Economic impact is one of many ways to communicate the value and relevance of OSU Extension’s work in and with communities. Mallory Rahe, an Extension community economist, joined Vice Provost Scott Reed to share highlights from a recent study on the economic impact of local food producers in Central Oregon. They also mention the importance of working with community partners and across programs to build on and broaden this and similar work in the future.
Please post a comment on the blog to let us know how you measure or interpret the economic impact of your Extension work.
Ask an Expert is a vital entry point for thousands of people to learn about OSU Extension. Kym Pokorny, Ask an Expert coordinator for Oregon, and Chrissy Lucas, an OSU Extension question wrangler, joined Vice Provost Scott Reed to reveal best practices for answering questions. More experts are needed. To join the ranks of Ask an Expert experts, please get in touch with Kym online, or at 541-737-3380.
Tell us the most unusual Ask an Expert question you’ve had to answer by posting a comment on the blog.
OSU graduate Madelaine Corbin was in the Community Art Studio Class and participated in the Extension Reconsidered Creative Oregon series. Part of the groundwork for “The Mobile Color Laboratory” came from conversations Creative Coast activities in Newport and elsewhere with OSU Master Gardeners.
As they are every year at this time [in June], the walls of Oregon State University’s Fairbanks Gallery are adorned with the thesis projects of graduating art majors.
But this year’s  show has something different: Parked in the middle of the floor is a 4-by-8-foot flatbed utility trailer holding four galvanized planters filled with colorful flowers.
It’s the latest iteration of “The Mobile Color Laboratory: A Natural Pigment and Dye Garden,” an evolving project that has become something of an obsession for Madelaine Corbin, who will graduate from OSU on Saturday with a bachelor of fine arts degree.
Displayed in the midst of a gallery, it clearly appears to be a work of art — but its homely materials and functional design just as clearly mark it as part of the workaday world.
For Corbin, that’s kind of the point.
“The idea is really to try and experiment with community engagement, art and horticulture, see where those boundaries are (and) open up those boundaries between art and community and campus life,” she said. “That’s why it’s mobile, because it really exists in those in-between spaces.”
The project had its genesis when Corbin was working in OSU professor Mas Subramanian’s chemistry lab, where she was part of a team that found a way to synthesize a previously unknown blue pigment. Another source of inspiration came when she did a practicum with New York artist Mary Mattingly, who created an edible landscape on a barge that floated through the city’s waterways.
Corbin really liked the idea of taking art out of the gallery and bringing it to the people.
“I started looking at how people could inject color into their everyday lives,” said Corbin, a 2012 Corvallis High graduate. “My project is focused more on color and the origins of color and how we could grow our own.”
An earlier version of the project was built on a repurposed bicycle trailer.
For the current incarnation, Corbin assembled a trailer kit purchased at a local hardware store. She used recycled cedar boards and fence posts for the deck. The plants were grown from donated starts or seeds or bought with donated funds (a “license plate” on the back of the trailer lists the names of the donors). At some point, Corbin says, she may add some PVC hoops and plastic sheeting to turn the whole thing into a rolling greenhouse.
Both versions of “The Mobile Color Lab” are designed to be towed to various sites for art workshops. Corbin has also designed two companion pieces — a field guide to the plants in the lab and a workbook with space for notes, sketches, rubbings and so on — that can be ordered online.
At Corbin’s workshops, participants are encouraged to use plants from the rolling garden in a variety of ways. Some, such as marigolds, sunflowers and dahlias, can be simmered to produce dyes for tinting textiles. Basil is edible, echinacea and chamomile have medicinal properties, and still others — the pasqueflower plant, for instance — have elegantly filigreed leaves that can be pounded onto pretreated cloth in an ancient Japanese printmaking process.
“Part of why this is called a laboratory is because they’re total experiments,” Corbin said. “I have no idea what’s going to happen, and that’s really exciting to me.”
Of course, she could have done it the other way around by setting up workshops in a gallery or art studio and inviting people to attend. But Corbin really liked the idea of taking art out of the gallery and bringing it to the people.
“Sometimes the gallery can be intimidating, and this project really wants to be approachable,” she said.
