates the farm home campus as a treatment center for children with mental health disorders. This photograph is from the Benton County Historical Society. Date 1924/1931 Type Image; StillImage Identifier omeka/590 Rights Copyright Not Evaluated: As of 04/08/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Benton County--Corvallis -- Url https://wou.omeka.net/s/repository/item/3868 Title Map of Rural Training Schools Creator Undetermined Description This screenshot of a Google Map shows the location of the rural training schools in Oregon, along with a key. The general location of each school, as well as a brief description and its dates of operation, are as follows: A - Cochrane Observation School (1899-1912) Forerunner to the Rural Schools Program for observation only. B - Elkins Rural Center (1911-1930), Airlie C - Monmouth Training School (1916-1986-OSNS/ONS) Urban school with observation & teaching experiences D - Independence Training School (1917-1957) Urban school with observation & teaching experiences E - Oak Point Rural Center (1917-1935), Independence F - Mountain View Rural Center (1917-1927), Corvallis G - Eola Rural Center (1921-1927) H - Rickreall Rural Center (1923-1940) I - Children’s Farm Home (1924-1931), Corvallis J - Falls City Rural Center (1925-1928) K - Fairplay Rural Center (1925-1930), Corvallis L - Valsetz Rural Center (1925-1932) M - Greenwood Rural Center (1929-1938), Independence Item created using Google Maps. Screenshot modified with Photoshop as a jpg image (width:1500; height: 935) Date 2016 Type Image; StillImage Identifier omeka/591 Rights Copyright Not Evaluated: As of 04/08/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon -- Url https://wou.omeka.net/s/repository/item/3752 Title Art Faculty Exhibition 2002 Creator Undetermined Subject Art Faculty Campbell Hall Gallery Exhibit Western Oregon University (WOU) Description Announcement postcard for Art Faculty Exhibition 2002. Exhibit Dates: January 10 - February 8 in the Campbell Hall Gallery at Western Oregon University. Scanned image using the Epson Expression 10000 XL as a jpg image (297 dpi, pixel dimensions- width: 1148, height: 1500) Date 2002 Type Image; StillImage Identifier omeka/647 Rights Copyright Not Evaluated: As of 05/08/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/1655 Title Book Chickens from "Out to Pasture" Creator Hansen, Robert Subject Hamersly Library (HL) Sculpture Art on Campus Description Chicken sculptures made out of re-purposed books, originally part of an exhibit on the first floor of Hamersly Library. Mixed media. Located on the second floor of Hamersly Library. Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:699) Date 2002 Type Image; StillImage Identifier omeka/1592 Rights Copyright Not Evaluated: As of 06/01/2020, the copyright for this item has not been investigated by Hamersly Library. http://rightsstatements.org/vocab/CNE/1.0/ Spatial Coverage United States--Oregon--Polk County--Monmouth -- Url https://wou.omeka.net/s/repository/item/1491 Title Namuncai sawmill Creator Rector, John Lawrence, 1943- Description This sawmill uses a circular blade and is driven by a 19th century steam engine. In the 1960s this was the typical system used in much of rural Chile. Enrique Luengo ran this mill in 1967 and produced largely Tepa lumber, which he had difficulty selling. Scanned image from slides using the Epson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 1015, height: 1535) and converted into jpg for access purposes Date 1967 Type Image; StillImage Identifier omeka/172 Rights http://rightsstatements.org/vocab/InC/1.0/ In Copyright: Hamersly Library has determined, as of 04/17/2020, this item is in copyright, which is held by John Rector (rectorj@wou.edu). Spatial Coverage Caburgua (Chile) -- Url https://wou.omeka.net/s/repository/item/1455 Title Paillaco school students and professor Creator Rector, John Lawrence, 1943- Description In a high saddle separating Caburgua from the Huife Valley the rural community of Paillaco built a school. The first teacher, Teodoro Mättig, expanded the school to include the sixth grade. Professor Mattig, likewise, was a strong proponent for the Caburgua school, improved roads, and innocative forestry and farming. Scanned image from slides using the Epson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 1532, height: 1015) and converted into jpg for access purposes Date 1967 Type Image; StillImage Identifier omeka/189 Rights