This syllabus and timeline of the protests organized in Portland throughout the summer and early ... more This syllabus and timeline of the protests organized in Portland throughout the summer and early fall of 2020 was compiled and written by Portland State University students enrolled in Professor Katrine Barber’s HST 4/593, Introduction to Public History in Fall 2020. It was prepared in partnership with the Oregon State University Press and presented to them at the conclusion of the course. It combines local Portland journalism with a number of other scholarly resources to attempt to answer the question: “Why Portland?” The goals of the project at the outset were to correct inaccuracies or oversights in national coverage of the protests, as well as to provide context for these events. The mission of OSU Press is, in part, to “contribute to the intellectual, cultural, and social development of Oregon and the West,” as well as to “extend the benefits of the university’s teaching, research, and public service beyond the usual boundaries of the university community.” In keeping with thes...
Review of : Spirit in the rock : The fierce battle for Modoc homelands. Pullman, Washington: Wash... more Review of : Spirit in the rock : The fierce battle for Modoc homelands. Pullman, Washington: Washington State University Press. by Compton, J. (2017)
... Bill Robbins, Sue Armitage, Paul Hirt, Bill Lang, Peter Boag, Donna Sinclair, and Andrew Fish... more ... Bill Robbins, Sue Armitage, Paul Hirt, Bill Lang, Peter Boag, Donna Sinclair, and Andrew Fisher read and commented on the entire manuscript, some of them repeatedly. ... Donna Sinclair has been a reader and sounding board, and shares my love of this place and its history. ...
Page 1. KATRINE BARBER Stories Worth Recording Martha McKeown and the Documentation of Pacific No... more Page 1. KATRINE BARBER Stories Worth Recording Martha McKeown and the Documentation of Pacific Northwest Life "THE TRAIL LED NORTH and to Literary Fame," declared a November 1948 Oregonian headline, announcing a book publication by a new Oregon author. ...
When the US Army Corps of Engineers began planning construction of The Dalles Dam at Celilo Villa... more When the US Army Corps of Engineers began planning construction of The Dalles Dam at Celilo Village in the mid-twentieth century, it was clear that this traditional fishing, commerce, and social site of immense importance to Native tribes would be changed forever. Controversy surrounded the project, with local Native communities anticipating the devastation of their way of life and white settler-descended advocates of the dam envisioning a future of thriving infrastructure and industry. In In Defense of Wyam, having secured access to hundreds of previously unknown and unexamined letters, Katrine Barber revisits the subject of Death of Celilo Falls, her first book. She presents a remarkable alliance across the opposed Native and settler-descended groups, chronicling how the lives of two women leaders converged in a shared struggle to protect the Indian homes of Celilo Village. Flora Thompson, member of the Warm Springs Tribe and wife of the Wyam chief, and Martha McKeown, daughter of an affluent white farming family, became lifelong allies as they worked together to protect Oregon\u27s oldest continuously inhabited site. As a Native woman, Flora wielded significant power within her community yet outside of it was dismissed for her race and her gender. Martha, although privileged due to her settler origins, turned to women\u27s clubs to expand her political authority beyond the conventional domestic sphere. Flora\u27s and Martha\u27s coordinated efforts offer readers meaningful insight into a time and place where the rhetoric of Native sovereignty, the aims of environmental movements in the American West, and women\u27s political strategies intersected
Abstract Does community-based research emphasize professional-level data gathering that can posit... more Abstract Does community-based research emphasize professional-level data gathering that can positively impact community members? This article explores this question through case studies from environmental education and history, and discovers that a positive answer rests on the skill level of and access to suitable resources. We argue that in order to produce high quality data that is useful to the public faculty must place student skill development at the core of their practice. To do otherwise may unwittingly exacerbate the problematic trend of youth disengagement. Introduction As the service-learning movement in the United States modifies its trajectory in favor of civic education and other public outcomes--indeed, on politically re-engaging a generation of disaffected youth--it is no longer sufficient to point solely to increased service-learning activity or other community-based participation as a primary measure of success (Battistoni, 2002). Counting student contact hours in community settings won't suffice. Therefore, many practitioners