“And the reversal of that is kind of the same question I have: Why, out in the world, do we not see more things as art? I just love that idea that you’re actually immersed in it all the time and you don’t have to go to a special place to see it.”
After graduation, Corbin will be showing a version of her “Mobile Color Laboratory” at the highly regarded Blackfish Gallery in Portland and starting a job as assistant to the director of Djerassi, a residential retreat for artists in the Santa Cruz Mountains south of San Francisco.
She’s not sure what direction her own art will take next, but she intends to keep on questioning the assumptions that create artificial barriers between the art world and everyday life.
“That’s kind of the responsibility of an artist is to break out questions and think of them in different ways,” she said.
“I get that way every day. I have so many questions, and if the art is doing that for you, then, oh my God, it’s working!”
Reporter Bennett Hall can be reached at 541-758-9529 or firstname.lastname@example.org. Follow him on Twitter at @bennetthallgt.
A new video shows how Oregon students are preparing for technical careers by building underwater robots for an annual competition in which they demonstrate their skills in front of engineers and scientists.
The video, which was produced by Oregon State University with funding from Oregon Sea Grant, was filmed during the 2017 Oregon Regional MATE ROV Competition, which Oregon Sea Grant coordinates. It is one of about 30 regional contests around the world in which students qualify for an annual international competition.
“Our goal is to really get students interested in science, technology, engineering and math — or STEM — and connect them with marine technicians and engineers and marine scientists that utilize remotely operated vehicles, or ROVs,” Tracy Crews, the manager of Oregon Sea Grant’s marine education program and OSU Extension Service, said in the video.
Thirty-one teams from Oregon participated in this year’s competition, which was held in April at the pool at the Lincoln City Community Center. More than 200 students from elementary school through college demonstrated devices they built.
“For students who struggle with conventional school, it’s a chance for them to really shine,” Melissa Steinman, a teacher at Waldport High School, said in the video.
A new theme is chosen each year. This year’s theme highlighted the role of remotely operated vehicles in monitoring the environment and supporting industries in port cities. Like port managers and marine researchers, the students guided their robots through tasks that simulated identifying cargo containers that fell overboard, repairing equipment, and taking samples of hypothetically contaminated sediment and shellfish. Students also presented marketing materials they created and gave engineering presentations.
“A couple of teams, they just nailed it,” Ken Sexton, one of the judges and owner of The Sexton Corp., said in the video.
Students were also tasked with creating mock companies, thinking like entrepreneurs and working together to “manufacture, market, and sell” their robots. The students gained project management and communication skills as they managed a budget, worked as a team, brainstormed solutions and delivered presentations.
“Some of my team members are really, really good at programming, now,” Natalie DeWitt, a senior at Newport High School, said in the video. “And we have one kid who is really good at using CAD software design, now. And they actually had internships over the summer … those experiences we had in robotics gave us qualifications for jobs that we wouldn’t have had before.”
“It’s really good problem-solving, teamwork, just everything all together. It really helps … you have better skills for the future,” said Kyle Brown, a junior at Bandon High School.
Photos from the 2017 contest in Oregon are on Oregon Sea Grant’s Flickr page at c.kr/s/aHskYZdMiF
Based on a Digital Measures impact report by Stacey Sowders and Patrick Willis, Oregon State University Extension Service 4-H Youth Development, Metro Region
Mariachi STEAM Summer Camp offers middle and high school Hispanic musicians an immersive musical experience while emphasizing exploration of STEAM topics (science, technology, engineering, arts, and mathematics).
Hispanic students are currently the largest minority group in the Oregon public school system, and they score lower than national averages on math and science tests. Their participation and success in higher education is also significantly lower than other youth populations. Using music as the common denominator, the Mariachi STEAM Summer Camp stimulates curiosity about and interest in STEAM careers.
The Mariachi STEAM Summer Camp is the brainchild of Romanna Flores, a dedicated 4-H STEM volunteer and Intel employee. Started in 2016 and now in its second year, the camp has created enthusiastic participants and supporters.
