Education

This Capstone will partner with the Learning Gardens Laboratory (LGL), a 12-acre garden education site on Portland’s southeast side. Students work collaboratively to gather stories of community gardeners, teachers, and community partners who regularly gather at LGL to learn and farm. Capstone students will gain skills in interviewing, storytelling, and using narrative as a means for social change, in addition to learning about sustainable food systems and the impact of learning gardens. 

The goal of this course is to give students a solid background in historical and societal issues that influence language diversity through hands-on collaboration with current language sustainability efforts. This capstone partners with endangered language communities in the Northwest (tribal language programs in general and the Warm Springs Tribal Language Program, specifically) to work together to support those programs by giving students “on-the-ground” skills to accompany class studies.

This capstone is similar to the Gender and Violence capstone but includes more emphasis on international issues.

Brief description   

This Capstone partners with Centennial Park School (CPS), an alternative school for "at-risk" students in Gresham. PSU students will provide mentoring and support to CPS students to help them express themselves through creative storytelling. The course will examine issues of social justice, holistic learning, and self advocacy, and consider the power of vulnerability in a leadership position. The course will also address privilege and power in society, community and classrooms. 

Leadership and Mentoring. The mentoring of young people takes many forms. Some young people are fortunate to grow up with a caring parent, relative or adult ally who serves as a mentor to them. Other young people do not enjoy the benefits of a strong mentor in their lives.  Research shows that mentoring results in a myriad benefits for both the mentor and the mentee. For all involved, these include the development of leadership skills, increased interpersonal communication, improved relationship-building skills, and increased self-awareness. Armed with these skills, a young person has greater potential for success in many settings.

This capstone is designed to provide an opportunity to learn about Spanish culture and society by means of synchronous and asynchronous discussion group forums between American and Spanish middle and high school students.  The communities of students will be from: Portland, Oregon, various schools in Washington state and Zamora, Spain.  These forums will be between paired classes (one USA and one Spanish) of similar grade and language level and will be facilitated and monitored by both teachers of each class.  Each grouping of classes will be assigned 2 capstone students. 

The goal of this course is to provide students professional skills for grant proposal writing in the field of language diversity and sustainability. Along with the proposal writing skills, the students will learn a solid background in historical and societal issues that influence language diversity through hands-on collaboration with current language sustainability efforts. This capstone partners with one of the endangered language communities in the Northwest, specifically, the Warm Springs Tribal Language Program.

Social Justice In K-12 ED Capstone. Since the implementation of the No Child Left Behind Act in 2001, the “achievement gap” has been at the forefront of discussions about school equity.  The public has been tuned into this so-called “achievement gap” alongside shocking high school dropout rates, lack of access to equitable early childhood education, public disinvestment in the education system, disparities in access to higher education, and more.   According to the Children’s Defense Fund’s 2012 State of America’s Children Report, the gaps (more accurately and truthfully described as opportunity, wealth, or access gaps) between high and low income students is 30-40% greater now than a generation ago.  This same report details that a lack of access to early childhood education can lead to 25% of at-risk youth dropping out and 60% never accessing higher education.  This study goes on to state that while 76% of high school students graduate within four years, only 2/3 of black and Latino students graduate within this same time frame (Children’s Defense Fund). 

Quality Assurance for Volunteer Stream Monitoring.

Science Background Not Required.

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