Mount Hood

Football springs back into shape

Simson Garcia | Sports Editor

Since April 23, Western’s football team has held spring training and practice between McArthur Field and the campus turf field. The team had the opportunity to try out its new roster in a scrimmage on May 12 at Central High School’s football field.

“The secondary and the backers are starting to be in a place where we’d like speed wise and communication wise,” said head coach Arne Ferguson.

After fall ball, 23 upperclassmen left the team, but the Wolves have sprung back to practice 35 first-year redshirts from 2017.

“Any time you lose 23 seniors — especially a receiver like Paul Revis — it’s really good to see some young receivers step up. (Tyler) Sweet had a great day today,” said Ferguson.

The team lost two potential starting quarterbacks to graduation last season. The last two years were spent rotating between seniors Nick Duckworth and Phillip Fenumiai. Next season, the Wolves quarterback depth chart will consist of first-years Ryan Worthley, Jordan Hickman and junior passer Ty Currie.

“Quarterback Ryan (Worthley) did a really nice job with our second group,” commented Ferguson.

Many were added to the defensive back and receiving corps from past recruitment, like wideout Tyler Sweet, first-year, who could boost the team with his catching and speed mechanics. Sweet will play alongside his brother, junior Torreahno Sweet, who was a dual threat as a running back and kick returner in the 2017 season.

The football team will also see the return of multiple upperclassmen. Staying with the team and turning senior in the 2018-19 season is linebacker Bo Highburger, who earned an all-GNAC first team defensive selection in 2017.

Defensive backs Curtis Anderson, incoming sophomore, and Jacob Kantola, incoming senior, also returned for spring training and will add leadership to the team.

Kantola reflected on the first-year group, saying, “Sometimes you get guys who don’t really want to play, but these guys are ready to jump in and have fun. They’re in with the mix.”

The scrimmage session provided ample time for the team to work and get used to each other. The team was divided up into several groups to practice specific plays.

“We were over 100 plays, which is our goal, so they’re getting a lot of work in the spring, which is what they need,” said Ferguson.

Contact the author at journalsports@wou.edu

Photo by: Simson Garcia

$4 million surplus in university budget provides opportunity for growth

Sam Dunaway | News Editor

On May 8, a university budget update given by president Rex Fuller and interim Vice President for Finance and Administration Jay Kenton disclosed a new revelation to Faculty Senate: the university budget, which was previously thought to be in a deficit, is actually in a $4 million surplus.

This surplus of money arose from various sources. Though enrollment is still declining, the university is attracting more out-of-state students, who pay more for tuition than Oregon residents. This unexpected revenue cuts down the deficit. Additionally, the migration from the Banner software system to the cloud application saved the university a one-time savings of $450,000. And nearly half of the $4 million was money that was budgeted for various departments but not being utilized. Instead of re-allocating these funds halfway through the year, the administration decided to be proactive about their investments.

“It allows us to be a bit more investment-oriented,” explained Fuller. “We’re moving to a point where we’re creating our future as opposed to simply being in reaction mode.”

Now the question is: what will the university invest in? Fuller thinks it’s important to focus on increasing enrollment at Western.

“We need to be more creative and innovative about driving enrollment to Western,” Fuller stated.

One way to accomplish this is to establish a campus in Salem to appeal to students that are currently commuting from Salem to Monmouth. Another focus would be creating new programs with an emphasis in professional STEM fields and implementing more accessible degree paths through online classes.

An important change, what Kenton refers to as a ‘new paradigm,’ is decentralizing the budget and allowing individual departments to manage their own budgets.

“Everything was very centrally controlled here,” Kenton commented. “Most universities push responsibilities out — decisions are better made closer to their point of impact.”

The way it is now, departments only manage nearly 20 percent of their own budgets. Kenton aims to change this.

He explained that faculty are stakeholders in the university, stating: “You (the faculty) are part owner of this operation and you deserve to have this information to know how your organization’s doing and how you’re going to be impacted by decisions we make. We need to be inclusive and transparent.”