http://rightsstatements.org/vocab/InC/1.0/ In Copyright: Hamersly Library has determined, as of 04/17/2020, this item is in copyright, which is held by John Rector (rectorj@wou.edu). Spatial Coverage Caburgua (Chile) -- Url https://wou.omeka.net/s/repository/item/1418 Title Horse race in Caburgua Creator Rector, John Lawrence, 1943- Description Horse races in rural Chile are straightaway sprints. Often a horseman will challenge another, betting on the outcome. This race occurred on the Day of San Sebastián, January 20, 1967. Scanned image from slides using the Epson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 1015, height: 1535) and converted into jpg for access purposes Date 1967 Type Image; StillImage Identifier omeka/206 Rights http://rightsstatements.org/vocab/InC/1.0/ In Copyright: Hamersly Library has determined, as of 04/15/2020, this item is in copyright, which is held by John Rector (rectorj@wou.edu). Spatial Coverage Caburgua (Chile) -- Url https://wou.omeka.net/s/repository/item/1416 Title Teenagers attending the Caburgua fiesta Creator Rector, John Lawrence, 1943- Description Three teenagers dressed in urban, rather than rural, style attend the Caburgua fiesta. Scanned image from slides using the Epson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 1012, height: 1500) and converted into jpg for access purposes Date 1967 Type Image; StillImage Identifier omeka/208 Rights http://rightsstatements.org/vocab/InC/1.0/ In Copyright: Hamersly Library has determined, as of 04/15/2020, this item is in copyright, which is held by John Rector (rectorj@wou.edu). Spatial Coverage Caburgua (Chile) -- Url https://wou.omeka.net/s/repository/item/1411 Title Soccer game Caburgua Creator Rector, John Lawrence, 1943- Description Teams from other neighboring rural areas compete in a soccer tournament. Scanned image from slides using the Epson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 1500, height: 1015) and converted into jpg for access purposes Date 1967 Type Image; StillImage Identifier omeka/213 Rights http://rightsstatements.org/vocab/InC/1.0/ In Copyright: Hamersly Library has determined, as of 04/15/2020, this item is in copyright, which is held by John Rector (rectorj@wou.edu). Spatial Coverage Caburgua (Chile) -- Url https://wou.omeka.net/s/repository/item/1404 Title Julio Gutenschweiger loading railroad ties Creator Rector, John Lawrence, 1943- Description In the 1960s making railroad ties was an important income producing activity in rural Southern Chile. Scanned image from slides using the Epson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 1500, height: 879) and converted into jpg for access purposes Date 1967 Type Image; StillImage Identifier omeka/220 Rights http://rightsstatements.org/vocab/InC/1.0/ In Copyright: Hamersly Library has determined, as of 04/15/2020, this item is in copyright, which is held by John Rector (rectorj@wou.edu). Spatial Coverage Caburgua (Chile) -- Url https://wou.omeka.net/s/repository/item/1363 Title Horse cart delivering firewood in Pucón Creator Rector, John Lawrence, 1943- Description The most common form of cooking and heating was with wood stoves. Delivery carts were available for those who chose to buy firewood. In rural areas farmers had their own wood and chopped it regularly. Scanned image from slides using the Epson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 1535, height: 1023) and converted into jpg for access purposes Date 1967 Type Image; StillImage Identifier omeka/241 Rights http://rightsstatements.org/vocab/InC/1.0/ In Copyright: Hamersly Library has determined, as of 04/15/2020, this item is in copyright, which is held by John Rector (rectorj@wou.edu). Spatial Coverage Caburgua (Chile) -- Url https://wou.omeka.net/s/repository/item/1196 Title Artificial Light at Night as a Driver of Evolution Across Urban–Rural Landscapes Creator Jennifer L. Hughes Debi Brannan Bradley Cannon Amber M. Anthenien Subject artificial light night evolution urban rural ALAN Publisher The Ecological Society of America Date 9/13/2018 Type Text; Image; StillImage Identifier fac_pubs/47 Source Frontiers in Ecology & the Environment Language eng Abstract Light is fundamental to biological systems, affecting the daily rhythms of bacteria, plants, and animals. Artificial light at night ( ALAN ), a ubiquitous feature of urbanization, interferes with these rhythms and has the potential to exert strong selection pressures on organisms living in urban environments. ALAN also