Set in the context of the Chinese Exclusion Acts, the Woman's Missionary Association (WMA) of the Church of the United Brethren in Christ supported the community education and evangelistic work of Moy Ling in Portland, Oregon, from 1882 until his death in 1926.Moy immigrated to the United States in 1872 at the age of 19. Settling in Portland, Moy worked as a household servant for General Oliver Otis Howard who was stationed in Portland as commander of the Department of the Columbia from 1874 to 1880. Howard was instrumental in Moy's conversion to Christianity. Moy opened a night school for the Chinese community of Portland in 1877. In 1882, Moy came in contact with Bishop Nicholas Castle who brokered a partnership between Moy and the WMA. Over the next half century, the Portland Chinese Mission made important contributions to the education of the Chinese immigrant communities in Portland, established the Kwan Hing Church, and shaped the attitudes of a generation of United Brethren members toward the Chinese.The United Brethren Church experienced a schism in 1889, dividing into the New Constitution and Old Constitution branches. Moy was instrumental in the establishment of United Brethren missions in Guangzhou, China, for both branches of the church. In 1889, Moy traveled to China with a New Constitution delegation to open a mission in Guangzhou. In 1924, Moy introduced the Old Constitution WMA to Chiu Yan Tsz, a professor at Canton Christian College in Guangzhou, who then founded the Old Constitution mission in China.Moy sought to influence United States immigration policy. His relationship with Howard developed into a lasting friendship, and they kept in contact for over 30 years. Letters between the two men show that Moy, together with a group of Portland merchants, engaged Howard to use his national reputation to advocate against the permanent congressional renewal of the Geary Act in 1902.The relationship between Moy and the WMA displayed characteristics which are consistent with current missiological definitions of healthy partnership. Such characteristics, as described by Luis Bush, include autonomy, trust, agreed-upon expectations, complementary resources, and mutual goals. / Department of Educational Studies

This research study is an evaluation of a graduate social work training program funded by NIMH of the Department of Health, Education, and Welfare entitled "Teaching-Trainingship Grant in School Social Work." This grant provides training opportunities in a field placement at John Adams High School in Portland, Oregon, for Portland State University School of Social Work Masters degree candidates. Originally approved in June 1969, the grant became operational for the school year 1970-71. In addition to faculty salaries, supplies, professional consu1tation, fees, etc. the grant provides trainee stipends for selected students participating in the program. Both first and second year students in the graduate program are eligible for field placement at John Adams High School where they spend two days per week as school social work trainees. The unit is currently instucted by an MSW social worker who is a faculty member of the School of Social Work at Portland State University. The instructor provides a variety of training experiences for students including direct services to clients and families, supervision, consultation, program development, teaching and research. The primary focus of this study is to evaluate the effectiveness of the training program. at Adams High School. Secondarily, this study will attempt to answer three basic questions: Can a graduate school social work field instruction program in public school social work on the elementary and secondary levels be evaluated? Can an ongoing instrument be developed allowing for evaluation of program and individual instruction? Can the study provide analytical data for the program director's evaluation of the effectiveness of his training? This study was undertaken by the authors because of an interest in program evaluation as an integral function of professional social work practice. We feel agencies, particularly those financed through public funds are increasingly being pressured to not only quantify, but to qualify program effectiveness. Funding bodies now require evaluative research documenting direction and effectiveness of social programs. Findings of this study should be of value not only to the funding source and the program director, but also to other students who in the future may wish to conduct similar studies in evaluation of graduate social work field instruction. The following chapter discusses the background and development of John Adams High School and the educational climate that made possible the inclusion of this training program as a part of the learning experiences offered. Chapter III deals with the objectives of the training program. Chapter IV examines evaluative research. Chapter V develops the methodology of the research. The charts and statistics used are examined in Chapter VI. The data are presented and analyzed in Chapter VII. Summary, conclusions and recommendations are then set forth in the final chapter.

National movement and local demands indicated the necessity of training programs for child care workers (herein referred to as CCW's) in Oregon. In 1966, the "First National Survey of Children's Residential Institution" was done by Pappenforst & Kilpatrick. This survey showed that the primary concern of directors of children's institution was the quality of CCW's. A national conference was held in Cleveland in 1967 to study the characteristics essential to excellent performance and make recommendations for training programs of CCW's in residential treatment for children.There have been numerous expressions of the demands for training programs in Oregon by directors of agenciesas well as the Oregon Association of Child Care Workers. (herein referred to as OACCW). The objective of this research was to study residential child care in Oregon as a service delivery system, and to study the manpower element of the system in relation to the development of a feasible training program for CCW's serving now or in the future in various private or public residential child care agencies in Oregon.

