SOU Ashland alumni Tiffany Burns and Erika Bare have new book

Two SOU alumni author second book for educators

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(Ashland, Ore.) — Two alumni of the SOU School of Education’s administrative licensure program and longtime education leaders in southern Oregon have published their second book together – “A School Leader’s Playbook for Tough Conversations.”

Tiffany Burns – a full-time instructor in the School of Education who previously served 12 years as a principal in the Ashland School District – teamed with South Umpqua School District Superintendent Erika Bare on the new book, which was published this month by ConnectEDD Publishing and is available on Amazon.com.

The book offers tools and strategies for “the hardest adult conversations – especially those tense moments with staff, caregivers and colleagues that feel heavy, live rent-free in our heads and keep us up at night,” according to a summary on Amazon.

“You’ll learn how to address poor performance, de-escalate conflict, stay grounded when emotions rise, prepare for high-stakes conversations and coach adults in ways that strengthen both performance and culture,” the description says.

The book includes resources such as frameworks, scenarios, planning tools and “sentence stems” that can be adapted for use in difficult situations.

The new book follows the first by Burns and Bare, “Connecting Through Conversation: A Playbook for Talking with Students,” which was published by ConnectEDD in March 2023. That book offers approaches that can be used to create “connected relationships” with students, avoid power struggles and use communication as an effective tool.

Burns earned her bachelor’s degree in Theatre, master of arts in Teaching, and master’s of education in Administration and English for Speakers of Other Languages – all at SOU. She also received her administrative licensure certification at SOU. Burns has taught elementary, middle, high school and university students in public, private, bilingual and homeschool settings in Oregon, Alaska and Mexico.

Bare received bachelor’s and master’s degrees in Elementary Education & Teaching at the University of Oregon, and her administrative licensure credential at SOU. She has served as a special education teacher at every grade level in both the West Linn School District and the Medford School District. She has served in various administrative roles with the Ashland and Medford School Districts and is currently the South Umpqua superintendent.

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Papers on computational thinking presented by SOU-led team

SOU-led “computational thinking” team presents papers

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(Ashland, Ore.) — An eight-member team – including two faculty members from the Southern Oregon University Computer Science program – presented five papers at this month’s annual meeting of the American Educational Research Association, related to an SOU-led project to teach computational thinking skills to elementary school students.

Computational thinking refers to a set of thought processes traditionally used in computer science to identify and define problems and their solutions. Elementary teachers are finding it valuable for much more, including as a tool to teach core content.

The AERA conference drew more than 13,000 scholars and education researchers from throughout the world for five days of presentations, lectures and networking. AERA is a national research society founded in 1916 to advance knowledge about education and promote research to improve educational practices. Its annual conference is the largest gathering of education researchers in the world.

“It is a HUGE accomplishment that our local teachers presented at this conference,” said SOU Computer Science professor Maggie Vanderberg, who is leading the computational thinking project. “They are experts in the field!”

The presentation team included SOU Computer Science instructor Eping Hung and Vanderberg, chair of the  department, along with three teachers from the Ashland School District and one from the Phoenix-Talent School District. One collaborator each from Oregon State University-Cascades and the College of William & Mary in Virginia also participated.

The five presentations all are related to SOU’s ongoing project, funded by the National Science Foundation, to integrate unplugged computational thinking in elementary education. The papers highlight classroom-based work in which computational thinking is used as a tool for inquiry, creativity and justice-oriented learning in various subject areas.

Vanderberg and Ashland School District teacher Dylana Garfas-Knowles presented “Decomposition Demystified: An Exploratory Learning Progression for Integrating Decomposition in Elementary School Lessons.” Hung presented “Hidden Frameworks: What Summaries of Goldilocks Reveal About the Process of Abstraction.” Ashland teacher Kelly Martin worked with Gladys Krouse of William & Mary to present “Once Upon an Algorithm: Computational Thinking Through the Stories We Tell.” Ashland teacher Trish Dorr presented “Where is Everybody in the Everybody Books? Representation in K-5 Picture Books.” And Garfas-Knowles was joined by Phoenix Elementary School teacher Jennifer Mohatt to present “Lessons Learned: Integrating Computational Thinking in Multilingual Classrooms Across Contexts.” Jill Hubbard from OSU-Cascades led a discussion highlighting how computational thinking is used as a framework for teaching core content.

The SOU-led team also shared resources that its teachers have created, including almost 200 computational thinking lessons that are available on its website. More lessons are expected to be added soon.