fragments landscapes, altering the movement of animals into and out of artificially lit habitats. Although research has documented phenotypic and genetic differentiation between urban and rural organisms, ALAN has rarely been considered as a driver of evolution. We argue that the fundamental importance of light to biological systems, and the capacity for ALAN to influence multiple processes contributing to evolution, makes this an important driver of evolutionary change, one with the potential to explain broad patterns of population differentiation across urban–rural landscapes. Integrating ALAN ’ s evolutionary potential into urban ecology is a targeted and powerful approach to understanding the capacity for life to adapt to an increasingly urbanized world. Issue 8 Page end 479 Page start 472 Volume 16 Funded by Supported by an Australian Research Council (DP150101191) grant. Department or school name within institution Biology Note Copyright by the Ecological Society of America. -- Url https://wou.omeka.net/s/repository/item/1195 Title Changes in Sport Nutrition Knowledge, Attitudes/Beliefs and Behaviors Following a Two-Year Sport Nutrition Education and Life-Skills Intervention among High School Soccer Players Creator Jennifer L. Hughes Debi Brannan Bradley Cannon Amber M. Anthenien Subject sport nutrition diet behaviors adolescent low-income Latino youth soccer sport obesity prevention Publisher Multidisciplinary Digital Publishing Institute Date 11/2/2018 Type Text Identifier fac_pubs/46 Source Nutrients Language eng Abstract The purpose of this study was to examine the impact of a sport nutrition education and life-skills intervention on sport nutrition knowledge (SNK), attitudes/beliefs and dietary behaviors relevant to sport nutrition among high school (HS) soccer players. Three assessments were done over the 2-year intervention (baseline = time 1, end year 1 = time 2, end year 2 = time 3). Participants (n = 217; females = 64%; Latino = 47.5%; 14.9 ± 0.9-year; 46.5% National School Breakfast/Lunch Program) were assigned to an intervention group (IG, n = 153; 9 schools) or comparison group (CG, n = 64; 4 schools) based on geographical location. Differences over time were examined based on group, sex, socioeconomic status (SES) and race/ethnicity. The IG increased SNK scores by ~10% (time 1 = 51.6%; time 3 = 60.9%; p ≤ 0.001), with the greatest change in the female IG vs. CG and no differences in male IG vs. CG. Daily breakfast consumption was 53.7% in both groups. IG players were 3 times more likely (95%CI = 2.59, 7.77) to report trying to eat for performance (IG = 48.7% vs. CG = 30.2%). By time 3, IG players were less likely to report that 'diet met nutritional requirements' (31.6%) compared to CG (47.6%). For IG, the consumption of lunch (≥5-days/week) did not change (92.2⁻93.4%), but declined in the CG (90.6%) (p = 0.04). No other differences by sub-population (race/ethnicity, SES) were observed. Our findings indicate that HS athletes are motivated to learn and improve diet behaviors, and benefit from team-based nutrition interventions. Future interventions should consider delivery of curriculum/experiential learning during a defined training period, with messages reinforced with supports at home, school and athletic settings. Issue 11 Page end 22 Page start 1 Volume 10 Funded by Research was funded by USDA National Institute of Food and Agriculture (NIFA) Agriculture and Food Research Initiative (AFRI) Grant No. 2013-67001-20418. Department or school name within institution Health/Exercise Science -- Url https://wou.omeka.net/s/repository/item/1193 Title Montessori and Non-Montessori Early Childhood Teachers’ Attitudes Toward Inclusion and Access Creator Natalie Danner Susan A Fowler Subject inclusion attitudes Montessori early childhood teachers access Publisher American Montessori Society Date 1/1/2015 Type Text Identifier fac_pubs/43 Source Journal of Montessori Research Language eng Abstract Montessori and non-Montessori general education early childhood teachers were surveyed about their attitudes toward including children with disabilities and providing these students access to the curriculum. Both groups reported similar and positive system-wide supports for inclusion within their schools. Montessori teachers reported having less knowledge about inclusion and less special education professional development than their non-Montessori counterparts. Implications for professional development and teacher