Prisons provide us with a place to segregate criminals from the population at large, but the ongoing question is what to do with them once we have incarcerated them? On one side there is the idea that prisons should be used to punish those who have broken the law. On the other is the idea that prisons should help to rehabilitate prisoners so that they may be reintegrated into society upon their release. The purpose of this study was to examine the role correctional education programs played in the life of female offenders in light of the debate mentioned above. Based on qualitative research, the aim of this study was to listen to the prisoner's voice. What did inmates think about correctional education programs offered? Did they want such programs? Did they feel empowered by them, or did they resist being 'rehabilitated' and feign compliance? How did inmates make sense of their learning experience?

The alumni survey conducted at Portland State University School of Social Work by second year students had two purposes. One purpose was to fulfill the research practicum requirements of a Masters of Social Work degree by providing experience in the area of applied survey research. The other was to provide a data base for future alumni research at the school.

Since 2005, the United States has experienced a significant influx of international students from Saudi Arabia, particularly women (Bollang, 2006). The American educational structure is something Saudi women have never experienced due to the vast differences between both cultures in all facets. There is very little to no research conducted on Saudi Arabian women pursuing higher education in an academic culture drastically different from what they are accustomed to. A review of current literature illustrates the critical need for a more in- depth analysis of this phenomenon. Although there is much research available regarding the subjugation of Saudi women in the past and present, the surge in Saudi women pursuing education in the United States has not been researched. This thesis study explores how Saudi women are adapting to the differences in educational structural between what they have experienced back home and what they are experiencing here at Oregon State University. This study also looks at how Saudi women are adapting to the differences in teaching methods at OSU in comparison to what they are used to back home. The traditional teacher-centered approach versus that at OSU that heavily incorporates a student-centered approach. This study utilizes qualitative research methods to find common themes that arose from interviews with the sample group. Findings suggest that the Saudi women studying at Oregon State University developed intercultural competence due to their strong personal desire to succeed in their studies abroad. These Saudi women also proved to have strong levels of motivation and desire to succeed academically in hopes that they will return to their country and assist in improving the status of women. / Graduation date: 2012

A nutrition education program for employed women on maintaining a healthy weight was developed and evaluated. Delivery of eight messages (two per week for four weeks) by electronic mail was tested for effectiveness. The subjects were 243 members of the Oregon State University Office and Personnel Association who were randomly assigned to three experimental groups. Group #1 received hard copies of the messages, group #2 received hard copies along with a weekly electronic tip on weight management, and group #3 received the messages by electronic mail (e-mail). An evaluation survey was developed to assess: 1) Participants' stage of change regarding fat in the diet, 2) Participants' social support network for weight maintenance, 3) Reactions to the program, 4) Impact of the program on positive behavior regarding weight control, and 5) Demographics. The survey was sent by campus mail about three weeks after the program. The evaluation was completed by 80.2% of participants. The nine male respondents and the two gender-unidentified respondents were not included in the data analysis to assure a total female population. A total of 181 surveys were analyzed (74.5%). The mean age of female respondents was 47.8 ± 13.3. Although it was hypothesized that electronic delivery of the program and/or supplementing the hard copy/print program with brief electronic tips would be associated with higher order stages of change (Transtheoretical Model), the results from this study did not support the hypotheses. There was no significant difference in stage of change among participants in the three modes of delivery. The messages appeared to have the greatest impact on women in the action and preparation stages. They tended to make more positive changes (i.e. reading food labels) than women in the maintenance, contemplation, and precontemplation stages. Mode of delivery did not appear to make a difference in whether the women looked forward to the messages, reactions to message length, how many were read, or the resulting knowledge or behavior change. Therefore, it may not be critical to program effectiveness. Women in the electronic group, however, were more certain that they received all eight messages and were more apt to ask questions of the researcher. The potential cost savings, convenience, and ease of quick communication make it a more attractive option. Access to the technology and participant preference are equally important factors. / Graduation date: 1997