“I did not think college was an opportunity for me before this camp.” Student testimonial
In 2016, underserved youth from diverse schools in Portland, Hillsboro and Forest Grove participated in a five-day residential Mariachi Camp on the OSU campus in Corvallis. Music-focused activities introduced students to music theory and audio processing concepts, and connected music to STEAM concepts, all while advancing their music performance skills. Activities included:
Assembling a musical greeting card with electrical components
Digital audio recording
Three-dimensional model construction and printing
Students learned to analyze the properties of audio signals from their own digitally recorded music files using MATLAB. OSU’s Dr. Cotilla-Sanchez introduced basic filtering techniques and demonstrated the math behind those filters.
Intel volunteers led a technology workshop that combined digital audio editing with an introduction to hardware and electronics. The result was a personalized musical greeting card.
Oregon State University students led recreational activities and provided invaluable guidance to college preparedness and expectations.
Quotes from the 2016 cohort:
“I feel like it would be fun just to push our limits and see more parts of OSU and their classes and what it takes to be in OSU.”
“After learning about the technology … I wanted more time because of how fun it was.”
“I loved to learn about the technology like MATLAB and making music with SoundTrap. Now I can make music anytime anywhere!”
2016 camp leadership included:
Romanna Flores – Intel Project Manager (Society of Hispanic Professional Engineers)
Richard Flores – Society of Hispanic Professional Engineers
Daniel Bosshardt – Hillsboro School District (Music Instructor)
Lesslie Nunez – Forest Grove School District (Music Instructor)
Sativa Cruz – OSU Student, Graduate Research – Environmental Sciences
Funding was provided by the 4-H Foundation, Oregon State University Precollege Program, Hillsboro School District, Intel, individual donors, registration fees from families, and in-kind donations by OSU Extension 4-H in Washington County.
At the request of the 2016 cohort, the 2017 program expanded to a seven-day and six-night experience. It continues the tradition of music rehearsals, music theory and composition and the history of Mariachi music, all culminating in a concert.
Throughout each day, math, science and technology activities engage the 30-youth cohort. Several high school graduates from the 2016 inaugural cohort returned in 2017 to work as camp counselors. Other students from last year had such a memorable experience they returned for a second year of Mariachi Camp.
A little about Mariachi
In 2011, UNESCO recognized mariachi, a hard-hitting, lively music, as an Intangible Cultural Heritage.
The music originated in the center-west of Mexico. Over the decades, the music that transformed from a regional rural folk music into an urban form of music that is viewed as quintessentially Mexican.
A 10-day International Mariachi Festival is held each year in Guadalajara. It attracts more than 500 mariachis (bands), who perform in concert halls and city streets.
Traditional mariachi instruments are trumpets; violins; guitar; the vihuela, a high-pitched, round-backed guitar that provides rhythm; and a bass guitar called a guitarrón, which also provides rhythm. Six violins, two trumpets, and one each of the guitar, vihuela and guitarrón makes up the ideal mariachi band.
Historically, mariachi groups have been made up of men but there is growing acceptance of female mariachis.
Big-city radio stations, movie studios, and record companies took mariachi music to new audiences throughout Mexico and abroad beginning in the 1930s.
There is not a lead singer in Mariachi. Everyone in the ensemble does some vocalization even if it is just during the chorus parts.
Written by Ann Marie Murphy. Photos by Stephen Ward, Extension and Experiment Station Communications.
The inaugural Clatsop County Commercial Fisheries Tour welcomed—and enlightened—a hundred guests in Astoria on May 31, 2017. The goal of the first-ever community organized fisheries tour was to educate local, state and federal elected leaders about the economic value of and sustainable management practices used by the seafood processing and fishing industries. The event provided a forum for open dialogue and relationship building among community leaders, fishermen, seafood processors, and other stakeholders involved in the commercial fishing industry.
The fisheries tour audience learned:
Fishing is a meaningful way of life.
North Coast fisheries inject millions of dollars into the state’s economy.
Labor shortages and housing availability for seasonal workers are critical issues facing the industry.
Newer net and trap technology let non-target fish to escape, virtually eliminating bycatch.
Federal, state and industry cooperation—and using the best science available—ensure long-term sustainable commercial, cultural and recreational fisheries.