preparation are described. Issue 1 Page end 41 Page start 28 Volume 1 Funded by American Montessori Society, U.S. Department of Education Department or school name within institution Education -- Url https://wou.omeka.net/s/repository/item/1159 Title Prevalence and Correlates of Food Insecurity Among Students Attending a Midsize Rural University in Oregon Creator Megan Patton-López Daniel F López-Cevallos Doris I Cancel-Tirado Leticia Vazquez Subject food insecurity college students rural Western Oregon University Oregon Publisher Elsevier Date 1/9/2014 Type Text Identifier fac_pubs/29 Source Journal of Nutrition Education and Behavior Language eng Abstract Objective: To examine the prevalence and identify correlates of food insecurity among students attending a rural university in Oregon. Methods: Cross-sectional non-probability survey of 354 students attending a midsize rural university in Oregon during May 2011. Main outcome was food insecurity measured using the USDA Household Food Security Survey Module: Six-Item Short Form. Socioeconomic and demographic variables were included in multivariate logistic regression models. Results: Over half of students (59%) were food insecure at some point during the previous year. Having fair/poor health (OR: 2.08, 95%CI: 1.07 – 4.63), being employed (OR: 1.73, 95%CI: 1.04 – 2.88) and with incomes below $15,000 per year (OR: 2.23, 95% CI: 1.07 – 4.63) was associated with food insecurity. In turn, good academic performance (GPA 3.1 or higher) was inversely associated with food insecurity. Conclusions: Food insecurity seems to be a significant issue for college students. It is necessary to expand research on different campus settings, and further strengthen support systems to increase access to nutritious foods for this population. Issue 3 Volume 46 Department or school name within institution Health and Exercise Science Note This is the author's peer-reviewed accepted manuscript. The version of record is copyrighted by Elsevier and can be found at: http://www.jneb.org/home. -- Url https://wou.omeka.net/s/repository/item/777 Title David Doellinger Interview 2022 Creator Dawn Mcnamee Ella Tenido Amanda Larios Anya Kramer Natalie Montalvo Subject Oral histories Western Oregon University Archives Fallout shelters Cold War Emergency Preparedness Description In this interview, David Doellinger describes the WOU Fallout Shelter (which was dismantled in 2022) and discusses the importance of the history of the Cold War. A physical exhibit detailing the history of WOU's Fallout Shelter was created by History 404l students during Fall 2022 and captured in a PowerPoint presentation. The presentation is also included on this page." Contributor David Doellinger Date 11/7/2022 Type Text; Sound; Image; StillImage Format PDF; MP3; PPTX Identifier oralhistoriesofwou/42 Language eng Coverage 13 p.; 00:26:50; 18 slides Rights http://creativecommons.org/licenses/by-nc/4.0/ Bibliographic Citation David Doellinger, interviewed by Dawn McNamee, Ella Tenido, Amanda Larios, Anya Kramer, Natalie Montalvo, and Kimberly Jense, Western Oregon University Oral Histories, Hamersly Library, Western Oregon University, November 7, 2022." -- Url https://wou.omeka.net/s/repository/item/243 Title Ensuring Latinx Mothers Feel Valued in Schools to Promote Student Success Creator Daisy Macias Andrea Emerson Subject Early Childhood Education Elementary Education Latinx mothers advocacy generational education experiences first-teachers belongingness Date 12/14/2022 Type Text Identifier pure/vol11/iss1/8 Rights Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://creativecommons.org/licenses/by-nd/4.0/ Alternative Title The Effects of Latinx Mothers Feeling Valued in Schools Abstract Latinx mothers feeling valued in their children’s schools is a crucial component of their child’s success and wellbeing. Semi-structured interviews were conducted with 4 mothers, whose educational experiences varied. The questions focused on the mothers’ experiences within the education system regarding themselves and their children. Analysis of the interviews revealed three emergent themes - parents as first teachers, generational education experiences as motivation, and advocacy. For mothers to feel valued in their children’s schools, their role as the first-teacher in their children's lives must be respected. They also must have a safe space to advocate for their child. The mothers also utilize their own educational experiences as