SOU was awarded a grant totaling nearly $1 million from the National Science Foundation in 2022, to help K-5 teachers develop computational thinking skills in the Ashland and Phoenix-Talent school districts. The work has built upon a $299,000 grant that SOU was awarded in September 2019 to launch the collaborative research project.

Both grants are part of the NSF’s former Computer Science for All program, which was intended to extend computer science and computational thinking opportunities to K-12 students nationwide. The CT curriculum developed by local teachers, in partnership with university researchers, addresses barriers associated with implementing computing curriculum in early grades – where it is incorporated into core subjects and introduced in an “unplugged” manner, without computers or technology.

The project has included about 25 elementary teachers from the Phoenix-Talent School District (Orchard Hill, Phoenix and Talent elementary schools), the Ashland School District (Bellview, Helman, Walker and Willow Wind elementary schools) and the Lincoln County School District (Yaquina View Elementary School). The teachers engaged in professional development and peer-to-peer coaching to integrate computational thinking processes into existing curriculum. They worked together to deliver and refine those lessons before making them publicly available. The goal is to empower students with skills necessary for success in middle and high school computing curriculum and university studies, and eventually in technologically-rich careers. Elementary teachers have also seen benefits for learning the core content.

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Moriah Doepken returns to SOU to direct "Crew Experience" course

SOU Digital Cinema alum directs “Crew Experience”

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(Ashland, Ore.) — Los Angeles-based filmmaker Moriah Doepken, a 2020 graduate of Southern Oregon University’s Digital Cinema program, has returned to Ashland this spring to be guest director for the Digital Cinema program’s innovative “Crew Experience” course.

“I’m super excited to return to SOU and help make a film back in Ashland,” Doepken said. “Having been in the first graduating class of the Digital Cinema major and missing the first iteration of Crew Experience, which was canceled because of COVID, it’s a very full-circle moment for me.”

Doepken received a master of fine arts degree in Film Production in 2024 from Dodge College of Film and Media Arts at Chapman University in Orange, California. For this year’s Crew Experience, she will direct a script written by Charlie McCabe, a junior screenwriting student at SOU.

SOU Ashland's Crew Experience in 2025The production-intensive Crew Experience course is taught by Nora Zubizarreta, an assistant professor in SOU’s Digital Cinema program, a filmmaker with professional experience in Los Angeles and New York City, and producer of the film “Umama,” which won gold at the Student Academy Awards.

“I’m delighted to collaborate with Moriah and the Crew Experience students to make this film,” Zubizarreta said. “This kind of project and collaboration adds so much to the learning process. It’s wonderful to see our students really get rolling on Charlie’s script.”

The “Crew Experience” course, launched in 2022, gives SOU’s Digital Cinema students a chance to work on and complete a full-fledged short film project. Students assume professional film crew positions under the guidance of professional mentors.

The Digital Cinema program was recognized by MovieMaker Magazine in 2024 and 2025 as a “Top 30 Film Program in North America,” in large part due to innovative course offerings such as “The Crew Experience.”

The SOU Digital Cinema program sets itself apart as a hub for creative innovation and experiential learning. With the guidance of industry professionals, students hone their craft and make meaningful contributions to the world of cinema.

Moriah Doepken
Doepken is  an Alaska native, who made the trek down the West Coast to attend SOU, where she earned a dual bachelor’s degree. She later attended graduate school at Chapman University. As a filmmaker, she is dedicated to creative collaboration and diving into the depths of the human condition.

Nora Zubizarreta
Zubizarreta is an assistant professor in SOU’s Digital Cinema program. She received her master of fine arts degree in Experimental and Documentary Arts at Duke University and her bachelor of fine arts degree from NYU’s Tisch School of the Arts. She produced “Umama” while at Tisch, and has since worked professionally in film and television production management in New York and Los Angeles.

About Southern Oregon University
Southern Oregon University is a medium-sized campus that provides comprehensive educational opportunities with a strong focus on student success and intellectual creativity. Located in vibrant Ashland, Oregon, SOU remains committed to diversity and inclusion for all students on its environmentally sustainable campus. Connected learning programs taught by a host of exceptional faculty provide quality, innovative experiences for students. Visit sou.edu.