“The goal of the fisheries tour is to help decision-makers understand the industry and its issues.” Patrick Corcoran, Oregon Sea Grant and OSU Extension Service county leader for Clatsop County
“The steering committee wanted to show that the fishing industry is a vital, driving force of our North Coast economy,” said Amanda Gladics. “The OSU Extension Service served to convene the steering committee and worked with them to refine and prioritize their goals. OSU Extension in Clatsop County also supports an annual forestry tour, now in its 27th year, that served as a model for the fisheries tour. It was really satisfying to facilitate this community-led learning experience and see such a positive response from community leaders.”
The regional and global connections of Clatsop County’s commercial fishing sector were highlighted during the opening presentations and as participants visited WCT Marine & Construction Inc., a marine repair facility, Pacific Coast Seafoods’ temporary processing facility at Tongue Point, the Great Ocean Da Yang Seafood Inc. processing facility, and over lunch at Englund Marine and Industrial Supply, a marine supplier. Questions posed by the audience deepened the understanding of the issues:
Q: Are we getting new fishermen?
A: It is harder to find good crew and there is not enough demand for a community college fisheries degree program. People can make a good living, but crewing or working in canneries is hard work.
Q: How do we sustain our fleet?
A: Educate high school counselors that fisheries is a good job. All the fisheries commission will start going to job fairs.
Q: What do we need to do to build the ship repair and new vessel construction businesses in Astoria?
A: Substantial commitments are needed from the state, county, port and city to improve the port. For Tongue Point to be a regionally competitive ship repair facility, the port would need to install a boatlift, deepen waters, address contamination issues and replace sewage infrastructure. There is nothing else on the North Coast like J&H and WCT Marine, but from the port’s perspective, the investment economics do not pencil out (the port currently loses $260,000/year and a boat lift costs $4 million).
Presenters highlighted Oregon’s major fishing sectors: Dungeness crab, pink shrimp, groundfish, albacore tuna, and salmon.
Dungeness crab is the backbone of Oregon fisheries. It experienced a record $60 million harvest in 2017. It takes about four years for a Dungeness crab to reach harvestable size. Strict guidelines ensure small and female crabs are returned to the ocean to safeguard future harvests.
The Oregon crab fleet has 424 boats.
Crab Season typically runs from December to August.
There are six major ports running the length of the Oregon Coast.
To learn more about the crabbing industry and its importance to Oregon, visit OregonDungeness.org.
Did you know that Oregon has a shrimp fishery? The Oregon Trawl Commission provides leadership to the shrimp and groundfish fisheries. Trawling is a method of fishing that involves pulling a fishing net through the water behind one or more boats. There are more trawlers in Oregon than anywhere else on the West Coast, and most of those are located between Astoria and Warrenton.
“Fisheries are well-managed for the long-term, for the future. Every person is accountable for everything he or she catches. The transition was difficult, but depleted fisheries are being rebuilt so they can be fished again. It’s a real success story.”Scott McMullen, Oregon Fishermen’s Cable Committee
According to commission Executive Director Nancy Fitzpatrick, the Oregon Albacore Commission and the Oregon Salmon Commission have started providing canned fish, recipes and a few other ingredients to Central Oregon school kids to create a greater “farm” to table connection. Started in Seaside, Oregon, the program serves as a model for schools statewide.
The Oregon albacore fishing fleet has 350-500 boats.
Albacore fishing season runs from June to October.
There are 17 ports running the length of the Oregon Coast.
A strong U.S. dollar creates competitive challenges. The majority of Oregon’s catch ships overseas—to Africa, Ukraine, Nordic and other countries. Investing in automation helps drive down costs and offset the shortage of labor, reducing the need for labor in processing plants by up to two-thirds, or more. The loss of container shipping out of the Port of Portland forces processed fish from Oregon to be transported to Tacoma or Seattle, increasing costs.
The Columbia River Basin, which spans two countries, seven states and 13 federally recognized Indian reservations, is the largest freshwater contributor to the Pacific Ocean. Natural resource management throughout the basin is essential to healthy fisheries and to the livelihoods of 150,000 Oregon workers. Cultural and recreational aspects of salmon and other fisheries need to be respected and understood.
The Oregon salmon fishing fleet has 350-450 active fishing boats.
Salmon fishing season typically runs from April to October.