motivation to best support their children. Listening to the voices of Latinx mothers and learning from these themes casts an important asset oriented light on their intentions and the support strategies that work for them. License http://creativecommons.org/licenses/by-nd/4.0/ Volume 11 Supported by Andrea Emerson Note Andrea Emerson -- Url https://wou.omeka.net/s/repository/item/201 Title Running Scared in the Valley Below: El Salvador's Role in the Creation of Central American Neoliberalism Creator Quentin Kanta Subject International Relations Latin American History Latin American Studies Political Economy Political History United States History Latin America Central America Neoliberalism El Salvador Reaganism El Mozote Capitalism Salvadoran Civil War Eliott Abrams Date 12/20/2020 Type Text Identifier pure/vol9/iss1/6 Rights Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Alternative Title Running Scared in the Valley Below Abstract When U.S. Representative Ilhan Omar (D-Minnesota) questioned Elliott Abrams about his involvement in the 1981 El Mozote Massacre — in which the Salvadoran Army brutally killed more than 800 civilians execution-style, many of them women and children — in front of the House Subcommittee on Foreign Affairs in February 2019, she awakened a monster that had been sleeping away from the public’s eye for nearly 40 years. The El Mozote Massacre, in which nearly one thousand Salvadorans were callously murdered —women and children included — helped to inaugurate the unprecedented and sadistic counterrevolutionary violence supported materially and ideologically by the Reagan administration. Through eyewitness accounts, political analysis and criticism of the state violence against rural leftists and villagers, the violent record of El Salvador and its biggest supporter — the Reagan administration in Washington — is brought under full question, the survivors of its many brutalities lifted up in a liberatory and long overdue history of the counterrevolutionary violence in Central America during the 1980s which shocked the largely rural and agrarian population into accepting economic violence under austerity and neoliberalism during the 1990s. Volume 9 Supported by Ricardo Pelegrin-Taboada Note Ricardo Pelegrin-Taboada -- Url https://wou.omeka.net/s/repository/item/123 Title Prehistoric Incentives to High Altitude Settlement in Wyoming’s Wind River Range Creator Cody Peak Subject Anthropology Social and Cultural Anthropology prehistoric settlements Wyoming Altitude Date 5/31/2016 Type Text Identifier pure/vol5/iss1/4 Language eng Rights Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Alternative Title High Altitude Incentives Abstract Villages in Wyoming’s Wind River Range, inhabited ca. 4000-420 BP, exhibit patterning that indicates reliance on specific lithic resources, white bark pine, and traditional game. These villages were occupied in the warmer months as part of a seasonal migration pattern, enhanced and accommodated by an early onset of the Medieval Warming Period in the region. The resources that motivated the settlement of these mountains conflict with any preconceptions of scarcity in the alpine and sub-alpine environments. This research seeks to inform future assessments of a locality’s potential to hold significant archaeological sites. Volume 5 Supported by Robin Smith Note Robin Smith -- Url https://wou.omeka.net/s/repository/item/106 Title A Review of Teachers' Perceptions and Training Regarding School Bullying Creator Abby K. Gorsak Melissa M. Cunningham Subject School Psychology Bullying Teachers’ Perceptions Teachers’ Knowledge Teachers’ Training Bullying Prevention Bullying Intervention Date 5/28/2014 Type Text Identifier pure/vol3/iss1/6 Language eng Rights Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Alternative Title Teachers' Perceptions and Training Regarding School Bullying Abstract This review will explore what is currently known regarding teachers’ perceptions, knowledge, and training regarding school bullying. Bullying is a serious issue for children and adolescents in schools. Research has consistently reported that bullying may cause lasting psychological and emotional problems (Mishna, Scarcello, Pepler, & Wiener, 2005). Teachers spend a significant amount of time with students at school and may be at the front-line of prevention and intervention strategies (Lund, Blake, Ewing, & Banks, 2012). One of the main determining factors in effectiveness of an