are now focusing on integrating civic learning outcomes into their service-learning practices in order to better expose students to the mechanisms of local, state, and national policy making (Gottlieb & Robinson, 2002; Howard, 2001; Kahne & Westheimer, 2003). Additionally, in the past decade, many faculty have shifted their curricula to expose students to community-based research (CBR) practices (Polani & Cockburn, 2003). CBR activities can build and sustain community-university partnerships as well as build civic engagement in students. However, CBR experts readily acknowledge that CBR is not appropriate for all research projects, that methodology must be modified in order to account for students' and community members' varied research skills, and that ensuring student preparedness is a primary concern (Strand et al, 2003). Undergraduate students with CBR experience also readily note the importance of appropriate student skill development for project success (Willis et al, 2003). Today, faculty interested in building civic commitment in students must not only intentionally and regularly discuss curricular connections to public policy, but also in the case of CBR, we must ensure that student findings are seriously considered by community leaders and other public policy makers. But what if student-generated findings aren't considered; or what if they are used and then later discovered to be inaccurate? We suspected that student-generated research data were not being sufficiently utilized to inform public policy. Our response has been to begin an investigation of what was happening, and what could be done in the academy to ensure that students' CBR has sustained public impact. This paper will briefly discuss the Scott Peterson murder trial, a recent high-profile event in California in which students were utilized as community researchers with unfortunate results, and then explore two case studies from Portland State University (PSU) where faculty members focus specifically on generating high quality, usable data. The first study traces a PSU environmental educator's efforts to ensure high quality, student-generated biomonitoring data, and outlines a methodological strategy intended to increase the accuracy of these data. The second case study outlines curricular innovations that protect and honor a PSU oral historian's deep respect for narrators who are conscientious objectors from the Second World War. Poor Data and the Scott Peterson Murder Trial Consider the recent Scott Peterson murder trial. According to the Modesto Bee ("Trial Moved: Survey Flawed?" January 9, 2004), in fall 2003, 65 California State University at Stanislaus students in Professor Steven Schoenthaler's criminology class were given a service-learning survey assignment that, in the words from the course syllabus, would help students "gain hands-on experience working on a science project involving a current homicide case. …
This syllabus and timeline of the protests organized in Portland throughout the summer and early ... more This syllabus and timeline of the protests organized in Portland throughout the summer and early fall of 2020 was compiled and written by Portland State University students enrolled in Professor Katrine Barber’s HST 4/593, Introduction to Public History in Fall 2020. It was prepared in partnership with the Oregon State University Press and presented to them at the conclusion of the course. It combines local Portland journalism with a number of other scholarly resources to attempt to answer the question: “Why Portland?” The goals of the project at the outset were to correct inaccuracies or oversights in national coverage of the protests, as well as to provide context for these events. The mission of OSU Press is, in part, to “contribute to the intellectual, cultural, and social development of Oregon and the West,” as well as to “extend the benefits of the university’s teaching, research, and public service beyond the usual boundaries of the university community.” In keeping with thes...
Review of : Spirit in the rock : The fierce battle for Modoc homelands. Pullman, Washington: Wash... more Review of : Spirit in the rock : The fierce battle for Modoc homelands. Pullman, Washington: Washington State University Press. by Compton, J. (2017)
... Bill Robbins, Sue Armitage, Paul Hirt, Bill Lang, Peter Boag, Donna Sinclair, and Andrew Fish... more ... Bill Robbins, Sue Armitage, Paul Hirt, Bill Lang, Peter Boag, Donna Sinclair, and Andrew Fisher read and commented on the entire manuscript, some of them repeatedly. ... Donna Sinclair has been a reader and sounding board, and shares my love of this place and its history. ...
Page 1. KATRINE BARBER Stories Worth Recording Martha McKeown and the Documentation of Pacific No... more Page 1. KATRINE BARBER Stories Worth Recording Martha McKeown and the Documentation of Pacific Northwest Life "THE TRAIL LED NORTH and to Literary Fame," declared a November 1948 Oregonian headline, announcing a book publication by a new Oregon author. ...