There are 17 ports running the length of the Oregon Coast.
“We need to use the best available science,” stated Steve Fick,Fishhawk Fisheries, to the lunchtime audience. “If you have healthy salmon stock, then you have healthy wildlife populations. And healthy industries that provide living wages and contribute to the local, county and state tax base…and the ripple of revenue injections into the economy.”
For another fisheries outreach experience, this time for the public, save July 14 and September 15 as days to “Shop at the Dock & Beyond” in Warrenton. Join Oregon Sea Grant to learn about local commercial fisheries, how to buy seafood directly from fishermen, and for a behind the scenes tour of Skipanon Brand Seafood cannery. View a PDF of the event: dock_shop_NorthCoast. Newport offers a “Shop at the Dock” experience, too. Here’s the Newport summer schedule: dock_shop_2017_3.
Based on a 2016 Digital Measures impact report submitted by Lynn Long, Extension horticulturist and co-county leader for Wasco County. Michelle Sager, Master Gardener education program assistant, supported the project. Edited by Ann Marie Murphy.
A greenhouse, purchased many years ago by Northern Oregon Regional Correctional Facilities (NORCOR) teaching staff, languished empty and unused. In 2009, OSU Master Gardeners (MGs) in Wasco County began a partnership with the facility to share the greenhouse space originally intended to be used by student detainees as part of their science curriculum. NORCOR houses youth from Wasco, Hood River, Sherman, and Gilliam counties.
The MGs work with NORCOR youth to grow a large variety of plants—including annuals, herbs, perennials, vegetables, and ornamental grasses—for their fundraising spring plant sale. In exchange, they share their knowledge and passion for plants with the detained youth and a portion of the funds are used to operate the greenhouse.
“The people who attend the fair often tell Master Gardener volunteers that they intentionally buy our plants to support the NORCOR youth and show appreciation for our involvement with the NORCOR project.”*
NORCOR provides the greenhouse, water and power along with the staffing required to monitor the in-custody youth while in the greenhouse. Master Gardeners provide hands-on learning experiences for the students and NORCOR’s high school education staff provides academic support in the form of theoretical science curriculum.
For the MGs, preparation begins in the fall when they scour seed catalogs for an array of plant varieties that are anticipated to grow well in the region and are marketable at the spring plant sale. The seeds are ordered and the greenhouse is prepared for the spring growing season. In January, supervised greenhouse sessions with the youth begin.
Over the years, Master Gardeners recorded the number of seeds planted and planting dates and bloom times in order to produce marketable plants that are mostly sold at the one-day WCMGA Spring Plant Fair. From January to May, more than 250 different varieties—totaling approximately 6,500 plants—are grown in the NORCOR greenhouse.
NORCOR students are able to participate under close NORCOR staff supervision after they have maintained several days of exemplary behavior as rated by NORCOR staff. Youth are paired with a Master Gardener to perform a variety of greenhouse tasks. MG volunteers develop mini greenhouse sessions for the students. Because many of the youth are residents for fewer than six weeks, short lessons with easily grasped concepts are essential. At the end of their sessions, students discuss what they learned that day.
Working with MGs in the greenhouse is a positive environment where students learn about seeds, soils, plant identification, transplanting, irrigation techniques, fertilizer schedules, temperature control, and the ability to work together with adults and co-workers. All while gaining life-long work skills and experience.
Student tasks include:
Filling pots with the soil mixture suitable for the plant;
Seeding the pots;
Dividing and transplanting the plants as they outgrow their containers;
Rotating the plants so they receive sunlight and water evenly;
Helping maintain and fertilize the plants; and
Sweeping the floors before they leave, part of learning greenhouse sanitation management.
Students take insect traps and plant tissues to view in their classroom microscopes. This expands their hands-on knowledge by investigating plant life more thoroughly and ties the greenhouse project to their academic classroom training. Additionally, some of the youth are allowed to leave the facility to attend the Spring Plant Fair, participating by providing information to buyers, making sales and helping to transport the plants to vehicles.
A NORCOR high school teacher indicated three major benefits of the project:
Students develop a sense of pride and accomplishment; the impact is greatest for long-term residents.