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Energy resilience at SOU Ashland

SOU OK’d to use federal money advancing energy resilience

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(Ashland, Ore.) — Southern Oregon University has been given a green light to use a $2 million allocation, approved by Congress in December 2022, to promote and advance renewable energy, energy resilience and related programs and partnerships on campus and throughout the region. The work will help to transform the SOU campus into a living laboratory and launch a talent pipeline for southern Oregon.

The congressional allocation was originally intended to be used in the construction of solar arrays on SOU’s parking lots and rooftops, but those purposes were modified to meet the requirements of  the federal Department of Energy. The university received notification from the DOE on Friday that it can “proceed with all activities under these (revised) documents.”

“We have developed a strong, impactful program of work and it is exciting to get the go-ahead,” said Becs Walker, SOU’s director of sustainability. “The focus is positioning SOU as an energy resilience leader in the region and developing experiential learning in the space of community resilience and leadership.”

The amended plan lays out three pathways for using the federal money in ways consistent with the original proposal’s intent: to advance renewable energy generation and energy resilience leadership; establish SOU’s Community Resilience and Leadership program; and expand educational and workforce partnerships in the southern Oregon community.

Energy generation and resilience
SOU will leverage the federal allocation to enhance its capacity and leadership in renewable energy generation and community energy resilience – directly supporting its strategic institutional goal of achieving 100% daytime electricity generation through onsite solar arrays paired with robust energy storage and resilience capacity. The funding will support a comprehensive analysis of existing capacity and forecast future energy demand, and an evaluation of the most effective technology solutions  including solar installations, battery storage and management of energy demand.

The university will develop an energy resilience plan to position the university as a regional center for energy innovation and economic development. The study will explore the integration of battery storage,  bi-directional charging infrastructure and the potential deployment of community-facing microgrids – power grids that use local energy resources and operate independently from the main electrical grid. The plan will assess how those technologies can support emergency preparedness and long-term energy security for SOU’s campus and the surrounding region.

SOU will also use a portion of the federal allocation to appoint a two-year postdoctoral scholar to focus on the future of microgrid systems and energy resilience at the university.

Community Resilience and Leadership program
Another part of the $2 million federal appropriation is already at work, funding a new Community Resilience and Leadership (CRL) Student Fellows Program – the flagship curricular initiative of SOU’s Institute for Applied Sustainability (IAS). The 12-month student fellowship is being developed in partnership with academic programs and departments across campus to link the university’s solar infrastructure with its academic offerings around sustainability. It prepares emerging leaders from all majors to take on the challenges of energy, environmental and community resilience through hands-on learning and real-world projects.

The fellowships – available to 15 students per year –combine coursework, field experience and career pathways, and offer mentorship, professional skill development, experience working on regional challenges and stipends to support students’ participation. The federal funding will allow the program to run for three years, providing a runway for sustained support through private giving in the future.

“By giving our students the tools and the space to create local solutions to local needs, we are preparing them to lead in a rapidly changing world that demands grit, a profound commitment to making a difference and comprehensive systems thinking,” said Walker, the SOU sustainability director.

Student fellows begin in the winter and spring terms of their junior year, serving apprenticeships for the Local Innovation Lab, which started as a response to local problems caused by the COVID-19 pandemic and the September 2020 Almeda Fire. A six-week “summer intensive” experience is next, featuring field-based modules and direct engagement in projects such as energy infrastructure, navigating extreme smoke and heat events and community resilience. The fellows then start their senior year by mentoring peers, doing internships with partners or developing capstone projects that make them workforce-ready.

Community educational and workforce partnerships
The federal funding will also support a more robust and accessible experiential learning ecosystem at SOU. A core group of employer partners will offer recurring internships, expanding students’ professional networks and increasing the likelihood that graduates will remain in southern Oregon. In parallel, partnerships with workforce boards and regional funders will play an essential role in sustaining the program over time.

SOU has been awarded a total of $5.8 million in state and federal funding in recent years to support energy generation and energy resilience on campus – three $1 million grants from the state’s Community Renewable Energy Program, $800,000 through an allocation from the Oregon Legislature for Sustainability Funding at Oregon’s Technical and Regional Universities and the $2 million congressional appropriation from 2022.

The university now has 10 solar arrays on its campus, totaling 804.21 kW of capacity, in addition to one array on the Higher Education Center in Medford and six pole-mounted STrackers located on land leased to a nonprofit. Three of the on-campus arrays support net-zero buildings, underscoring SOU’s commitment to deep decarbonization and long-term energy savings.