Dr. Kimberly Jensen, professor of history, believes that the administration should provide more information to the faculty and explain why this surplus was not found sooner.

“This was money, over time, that could have supported faculty and the wonderful students we teach in many ways,” Jensen explained. “I would like to see the administration provide us more information about the specific accounting, and I would like the administration to see that there is restitution for what has happened.”

Dr. Karen Haberman, professor of biology, suggested that these funds be used to provide competitive pay for open faculty positions.

“In light of budget surpluses going back many years, we need to prioritize filling tenure-track positions that were vacated due to retirements,” Haberman proposed. “Several of these positions have been open for many years, presumably due to budget constraints.”

The discovery of a budget surplus came in the middle of faculty bargaining, where faculty and administrators meet to explain their positions and come to an agreement regarding faculty compensation and benefits. Kenton believes that the budget will play a role in faculty negotiations going forward.

“This revelation may complicate bargaining,” Kenton remarked. “I think the expectations are high as a result.”

Jensen agreed, stating: “This has undoubtedly affected our collective bargaining processes as we seek to have faculty salaries that will recruit and retain faculty, decisions about replacing faculty who have left (Western), and funding for programs to benefit faculty and students here at (Western) as we seek to make this the best educational experience for students we possibly can.”

Contact the author at journalnews@wou.edu

Photo by: Paul F. Davis

 

Dancing through life

Caity Healy | Lifestyle Editor

Dancing can be a valuable tool in several ways: it provides an exceptional form of fitness, an escape from stress and, in many cases, fun. And, for some, participation in this type of physical activity is more than just exercise – it becomes a passion. For sophomore education major Kaiana Bradley, this remains true.

While it’s something of great importance to her now,when she first began, this wasn’t quite true.

“I started dancing in the second grade because my mom knew one of the ladies who had a dance studio in town and just signed me up,” said Bradley. “At the time, I just loved getting to wear a leotard, and eventually I learned to love dance itself, too.”

Over the past 12 years, her love for dance has continuously progressed — as did her reason for practicing her passion.

“When I dance, all of my problems fade away. Any outside stressors just disappear and the movement takes its place. It is really freeing,” Bradley explained.

While her passion for dance is immense, so is the time it takes. With countless rehearsals, recitals and pieces she’s taken the hours to learn, dance is truly a time-consuming practice that for some, could be too much. Despite this, Bradley is able to maintain a regular academic and social life.

“I guess all of the rehearsals I had growing up taught me to get my homework done when I was available to do that … in high school, I had evening rehearsals and I was so used to coming home from school and continuing to do schoolwork, that I kept that practice going as I started college,” Bradley stated.

Not allowing dance to make an impact on her school life took years of practice and an understanding of how to fit everything into her schedule. And while some may assume it would negatively impact her social life, Bradley explains that it did the opposite.

“It provides an excellent social support,” Bradley said. “I have met some of the most amazing people in dance rehearsals.”

For students at Western interested in dance, Bradley urges that you simply go for it.

“(Interested students) should sign up for a beginning level dance course for the next term. I would highly recommend using a dance class to fulfill one of their arts LACCs,” Bradley mentioned. “The faculty are incredibly talented and all around amazing people who would love to bring new dancers into the department.”

Dancing has taught Bradley many lessons. Whether it be about life, school, herself or anything in between, it’s affected who she is as a person.

“Dance has grown me into a more independent, confident individual than I would have been without it,” Bradley stated. “And becoming a coachable person is something that will help me later on in life.”

 

Contact the author at chealy16@mail.wou.edu

Photo by: Paul F. Davis

A week that needs to be amended

Lake Larsen | Digital Media Manager

This week is second amendment week, a week to heighten awareness on the subject of and advocate for the second amendment and gun rights. But does this highly-discussed amendment actually need — and, honestly, deserve — a full week of recognition?