They learn to collaborate and work with adults on a project. Teenagers working along with adults on a mutually beneficial project is an unique experience in a secure facility.
The project provides students with an opportunity to learn and enjoy nature and discover a new interest outside of their academic courses; this helps with the transition to a ‘bigger world’ upon their release.
The participating NORCOR youth are asked to write thank you letters to the Master Gardeners. A memorable message from a young pregnant woman recognized that nurturing plants was like nurturing a child: they require observation and their needs to be provided for. “Without color” is how a student described her time at NORCOR, that is until she worked at the greenhouse and she began to see colors in her life once again.
The looks on the faces of the greenhouse kids is priceless when the MGs roll out approximately 6,500 plants and load them onto flatbed trucks and into vehicles. The colorful parade of healthy, beautiful flowers and plants is impressive. The youth are stunned when they see the results of their labors and take pride in their accomplishment. This is an important outcome because the majority of NORCOR kids have had few successes in their young lives. When the students complete their term at the facility, they are encouraged to take home a plant of their choice.
The greenhouse project encourages learning that goes beyond horticulture; however, because of confidentiality reasons, it is difficult to assess how the Master Gardener/NORCOR greenhouse project affects the lives of the youth after their release. Master Gardeners present certificates of accomplishment to students that worked in the greenhouse five times or more during the season. Those certificates have been used for job references. At least one young man living in the area worked for a local agriculture business after his release, putting the greenhouse program knowledge and skills to work.
Though challenging, the MGs also consider this project educational for themselves. The Master Gardeners increase their knowledge of greenhouse management and develop techniques to ensure the health of the plants. The project is an excellent, practical, hands-on teaching experience and it is an opportunity to put their Master Gardener training into practice.
Based on excerpts written by Cole Crawford and edited by Ann Marie Murphy
Graduate Teaching Assistant (GTA) Cole Crawford broke new ground and accomplished plenty during his academic year tenure with University Outreach and Engagement under the supervision of Charles Robinson, special initiatives, University Outreach and Engagement and the College of Liberal Arts. He is the first GTA to work with University Outreach and Engagement.
“Charles Robinson tailored GTA responsibilities to take advantage of my existing digital skills while also providing me exposure to event management and public relations work,” Crawford revealed. “Because of the position’s flexibility and variable work requirements, I was even able to co-teach a digital humanities course in my home department (English, in the School of Writing, Literature, and Film) during winter term, which complemented my University Outreach and Engagement publicly engaged work.”
Crawford worked on two major projects: the Corvallis Maker Fair and Listen Up! Oregon Object Stories.
The Corvallis Maker Fair, produced by “The CO•” and now in its fourth year, is an event dedicated to bringing together makers from across campus, Corvallis, and Oregon to celebrate and share their methods for hands-on learning, while exploring and researching the way people learn in these environments. Activities ranged from virtual reality to robotics to origami. University Outreach and Engagement is one of several co-sponsors of the event.
Crawford served as the website and social media coordinator on “The CO•” leadership team, including collaborating with a team of FLUX design students to refresh “The CO•” logo and promotional materials. Recruiting exhibitors, working with the “SEA Through the Eyes on an Artist” partner event put on by the College of Education, gathering exhibitor and attendee feedback, and helping set up and run the actual event were also his responsibility. The event attracted over 60 exhibitors and an estimated 1,900 attendees over two days. See more photos from the event here.
“Being able to jump into planning such a major event was exciting,” Crawford said. “Especially because I strongly believe in makerspaces, publicly engaged research, and an ethos of tinkering and exploration. I loved seeing attendees ranging from children to grandparents interact with exhibitors, learn about the science that facilitates maker activities, and build and play with micro-projects.”
Crawford worked with Robinson and Liddy Detar, Ph.D., an instructor in Women, Gender and Sexuality Studies (WGSS), College of Liberal Arts, on Listen Up! Oregon Object Stories. Listen Up! is an accessible, creative, and intellectually engaged digital space which invites Oregonians to digitally represent personal objects through images, descriptions, or 3D scans; imbue those objects with meaning through story-telling in the form of text, video, or audio; and share their object stories across Oregon, starting with Oregon State University and its Extension network.