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New trustees appointed to SOU Ashland board

Six trustees appointed and confirmed to SOU Board

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(Ashland, Ore.) – Two new and four continuing members have been appointed by Gov. Tina Kotek and confirmed today by the Oregon Senate to serve on the Board of Trustees of Southern Oregon University.

The new trustees are former Oregon State Rep. Peter Buckley and Christopher Geryak, an SOU junior and former student body vice president.

“The Board of Trustees is excited to welcome these dedicated individuals to SOU,” said Sheila Clough, the board’s chair. “Peter’s extensive legislative and community leadership, both locally and in the state, paired with Christopher’s proven commitment to students and leadership at SOU, will provide valuable insight as we navigate the future of higher education in our region.

“We appreciate Gov. Kotek’s appointment and the legislature’s confirmation of these leaders,” Clough said. “Their service ensures that SOU remains deeply connected to the needs of our students and the southern Oregon community.”

Returning to serve their second four-year terms as trustees are Debra F.J. Lee, Christina (Medina) Kruger and Elizabeth (Liz) Shelby. Their renewed terms will begin July 1 and run through June 30, 2030. Hala Schepmann, a professor of Chemistry, has been reappointed and confirmed to a two-year term as a faculty trustee, ending June 30, 2028. Trustees are limited to serving two consecutive full terms.

“SOU is vital to the success of our region,” said new trustee Peter Buckley. “I look forward to helping in any way I can to support our students, staff, faculty and fellow board members as we work for a brighter future.”

Student trustee Christopher Geryak echoed the sentiment of service. “I am pleased to join SOU’s Board of Trustees and provide my insight and knowledge to help SOU thrive and succeed,” Geryak said.

The new trustees’ terms will begin February 20. Buckley was appointed to a partial term and then a full term that will end June 30, 2030, and Geryak’s term runs through June 30, 2027.

Trustees are gubernatorial appointees, subject to confirmation by the Oregon Senate. The board consists of as many as 11 at-large trustees serving four-year terms, with additional positions reserved for up to three SOU students – two undergraduates (one voting, one non-voting), a faculty member and a non-faculty staff member, each serving two-year terms. The university president serves in a non-voting, ex officio capacity on the board, bringing total membership to 17.

New trustees

Peter Buckley
Buckley served for 12 years in the Oregon House of Representatives (2005-17), representing south Jackson County. During his tenure, he served for eight years as House Co-Chair of the Joint Committee on Ways & Means, the legislature’s budget-writing committee. After leaving the legislature, Peter was hired to lead Southern Oregon Success, a collaboration of all levels of education, health care, human services, public safety and workforce development in Jackson and Josephine counties, dedicated to working across all sectors to help children, families and communities thrive. Prior to his legislative service, Peter worked for 22 years as a director, actor, writer, producer, administrator and teacher for west coast regional theatres, including six years as the director of the Dell’Arte International School of Physical Theatre.

Christopher Geryak
Geryak is a junior at Southern Oregon University, majoring in business administration with a concentration in management and a minor in education. Following his service as SOU’s student body vice president, Christopher expanded his academic focus to include education, reinforcing his commitment to student advocacy and the importance of higher education across Oregon. During his time at SOU, he has held seven volunteer and employment positions and has been actively involved in numerous student organizations. His experiences in student government, student life and campus services have provided him with a well-rounded understanding of the university and its impact on students.

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Civics course by SOU Ashland's Prakash Chenjeri

SOU civics course included on select national list

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(Ashland, Ore.) — A Southern Oregon University Course – “Civicus: Advancing Civic Education” – has been recognized as a national resource and included on a select list of such classes by the Hoover Institution’s Alliance for Civics in the Academy at Stanford University.

The Civicus course at SOU – created and taught by Philosophy professor Prakash Chenjeri – explores how citizenship evolved and how it is practiced as a commitment to the common good. Students study democracy’s philosophical roots and development, along with contemporary challenges.

Current students in the class are enthusiastic about its takeaways.

“Civicus, like no other class, has made me realize the lack of engagement I’ve put into my community and has motivated me to try to change that within myself and my peers,” student Drew Wright said.
“This class has given students like me the opportunity to learn how to understand our democracy, be a part of political discussions, and argue with reason,” said Kloie Watkins-Simpkins. “The impact that I feel I can have on our society and nation has grown immensely since taking this class, I will forever push to have it be a part of our education system.”