This study contributed to the body of research that supports a holistic model of afterschool learning through the design of an afterschool intervention that benefits elementary school students of low socioeconomic status. This qualitative study evaluated a science focused afterschool curriculum that was designed using principles from Risk and Resiliency Theory, academic motivation theories, science core ideas from the Next Generation Science Standards, and used environmental education philosophy. The research question of this study is: how does an outdoor and STEM based afterschool program impact at-risk students' self-efficacy, belonging and engagement and ability to apply conceptual knowledge of environmental science topics? The study collected information about the participants' affective experiences during the intervention using structured and ethnographic observations and semi-structured interviews. Observations and interviews were coded and analyzed to find patterns in participants' responses. Three participant profiles were developed using the structured observations and ethnographic observations to provide an in depth understanding of the participant experience. The study also assessed the participants' abilities to apply conceptual understanding of the program's science topics by integrating an application of conceptual knowledge task into the curriculum. This task in the form of a participant project was assessed using an adapted version of the Portland Metro STEM Partnership's Application of Conceptual Knowledge Rubric. Results in the study showed that participants demonstrated self-efficacy, a sense of belonging and engagement during the program. Over half of the participants in the study demonstrated a proficient understanding of program concepts. Overall, this holistic afterschool program demonstrated that specific instructional practices and a multi-modal science curriculum helped to support the social and emotional needs of at-risk children.

Ethnicity, religion, class, and gender are important elements in determining the cultural texture of society. This study examines these components at an important junction in the history of the Pacific Northwest through the lives of students enrolled in two girls’ schools established by the Sisters of Notre Dame de Namur (SNDN) in the Willamette Valley in the 1840s. These girls, predominantly métis daughters of fur-trade settlers and their Indian wives, along with their Irish and Anglo-American classmates, represent the socioeconomic and cultural transformation of the region as the mixing that gave rise to the unique intermediary culture referred to as “fur-trade society” succumbed to American political and social domination. The primary interest of this study is the process of acculturation facilitated by the Sisters of Notre Dame de Namur and the effect of this acculturation on the métis students. By using a sample of students drawn from the 1850 United States Federal Census of the Oregon Territory, documents relating to the fur trade, Catholic Missions, and early settlement, and standard genealogical and biographical sources, this study compares the two SNDN schools through an analysis of their academic and cultural purposes and ethnic lineage, socioeconomic class, and religious affiliation of other students. Furthermore, as a test of the success of their religious training and acculturation, this study examines the socioeconomic and ethnic characteristics of marriage partners and the students’ religious affiliation as adults, and looks for evidence of métis ethic identity. The resulting analysis uncovers a two-tier system of education that mirrored the bipartite social structure of fur trade: the SNDN tailored the educational offerings at the two schools to serve the different needs of their discrete populations of settlers. Subsequent to their schooling, servant class métis girls most often retained paternal religious and ethnic ties, while officer class daughters show less attachments to their Catholic religious roots and chose more ethnically diverse spouses. Finally, the exogamous martial patterns of both groups discount the presence of strong métis ethic identity.

There is a severe shortage of rural physicians in America. One reason physicians choose not to practice, or persist in practice, in rural areas is due to a lack of professional community, i.e., community of practice (CoP). Online, "virtual" CoPs, enabled by now common Internet communication technology can help give rural physicians the CoP experience they traditionally have lacked, despite their remote practice locations. Therefore, it is important for rural medical education programs to provide technological experiences that give students the skills needed to create virtual CoPs in future rural practice contexts. The Oregon Rural Scholars Program (ORSP) provides such a technological experience in the form of the Student Clinical Round (SCR) activity. ORSP students located in remote, rural parts of Oregon "meet" in a synchronous online space (i.e., a virtual meeting room) with a faculty member, where they participate in the SCR activity via video chat, screen and document sharing, real-time collaborative note taking, and text chatting. The literature indicates that activities like the SCR may be precursors to virtual CoPs, and therefore it is important to better understand the ORSP SCR as it could be a strategy for creating virtual CoPs among rural practitioners. As the ORSP SCR is a novel educational approach among U.S. rural medical education programs, an intrinsic case study design was used to explore the impact of the SCR activity on one cohort of ORSP third-year medical students. Additionally, the study sought to better understand the nature of the ORSP students' experiences of having participated in the SCR. Recorded SCR sessions were coded using the Community of Inquiry (CoI) framework, a well validated methodology for analyzing higher education online learning. The CoI analysis revealed a movement of the group away from an individual, task focus towards a community, collaborative focus as the SCR sessions progressed. Additionally, student interview and field notes analyses revealed that the SCR experience reduced isolation, increased sense of community and positively influenced rural practice choice among the study participants. Conclusions drawn from this study are that the online ORSP SCR experience provides a strong social constructivist learning environment, thus creating the context for virtual CoP emergence. Additionally, the SCR activity is capable of generating an actual virtual CoP, an event directly observed during the study. Recommendations call for rural medical education programs as well as current rural practitioners to adopt similar online approaches to group learning, as such approaches may provide contexts for virtual CoP formation, thus contributing to the likelihood future physicians may become and current physicians may persist as rural practitioners.