Listen Up! users can contribute object stories, respond to public events created by other users, and build collections of content which address specific topics or prompts. The project is inherently interdisciplinary and draws on digital humanities building practices, engaged teaching, and community partnerships to create public scholarship. Listen Up! is flexible, and can scale to accommodate individual contributions, classroom collections, and statewide events.
Originally deployed as a teaching exercise by Detar in her WGSS courses, Listen Up!, she transformed the classroom activity into a hybrid online project to collect a broader range of object stories. Users can contribute stories directly through the website, or work with the Listen Up! team at events.
Crawford created the project’s data model, which assures user privacy and agency; developed several iterations of the Listen Up! website; helped write a Learning Innovation Grant proposal and a successful submission to the 2017 Engagement Scholarship Consortium Conference; planned and ran three in-person object story events at “The CO•,” the Valley Library’s Crafternoon event series, and Moreland Hall; and collected, transcribed, and edited forty multimodal object stories from these events.
Object story contributors have spoken on the metaphorical meaning of a sandlewood watch, the importance of hybridity through an implanted defibrillator, and the power of comfort objects to help overcome developmental disabilities. Crawford will present Listen Up! at the Digital Humanities Summer Institute Colloquium in June 2017.
“I highly recommend that graduate students take advantage of alternative GTA positions,” Crawford said. “Assistantships focused on research and teaching are the most common ways for students to support themselves during full-time graduate study, but for students like myself who are interested in alt-academic careers or roles outside higher education entirely, positions that incorporate service and administration work can be even more valuable. Finding the right GTA position can help students tailor their graduate education to their interests while honing numerous marketable skills and making a noticeable impact at OSU.”
Crawford is currently searching for a full-time position in digital humanities research support and program coordination, and his experience with the Division of Outreach and Engagement and College of Liberal Arts has prepared him well for the application and interview process.
“Cole’s thesis fits solidly in the tradition of digital humanities scholarship, but takes bold steps forward in exploring how narrative, history, and meaning are built within the relational networks of data sets (British labor poetry in this case), and how these networks can be better understood via approaches that blend rigorous data-mining with historical and literary nuance,” stated Robinson. “His use of the idea of ‘boutique’ data sets is a helpful way to stake the claim for the value of smaller and incomplete historical/literary data sets vs. the ‘big data’ notion so prevalent in discussion of data analysis/visualization/etc.”
Based on the abstract for the University Outreach and Engagement 2017 Vice Provost Awards of Excellence nomination
Federal and State agencies in Oregon and the Pacific Northwest have invested millions of dollars assessing watershed health and identifying habitat restoration opportunities. Unfortunately, many restoration efforts lack a clear process for prioritization of projects, leading to inefficient application of scarce financial and personnel resources.
In 2005, Guillermo Giannico (PI) and Jon Souder (co-PI) obtained National Sea Grant funding for a collaborative project between OSU Forestry Extension, Oregon Sea Grant and the Coos Watershed Association (CoosWA) to develop a series of watershed restoration plans for six lowland coastal basins north of Coos Bay. Some of the main collaborators in the development of the decision making process included Drs. Phil Roni, Tim Beechie and George Pess (NOAA’s Northwest Fisheries Science Center, USA), Dr. Gordie Reeves (U.S. Forest Service), Pam Blake (Oregon Department of Environmental Quality), Bruce Miller (Oregon Department of Fish and Wildlife), Criag Cornue (South Slough National Estuarine Research Reserve), and others.
Giannico is an Extension Fish Ecology and Watershed Specialist, has an Oregon Sea Grant appointment and is an associate professor of Fisheries and Wildlife in the College of Agricultural Sciences. Souder is an Extension Forestry and Natural Resources Specialist and assistant professor of Forestry Engineering Resources and Management in the College of Forestry.
There are at least six reasons to prioritize restoration projects. In addition to the fact that funders are asking for it, prioritization:
Leads to strategic planning and evaluation.
Recognizes capacity constraints.
Turns assessments into action plans.
Makes tradeoffs explicit.
Gives the ability to say “no!”