The term “civicus” derives from the Latin word “civis,” whose present-day meaning is “citizen.” The Latin term signified both membership in a political community and the duties, privileges and shared outcomes associated with that community.

“Reclaiming this root for our own time reminds us that citizenship is not a passive condition but an active practice of engagement, deliberation and care for the common good,” says a syllabus of the SOU course on the Alliance for Civics in the Academy (ACA) website.

“In the 21st century, the idea of Cīvicus takes on renewed urgency,” it says. “Democracies today face strains from polarization, erosion of trust and disruptive technologies that challenge our ability to discern truth and act collectively. Against this backdrop, Cīvicus calls us back to the essence of citizenship: to be stewards of democratic life through informed participation, critical reasoning and meaningful dialogue.”

SOU’s Civicus is one of 39 courses at universities and other institutions nationwide ­– and the only one in Oregon – that are listed on the Alliance for Civics in the Academy website. The SOU course is supported in part by gifts to the Cīvicus Project Fund of the SOU Foundation. Donations help pay for guest lecturers, instructional materials and opportunities for students to study, observe and engage in civic processes and civil discourse.

The ACA is a part of the Hoover Institution, a public policy think tank located at Stanford University and Washington, D.C., and led by former secretary of state Condoleezza Rice. The Hoover Institution furthers ideas that promote economic opportunity while safeguarding peace.

“Civicus made me realize that civic education is essential now—not just at the university level, but across all stages of education,” SOU student Vanessa Salazar said. “By critically examining my beliefs and learning to engage respectfully with diverse viewpoints, this course strengthened my skills as a thoughtful, informed, and responsible citizen in ways I didn’t know I was capable of.”

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Student fellows sought for leadership program at SOU Ashland

SOU seeking student fellows for new Community Resilience and Leadership program

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(Ashland, Ore.) — Southern Oregon University’s Institute for Applied Sustainability is recruiting students for its new Community Resilience and Leadership Student Fellows program – an opportunity for a cohort of 15 of students to help create meaningful solutions to urgent challenges facing local communities. The one-year fellowship – a cornerstone of the institute’s Living Laboratory concept – offers a total of 12 credit hours plus monetary stipends to students who are selected for the fellowships.

The Community Resilience and Leadership (CRL) fellows program is an opportunity for students to participate in hands-on projects through field-based learning and close partnerships with a variety of local organizations. It is built on the idea of the Living Laboratory – a classroom formed by partnerships between SOU, the southern Oregon region and community organizations.

“CRL is not a class you sit through,” the program’s website says. “It’s an experience you step into.”

The program consists of a spring Local Innovation Lab course that meets two hours per week and offers four academic credit hours; a summer Field School that offers eight credit hours and meets for six weeks beginning in early August; and fall options that include internships, peer mentoring and capstone research projects. The student fellows will receive $1,000 stipends for participating in the spring Local Innovation Lab and $3,000 stipends for the summer Field School.

“The experience of meeting with community partners, exploring ambiguities and personal values with my peers, and the helpful and insightful guidance of the instructors is invaluable,” said one student who has completed the Local Innovation Lab course. “I believe the lab attracts students who are curious, full of life, and willing to learn how to ride the waves of ambiguity and uncertainty.”

Another student said the lab is “not just learning about different tools and ways to improve yourself, but also of ways to impact and affect other individuals in the community, beginning with yourself.”

Students from any major who are interested in the CRL fellows program can attend an information session from 12:30 to 1:30 p.m. on Monday, Jan. 26, in Room 319 of the Stevenson Union. Lunch will be provided, and questions about the program are welcome. Applications to be part of the 2026 cohort – which begins this spring term – can be submitted online, with a priority deadline of Feb. 2.

The Institute for Applied Sustainability envisions SOU as what it calls a “Living Laboratory,” in which students can turn ideas into action, and theory into real-world solutions. Students use real challenges, data and partners to test ideas, solve problems and create impacts in their community – tackling issues such as energy, water, food systems, forests and community well-being.

The CRL Student Fellows Program, an integral part of the Living Laboratory model, has grown out of the Local Innovation Lab project – which started as a response to local problems caused by the COVID-19 pandemic and the September 2020 Almeda Fire. SOU economics professor Bret Anderson and several members of the local community created the lab in partnership with the university.