anti-bullying program is the quality of staff training (Lund, et al., 2012). Research suggests that teachers are in great need of and desire more training on the topic of school bullying, its prevention, and effective intervention strategies. This review will highlight specific research areas where more information is needed about teachers’ perceptions, knowledge, and training regarding bullying in schools and how school districts can best use this information to target training programs for teachers. Volume 3 Supported by Melissa M. Cunningham Note Melissa M. Cunningham -- Url https://wou.omeka.net/s/repository/item/68 Title The Burden of the Kayayei: Cultural and Socio-economic Difficulties Facing Female Porters in Agbogbloshie Creator Katherine Ahlvin Subject Anthropology Social and Cultural Anthropology women kayayei kayayoo Ghana Agbogbloshie female porter slum female socialization informal economy socio-economic poverty Description Acknowledgements: I would like to thank the faculty of the anthropology department at Western Oregon University for their support. Dr. Lobnibe, my mentor and adviser, has encouraged my development as a student of anthropology and has reinforced my fondness for the subject. Through his engaging passion of cultural anthropology, I was inspired to study abroad in Accra, Ghana in 2011. I would also like to recognize the staff of the Aya Centre in East Legon, Ghana, who allowed for an easy acclimation to the Ghanaian lifestyle. Additional thanks are warranted to the staff of SISS, who provided me with the social network necessary to develop a rapport with the kayayei of Agbogbloshie. Date 5/29/2012 Type Text Identifier pure/vol1/iss1/4 Language eng Rights Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Alternative Title The Burden of the Kayayei Abstract This paper explores the experiences of female porters known as Kayayei in Agbogboloshie, Ghana. The Kayayei (singl. kayayoo) is a Ga term that describes these young women who carry goods and wares for a fee. A majority of them have migrated from the northern and rural parts of Ghana to earn a sure income in the southern cities. First, the topic is introduced with a case study based on a personal interview with a kayayoo. Next, the characteristics of the slum, Agbogbloshie, are explored. The cultural and socio-economic difficulties facing these women are discussed. This essay posits that the cultural and socio-economic challenges that a kayayoo faces seem to be largely based on cultural traditions and socio-economic factors that constitute the burden of the kayayei. The paper concludes with some suggestions of how the kayayei can break the bonds of the informal sector. Volume 1 Supported by Isidore Lobnibe Note Isidore Lobnibe -- Url https://wou.omeka.net/s/repository/item/67 Title Xenophobia and Structural Violence: Barriers to Education for Roma Youth Creator Lisa Catto Subject Social and Cultural Anthropology Romani xenophobia structural violence education human rights segregation Europe Description I would like to thank Dr. William (Doug) Smith for inspiring me to write the original version of this paper for his course on human rights. I would also like to extend my heartfelt gratitude and appreciation to Dr. Robin Smith for working closely with me on molding this paper for inclusion in this journal. Her insight, encouragement and suggestions are always treasured. Lastly, I would like to thank Dr. Misty Weitzel, Dr. Isidore Lobnibe and Mrs. Camila Gabaldón for their support through this process. Date 5/29/2012 Type Text Identifier pure/vol1/iss1/5 Language eng Rights Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author. http://rightsstatements.org/vocab/InC/1.0/ Alternative Title Barriers to Education for Roma Youth Abstract The European Roma, more commonly referred to as Gypsies, are a severely persecuted minority population, even to this day. They have been victims of xenophobia and structural violence for centuries. This has led to segregation in nearly all aspects of their life, from housing to medical care to employment to education; the latter is the focus of this paper. Roma children are often forced into segregated schools, or into special/remedial programs. This paper looks at issues that have led to such an educational dichotomy, and the negative impact they have had on the Roma. The paper also looks at the perpetuating cycle that these educational issues are feeding. Volume 1 Supported by Robin Smith Note Robin Smith --