When the US Army Corps of Engineers began planning construction of The Dalles Dam at Celilo Villa... more When the US Army Corps of Engineers began planning construction of The Dalles Dam at Celilo Village in the mid-twentieth century, it was clear that this traditional fishing, commerce, and social site of immense importance to Native tribes would be changed forever. Controversy surrounded the project, with local Native communities anticipating the devastation of their way of life and white settler-descended advocates of the dam envisioning a future of thriving infrastructure and industry. In In Defense of Wyam, having secured access to hundreds of previously unknown and unexamined letters, Katrine Barber revisits the subject of Death of Celilo Falls, her first book. She presents a remarkable alliance across the opposed Native and settler-descended groups, chronicling how the lives of two women leaders converged in a shared struggle to protect the Indian homes of Celilo Village. Flora Thompson, member of the Warm Springs Tribe and wife of the Wyam chief, and Martha McKeown, daughter of an affluent white farming family, became lifelong allies as they worked together to protect Oregon\u27s oldest continuously inhabited site. As a Native woman, Flora wielded significant power within her community yet outside of it was dismissed for her race and her gender. Martha, although privileged due to her settler origins, turned to women\u27s clubs to expand her political authority beyond the conventional domestic sphere. Flora\u27s and Martha\u27s coordinated efforts offer readers meaningful insight into a time and place where the rhetoric of Native sovereignty, the aims of environmental movements in the American West, and women\u27s political strategies intersected
Abstract Does community-based research emphasize professional-level data gathering that can posit... more Abstract Does community-based research emphasize professional-level data gathering that can positively impact community members? This article explores this question through case studies from environmental education and history, and discovers that a positive answer rests on the skill level of and access to suitable resources. We argue that in order to produce high quality data that is useful to the public faculty must place student skill development at the core of their practice. To do otherwise may unwittingly exacerbate the problematic trend of youth disengagement. Introduction As the service-learning movement in the United States modifies its trajectory in favor of civic education and other public outcomes--indeed, on politically re-engaging a generation of disaffected youth--it is no longer sufficient to point solely to increased service-learning activity or other community-based participation as a primary measure of success (Battistoni, 2002). Counting student contact hours in community settings won't suffice. Therefore, many practitioners are now focusing on integrating civic learning outcomes into their service-learning practices in order to better expose students to the mechanisms of local, state, and national policy making (Gottlieb & Robinson, 2002; Howard, 2001; Kahne & Westheimer, 2003). Additionally, in the past decade, many faculty have shifted their curricula to expose students to community-based research (CBR) practices (Polani & Cockburn, 2003). CBR activities can build and sustain community-university partnerships as well as build civic engagement in students. However, CBR experts readily acknowledge that CBR is not appropriate for all research projects, that methodology must be modified in order to account for students' and community members' varied research skills, and that ensuring student preparedness is a primary concern (Strand et al, 2003). Undergraduate students with CBR experience also readily note the importance of appropriate student skill development for project success (Willis et al, 2003). Today, faculty interested in building civic commitment in students must not only intentionally and regularly discuss curricular connections to public policy, but also in the case of CBR, we must ensure that student findings are seriously considered by community leaders and other public policy makers. But what if student-generated findings aren't considered; or what if they are used and then later discovered to be inaccurate? We suspected that student-generated research data were not being sufficiently utilized to inform public policy. Our response has been to begin an investigation of what was happening, and what could be done in the academy to ensure that students' CBR has sustained public impact. This paper will briefly discuss the Scott Peterson murder trial, a recent high-profile event in California in which students were utilized as community researchers with unfortunate results, and then explore two case studies from Portland State University (PSU) where faculty members focus specifically on generating high quality, usable data. The first study traces a PSU environmental educator's efforts to ensure high quality, student-generated biomonitoring data, and outlines a methodological strategy intended to increase the accuracy of these data. The second case study outlines curricular innovations that protect and honor a PSU oral historian's deep respect for narrators who are conscientious objectors from the Second World War. Poor Data and the Scott Peterson Murder Trial Consider the recent Scott Peterson murder trial. According to the Modesto Bee ("Trial Moved: Survey Flawed?" January 9, 2004), in fall 2003, 65 California State University at Stanislaus students in Professor Steven Schoenthaler's criminology class were given a service-learning survey assignment that, in the words from the course syllabus, would help students "gain hands-on experience working on a science project involving a current homicide case. …
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