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Older adult living project paused at SOU Ashland

Plans paused for older adult living community at SOU

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(Ashland, Ore.) — Southern Oregon University’s project to create an older adult living community on its Ashland campus has been paused after one of the two companies being considered as partners with the university withdrew its response to SOU’s request for proposal. SOU will take time to consider what potential partnerships may look like before possibly issuing a new request for additional proposals from private developers.

University President Rick Bailey said the delay will allow more time to evaluate the long-term effects of a facility that will be a part of SOU and the Ashland community for generations.

“We have learned a lot in the last several months about both the challenges and opportunities of this project,” President Bailey said. “We acknowledge that this would likely be a 100-year project, and want to make sure we explore all our possibilities to optimize the benefits to our students, the university and our region.”

Medford-based Pacific Retirement Services, which was in discussions and performing initial due diligence with SOU regarding the project, notified the university this month that a decision has been made to focus capital and resources elsewhere. PRS emphasized that it intends to maintain its close relationships with SOU, including education of health care staff and an on-site Osher Lifelong Learning Institute (OLLI) program at its Rogue Valley Manor in Medford.

President Bailey said the campus community remains excited about the potential for a public-private partnership to develop the 4.3-acre site previously occupied by the Cascade Complex of residence halls. He said that placing the preliminary discussions on hold will enable the university to explore additional development options for the property.

Developers from around the country were invited last January to submit project proposals for an older adult living community – an entrepreneurial opportunity to forge a synergy between the facility’s residents, traditional SOU students, the Osher Lifelong Learning Institute (OLLI) at SOU and the university. The project’s goal is to generate long-term revenue for SOU while supporting the university’s commitment to lifelong learning.

Older adult communities are a rare but growing feature on university campuses across the U.S., and an SOU facility would be the first in Oregon – capitalizing on southern Oregon’s reputation as a retirement mecca with a blend of educational, cultural and recreational opportunities.

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New book for educators by SOU Ashland's Renee Owen

New book suggests transformation of education and educators

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(Ashland, Ore.) — A new book by Renee Owen, an associate professor in the SOU School of Education, sold out on Amazon almost immediately after it was published but is now back in stock and getting enthusiastic reviews from educators nationwide.

The book, “Becoming a Transformative Leader from the Inside Out,” describes an educational model through which both teachers and their schools are transformed to more positively influence society. It is intended for both new and veteran educators interested in changes that benefit students, teachers and their communities.

Owen, who coordinates the Principal Administrator Licensure program at SOU, co-wrote the new book with Christine Y. Mason, an educational psychologist who is the founder and senior scholar at the Center for Educational Improvement, a non-profit dedicated to heart-centered learning. The book was published in November by Bloomsbury Academic Publishing.

“They not only create a vision of a new model for the world of educators and education, but they also present us with a manual for accomplishing it with humor, hope, real-world experience, wisdom and courage,” Jean Houston, the chancellor of Meridian University and co-founder of the Human Potential Movement, said in the book’s foreword.

“There is no question that Renee Owen and Chris Mason have envisioned, designed and are helping to create a world of joyfully effective, whole-bodied, whole-hearted, whole-systems education, from the inside out,” Houston said. “What a wonder and gift these authors have given us.”

Owen said she wrote the book with students from SOU’s Principal Administrator Licensure program in mind, but “it would also be a great book for anyone teaching or administrating in higher ed.” In fact, Owen shared in her book the story of how SOU President Rick Bailey took a transformative approach to addressing a flawed fiscal structure when he came to the university four years ago.

“I had never met anyone so gregarious, yet thoughtful and authentic in their com­munication,” Owen said. “Rick organized a series of town hall meetings and truly listened to everyone’s concerns. He answered every email. He went out of his way to meet students, attend faculty gatherings and get to know everyone personally.

“Most importantly, he had a practice of total transparency. Every major decision he made, no matter how painful, he announced it, provided the rationale behind it and offered a compassionate response to those who were affected negatively.”

The book’s authors share a variety of stories about school leadership and how to teach meaningful lessons. The book is based on neuroscience, systems thinking and holistic philosophy, and intended for use in both leadership courses and professional development – with ideas that can change lives, improve relationships and impact school or communities.

Owen earned her bachelor of fine arts degree at the University of Michigan, a master’s degree in Educational Leadership at the University of Colorado, Denver, and a doctorate in Organizational and Adult Learning and Development from Columbia University Teachers College. Mason, who received her doctorate in Educational Psychology from Ohio State University, is an assistant clinical professor in the department of psychiatry in Yale University’s school of medicine.