The second amendment is one of the most controversial amendments due to an epidemic of gun violence in the news in recent times. Because of this, there are very vocal protesters on both sides of the argument fighting for their views. But I don’t see these pro- and anti-amendment arguments as equals. This is why I believe the pro-second-amendment rhetoric on our campus is undeserving of a full week of recognition.

In the gun debate, the sides can be reduced to two basic arguments: the right to bear arms and the need for major gun control. Yes, I realize there is an ocean of grey area to this argument but for the sake of time, let’s try to condense arguments into the following groups: one side fights for the right to be able to attend your class without the fear of an ex-student entering the room with a firearm with the intent to kill, the right to go see a movie without thinking in the back of your head an escape plan for how to get out in a shooting or even just the ability to attend a concert without needing to worry about seeing your loved ones gunned down by a weapon that can be bought by a high-school-aged kid. Meanwhile, the radicals on the other side argue that because a handful of old white men wrote on a paper 227 years ago that the “right to keep and bear arms, shall not be infringed,” anyone can own any gun at any time with any amount of ammunition to do with what they please. That the right to own a gun is given to American citizens no matter what their past is like. That no matter how many innocent lives are taken by guns, people still need them.

I am not trying to throw all second amendment advocates into one generalized, gun-crazed group. What I am trying to say is that one side wants the peace of mind to not worry about whether they, or a loved one, will come home safe. And the radicals on the other side think some ink on a paper means everyone should own a gun, any type of gun, for hunting or killing a robber or whatever they please.

This gross difference in the value of a human life is what disqualifies this week as appropriate for a college campus. If we want to be the kind of college that condones speech like this, at least match it with dialogue that actually follows what the second amendment says. Because a true second amendment week would preach about the need for regulation on guns, because after all, the second and third words in the amendment are “well regulated”. Instead, the events for the week involve playing with Nerf guns.

 

Ignore the voices pushing  this week of second amendment worship on campus. This campus is for education, not preaching for ownership of weapons that cause the deaths of almost 13,000 Americans every year. While diversity of thought helps grow society, the lack of empathy for human life slows progress.

Enough of this “good guy with a gun stops a bad guy with a gun.” Instead, realize that the lack of a gun means there’s a lowered ability to kill anyone. Preach love and unity, not protectionism and violence. If there is one thing that the founding fathers said that needs to be repeated, it’s that every American has the right to “life, liberty, and the pursuit of happiness.” So, stop these lies of needing a gun to be safe and, instead, educate about how we can come together to create a peaceful society.

Lastly, I’d like to leave you with some facts that should carry the most weight during this pro-second amendment propaganda week: per everytownresearch.org, on average in America every 15 minutes someone is killed by a gun; there are approximately 36 homicides by a gun everyday; every other month on average a child or teen is murdered with a gun; as of May 13, there have been 39 gun related incidents at a school in 2018 — that’s an average of two per week.

Now ask yourself: do we really need this week?

 

Contact the author at llarsen13@wou.edu

Photo by: latimes.com

Simon Fraser eliminates Wolves, 6-3

Simson Garcia | Sports Editor

Softball season closed for Western on May 4 with a loss to Simon Fraser, 6-3. The loss was their second in the GNAC tournament, after losing first to Northwest Nazarene, 3-0, and technically eliminating the Wolves. However, Western rekindled their championship hopes in the second game by defeating Central Washington, 4-2.

The first two-game set was played from May 3-4, and the Central Washington Wildcats and Northwest Nazarene Nighthawks took to the mound with Western.

In the first match up, against the Nighthawks, Western batters faced a premier pitcher in the GNAC; Northwest’s Jordan Adams leads the conference in ERA and struck the Wolves out 13 times. Western found success in the first at-bat of the game off first-year outfielder Tyler Creach’s double. Ryanne Huffman, junior infielder, put herself and Creach in scoring position after stealing second, but three consecutive Wolf swing-and-misses afterwards ended the inning.

The Wolves never got close to scoring again and the ‘Hawks provided the only three runs in the game by the fourth inning.