In order to maximize public involvement, a series of coffee klatches, i.e., informal conversations, were held within each basin to elicit landowner visions and concerns. Associated with the conversations, work with Oregon scientists led to the development of a flexible and transparent restoration prioritization process that considers both ecological and socio-economic criteria. The process is called the Coos Bay Prioritization Approach (CBPA).
The CBPA was completed in 2008 and has been applied to restoration plans for 14 watersheds on the South Coast. An outcome of these assessments was the establishment of the Partnership for Coastal Watersheds (PCW), a joint effort with the South Slough National Estuarine Research Reserve.
The PCW convened a multi-stakeholder group and used the CBPA to revise the Coos Bay Estuary Management Plan. In addition, a multi-agency group led by the Wild Salmon Center has identified the CBPA as the preferred method for Coastal Watershed Council. The Oregon Department of Fish and Wildlife is considering requiring the CBPA for any project requesting state funding to restore Coho habitat on the coast. Several watershed councils in Oregon, Washington and British Columbia have adopted CBPA.
During 2016, Giannico and Souder hosted three workshops, which included 55 participants from 45 organizations in 10 states (and Korea). Many of these participants have requested additional training. International workshops also were conducted in the Netherlands, Spain, Czech Republic, Italy, and Mexico.
Words of advice from Drs. Giannico and Souder: “Get out of the office and partner with community organizations!”
The prioritization of watershed projects was recognized as one of 10 outreach and engagement projects to receive the 2017 Vice Provost Awards of Excellence.
Sources: Oregon Migrant Leadership Institute website and abstract submitted for the University Outreach and Engagement 2017 Vice Provost Awards of Excellence
Oregon lacks educational resources and programming for migrant youth. To address this need, Oregon State University collaborated with the Office of Migrant Education to create the Oregon Migrant Leadership Institute (OMLI). OMLI focuses on creating a new vision and reality for migrant students.
OMLI is one of several programs at OSU—including Open Campus, part of the Division of University Outreach and Engagement—that help kids think about college as a possibility and part of their future. It was one of 10 programs singled out for a 2017 Vice Provost Awards of Excellence.
The program encompasses elements essential to exceptional outreach and engagement work:
Addresses a need;
Substantiates measurable impact;
Builds on the knowledge of communities and partners;
Offers transformative learning experiences; and
Builds strong partnerships within the university and throughout Oregon (in OMLI’s case, Educational Service Districts, school districts and many other partners throughout the state).
View their presentation at the awards luncheon here.
OMLI’s objective is to develop leadership skills in Oregon’s high school migrant students. It exposes participants to college life and encourages them to attend. They also are encouraged to be proud of their heritage, and envision and build pathways to a positive future.
OSU has hosted OMLI every summer since 2009. Many university resources and community partners work together to build an institute where participants engage in scholarship, leadership and transformational learning. The program provides opportunities for migrant students to interact with other students, mentors, faculty and staff, opening new horizons to their futures. Through the OMLI experience, students return to their schools prepared to participate in leadership activities. One OMLI expectation is for students to give back to their communities.
Each summer, more than 100 high school migrant students from throughout Oregon make the trip to the OSU campus in Corvallis. Participants immerse themselves in a comprehensive leadership experience where relationships and trust are built, they begin to understand their potential and the importance of making good choices, and much more.
Participants tell their stories through technology, art and creative writing. They challenge themselves and build trust in others on the ropes course. They learn about taking risks and learn from their mistakes.
OMLI creates a supportive environment that creates positive change and growth. The impact of OMLI is immeasurable. From building self-esteem to aspirations of being the first in the family to attend college, the institute motivates participants. To date, nearly 1,000 migrant students have experienced OMLI.
Pre-assessments show that only 50 percent of participants understood how to develop action plans for their goals and 62 percent were familiar with steps to problem solving. Post-assessments show an increase to 90 percent of participants expressing competency in goal setting and problem solving. In addition, assessments indicate that over 90 percent of participants plan to enroll in college after high school.
Through OMLI, students become inspired about their education—they aim higher in their studies and emerge as leaders in their schools and communities. Many transition to higher education, including attending and graduating from OSU.
OMLI gives hope to migrant youth in Oregon as the experience sets them on a different path to fulfill their potential.
Check out this video to see more about the activities of the institute.