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SOU grad's Cold Connect cooler keeps vaccines cool

SOU grad’s beverage cooler idea pivots toward humanitarian use

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(Ashland, Ore.) — Build a better mousetrap, and the world will beat a path to your door. Build a better beer cooler, and you just may save lives.

Mark Morrison set out to do that – build a tech-heavy, personal-use cooler to keep a beverage cold – when he realized that his invention may have more humanitarian applications. The project quickly morphed into Cold Connect – an internet-enabled, solar-powered cooling and monitoring cap that screws onto standard vacuum-insulated hydration flasks to create a delivery system capable of transporting heat-sensitive vaccines to remote regions of the world.

“At some point it clicked that this technology could save lives instead of just saving my afternoon,” said Morrison, who grew up in Hawaii and then moved to Ashland to earn his bachelor’s degree in Environmental Science & Policy at Southern Oregon University. It was when he returned to SOU last year to earn a certificate in environmental communication that his thirst inspired an invention that may save both lives and money.

“I am a problem solver at heart; I simply cannot let a challenge go unanswered,” Morrison said. “When I discovered the magnitude of this issue, I knew I had to tackle it. I immediately began pouring my technical and creative energy into a solution.

“The need is massive, especially as international aid organizations face funding crunches,” he said. “Right now, nearly half of all life-saving vaccines destined for remote locations in the global south go to waste due to temperature excursions. That represents $34 billion a year in wasted inventory, but the statistic that keeps me up at night is that 1.5 million children die every year from diseases we already know how to prevent.”

Morrison, who currently works as an IT Infrastructure Specialist with the city of Ashland and Ashland Fiber Network, says he has always been a tinkerer and builder at heart. He considers Professor Erik Palmer of the SOU Communication Department to be his mentor, and he listened when Palmer encouraged him to pitch his latest invention, first at an “Innovation Jam” for a class and then at Raider Demo Day, an opportunity for SOU students to showcase business ideas, win prizes and potentially advance to other competitions – which Morrison did.

His idea took first place at last spring’s SOU Business Venture Tournament, a campuswide entrepreneurship contest, and then won the Visionary Award at InventOR – a state-sponsored, college-level competition that encourages students to take their inventions from concept to reality. It was the first-ever win for an SOU project in the contest for universities throughout Oregon, and the results included a short YouTube documentary that is now being used to generate support.

Along the way, as designs for prototypes were fine-tuned, Morrison brought friend and fellow SOU alumnus Elijah Anderson-Justis onboard to serve as the project’s lead architect. Mickey Fishback joined the team as operations manager, and Cold Connect was registered in July with the Oregon Corporation Division.

Morrison credits the InventOR competition for propelling his project from a business concept to a commercial and humanitarian enterprise.

“It’s much larger than a Shark Tank scenario,” he said. “It began as an intensive bootcamp where they brought us to Portland for training and connected us with mentors and subject matter experts. The final competition involved pitching to over 200 people and a panel of 30 judges, followed by a three-hour booth session.

“It wasn’t just a pitch; it was a pressure test for the entire business model.”

There were what Morrison called “Mr. Miyagi moments,” referring to the instructor from the “Karate Kid” movie franchise, and his meticulous “wax on, wax off” exercises – in this case, teaching that invention involves more than building a clever device.

“You have to focus on customer discovery, so you don’t end up with a solution in search of a problem,” Morrison said.

The active, intelligent and solar-powered Cold Connect units are designed to replace passive ice chests – which too often fail before reaching their destinations – by maintaining specific temperatures without relying on ice or the power grid. The invention will ensure that medicine is as potent when delivered to remote locations as when it left the factory.

Morrison and his team are currently finishing work on their “Revision 4” prototype, designed to achieve the World Health Organization’s Performance, Quality and Safety (PQS) certification – a standard that prequalifies health care items such as “cold chain equipment” as products reliable for use by United Nations agencies and member states.

“We’ve moved beyond the ‘science fair’ stage and are now producing hardware that is getting closer to industrial-grade, field-ready tools,” Morrison said.

The Cold Connect Team is also seeking investors and partners, through conversations with humanitarian organizations including the Gates Foundation, Floating Doctors and the Oregon BioScience Incubator. Morrison can be reached at mark@cold-connect.org.

“We are still a startup, and we need subject matter experts, connections to NGOs (Non-Governmental Organizations) and funding partners to help us bridge the gap between a working prototype and a global solution,” Morrison said.

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