Facing elimination in the loser’s bracket, and down 0-2 in the second game against Central Washington, Western found life in the sixth inning. Jenna Kelly, junior infielder, doubled two into home. Zoe Clark, senior outfielder, drew in two more scores with her home run for the 4-2 lead and saved their season.

The final elimination game pitted Western against Simon Fraser, with the winner advancing to the GNAC ship with Northwest Nazarene. An appearance in the championship would have been a repeat for the Wolves.

Deadlocked at 2-2 in the third, Simon Fraser jumped out to a 6-2 lead in fifth. Creach hit a home run in the sixth: her first collegiate homer, but the last for the Wolves.

Western finished the season out with a 28-25 record.

With only two seniors leaving, the experience next season may be a huge asset, especially with the return of Creach and Huffman, two players that were top ten in hits and stolen bases in the GNAC.

“During this last off season I worked on getting faster and will continue to do that during this off season,” said Huffman. Creach felt that her first homer culminated from her constant work ethic that she worked on all season and hopes to keep developing her hitting and speed.

“I think that for next season it’ll be important to utilize more of my short game ability,” said Creach. “My speed is such a huge asset, so I’m looking forward to improving that area for next year.”

Contact the author at journalsports@wou.edu

Photo by: wouwolves.com

D.R.E.A.M. club supports students with disabilities

Sam Dunaway | News Editor

A new organization joined Western’s campus in April; D.R.E.A.M., which stands for “Disability, Rights, Empowerment, Awareness and Mentoring,” is a club that aims to provide a judgement-free zone for Western students, faculty and staff to talk about disabilities and the challenges that individuals with disabilities may face at Western.

“It’s kind of a place for us to talk about our lives but then also find ways to change the campus and change people’s perspectives,” explained D.R.E.A.M. club founder and sophomore Frankie Holborn. Holborn participated in a discussion panel for Western Accessibility Awareness Month where individuals talked about their experiences with a disability. She realized that many students with disabilities were facing similar challenges and took it upon herself to create a way for these students to help one another.

“For a lot of disabled people, it’s very hard to want to come out and ask for help, and want to join clubs like this,” said Holborn.

While the club is still new, they hope to do big things at Western. Club leader and sophomore early childhood education major Faith Van Putten aspires to help future educators learn about disabilities in the classroom.

“I want to focus on the teaching aspect of it and do the parts with the future teachers and getting them more educated on disabilities,” said Van Putten. She claimed that Western’s education program does not teach extensively about working with students with disabilities, explaining, “There’s so many different (disabilities) and no two people with the same disability are alike and their accommodations are never the same. So, I want to focus on that.”

To erase the stigma around disabilities, Holborn invites everyone to attend club meetings and ask questions.

“We want people to talk to us about it,” Holborn expressed. She hopes that both students and professors take the time to learn more about disabilities and ways to make Western more accessible for individuals with disabilities.

“If you don’t know if you want to identify with the community or if you don’t know if this club is right for you, I’d say come. We’re very open-minded. We want to talk with you. We are a judgement-free zone,” encouraged Holborn. “Anyone is welcome.”

To learn more about Western’s D.R.E.A.M. club, visit OrgSync or attend a club meeting Mondays at 6 p.m. in the Calapooia room.

Contact the author at journalnews@wou.edu

Photo by: Paul F. Davis

Music from the heartstrings

Zoë Strickland | Editor-in-Chief

Emmaly Basaraba was three-years-old when she discovered that she wanted to learn how to play the violin; “I remember going to the living room and on TV there was a man playing violin and I was like ‘I want to do that.’” Five years later, her parents offered to get her lessons. On May 3, the Bachelor of Music major walked on to the Smith Hall stage to perform her junior music recital.

The recital, titled “Ain’t Misbehavin’” after one of the songs that Basaraba performed, featured jazz music from the ‘20s and ‘30s.

Music students Noah Adams and Justin Kayler accompanied Basaraba on the drums and bass, respectively. Her brother, Wyatt Basaraba, played both the guitar and tenor banjo. Between songs, Basaraba pointed out that certain selections — namely, “Georgia on My Mind” and “Ain’t Misbehavin’” — were chosen because of her association between the songs and her late music teacher, Gene Hall.

She chose the title of her show because of how it represented the era of music she was focusing on in the set, as well as her memory of Hall playing it; “I felt it captured the essence of the time period that I was going for — jazz music from the ‘20s and ‘30s …  I have a lot of fond memories of Gene playing it with his granddaughter, because she would sing it while he would play it. I thought it just captured the essence of the era.”

A Polk County local, Basaraba was raised in Dallas, where she and her brother were homeschooled.

Music is more than just a degree or a pastime for the violinist. Rather, it’s part of her identity.

“Music is kind of the central part of who I am as a person … I love doing a lot of different things for fun but music is my escape,” she said. “Whether it’s listening to or playing music, it’s what I do to feel whole and to express myself.”

For Basaraba, this love of music comes from Hall. The instructor taught both her and her brother music from the time she was eight until he passed away when she was sixteen.

“It’s hard to find a starting point. He was my teacher, but he was a lot more than that. He was kind of a grandpa figure to me,” she said. “Not only was I learning how to play music from him … but he would be interested in what was going on in our lives … he was the person who really impacted me and kind of instilled music into my soul … it’s Gene’s fault that music is what I live and breathe.”

“When I’m performing especially, that’s where I feel the most open with my music. I’ve been performing for a long time … I don’t really get stage fright,” Basaraba’s love of performing stems, in part, from Hall as well — he would invite her and her brother to play gigs with him.

“I really feed off of being in front of a crowd and showing them what I’ve got,” Basaraba noted.

Hall is one of the the biggest musical inspirations in Basabara’s life. In addition to him, she also finds inspiration from her current music teacher: “Christopher Woitach — he’s really inspired me too,” she said. “Then there’s like greats like Stephane Grappelli and Joe Venuti.”

When she isn’t playing music, Basaraba works on campus at the Wolfstore, watches “The Office” and looks after her two guinea pigs — Wilbur and Orville. But music remains her primary passion.

“Music is my hobby and the thing I study and the thing I love to do,” Basaraba said. “It’s hard to think of other things I love as much as music — both listening and playing.”

The recital ended with “Five Foot Two” by Ray Henderson. As the lights came up, Basaraba’s brother got up and gave his sister a hug.

It’s clear that Basaraba’s own experience as a music student has made a lasting impact.

“My dream would be to have a private studio to teach out of. I love teaching private lessons, I have a few students right now,” she commented. “To be honest, I don’t have a set plan of what I want to do, but I’m very open to whatever comes my way. I’m excited for what the future has.”

Contact the author at journaleditor@wou.edu

Photo by: Paul F. Davis

Western Oregon University

Facebook   Instagram   X  YouTube

WESTERN OREGON UNIVERSITY
345 Monmouth Ave. N.
Monmouth OR 97361

503-838-8000 | 1-877-877-1593

Tools

Campus Maps
Canvas
Find People
Portal
WOU Email
Technical Support

Resources

A-Z Index
Accessibility
Academic Calendar
Class Schedule
Jobs at WOU
News
Explore WOU
Partnerships
Student Services
Freedom of Expression

Western Oregon University’s Land Acknowledgement
Western Oregon University in Monmouth, OR is located within the traditional homelands of the Luckiamute Band of Kalapuya. Following the Willamette Valley Treaty of 1855 (Kalapuya etc. Treaty), Kalapuya people were forcibly removed to reservations in Western Oregon. Today, living descendants of these people are a part of the Confederated Tribes of Grand Ronde Community of Oregon and the Confederated Tribes of the Siletz Indians.

Accessibility    Public Records    Privacy    Student Consumer Information

WOU prohibits discrimination on the basis of race, color, sex, national or ethnic origin, age, religion, marital status, disability, veteran status, sexual orientation, gender identity, and gender expression in all programs, activities and employment practices as required by Title IX, other applicable laws, and policies. Retaliation is prohibited by WOU.