The Western Howl

Questions you should ask your adviser

Rebecca Meyers | Lifestyle Editor

Advisers are one of the many resources students have access to at Western. Their goal is to help students on their path to graduation, as well as help them approach life after graduation. However, sometimes knowing the right questions to ask can be tricky, especially for newer students.

In my personal experience, meetings go best when there’s specific topics to discuss, rather than just hoping the adviser will have the exact answers needed without any context. Here are some questions to consider that can help an adviser meeting run more smoothly and be more successful overall.

“How do I use DegreeWorks?”

It may not seem like the first question to ask as DegreeWorks is fully accessible on a student Portal account. However, as many quickly discover, there are layers to DegreeWorks that can quickly become a long and confusing list. It’s important to understand it, as it’s the best way to check on the status of graduation requirements.

“Is there anything I should get out of the way?” or, “How do I prioritize?”

Sometimes, when students are particularly unlucky, two classes required for graduation are offered at the same time on the same days, making it impossible to take both. This can make students on edge about getting all their requirements done. Advisers can help show students how to determine which classes will most likely be offered again soon, which won’t be and which classes can possibly be replaced with others if necessary compared to the ones that are absolutely required.

“What other requirements do I need to know about?”

Some majors have requirements beyond just the core classes. Education majors, for example, need to arrange for certain tests to be taken, and others require experience outside one of Western’s classrooms. Asking questions like this early on will help avoid reaching the last term before graduation only to find out there’s a requirement missing.

“What opportunities should I look out for?”

There are a variety of different opportunities that can be easily found on campus, such as career fairs or coffee talks with recruiters, but sometimes it’s hard to find ones specific to our majors. Advisers often know of either starting points or specific opportunities, such as internships or other certifications at Western, and asking them for help can be faster than searching alone.

Contact the author at howllifestyle@wou.edu

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How to tell the difference between real and fake Honor societies

Rebecca Meyers | Lifestyle Editor

It’s not uncommon for students to receive emails every so often from organizations calling themselves honor societies. They advertise that their members get exclusive opportunities, such as scholarships, connections to potential employers as well as a status that will be a helpful addition to a resume. They also often say that all this can be yours — as long as a membership is purchased.

However, as noted by the fact that “scams” is one of the first things that pops up alongside internet searches for a number of these societies, not all of these organizations are necessarily legitimate. While they may in fact give out memberships, whether they truly deliver on what is promised is what should be considered before committing.

The Association of College Honor Societies, or ACHS, is an organization that evaluates the credibility of various groups claiming to be legitimate honor societies. According to the website, there are a number of red flags that will often indicate whether an organization is legitimate.

One of these things to consider is the minimum requirement for academic performance. According to the ACHS, a 3.0 grade point average is considered low for most credible honor societies. Most legitimate ones will look for the upper 35 percent grade point average for undergraduates, which is closer to 3.2 or 3.3. Vague entry requirements are generally not a good sign.

Another thing to consider is that scam organizations differ from real ones when it comes to presence and activity on actual college campuses. If it can be found on campus, or if a specific chapter can be located, it’s more likely to be legitimate.

According to the ACHS, other factors to think about involve the official status of the organization. If it is for-profit rather than non-profit, that alone is considered a warning sign. Also, the website should clearly state the criteria for membership, contain a listing of bylaws and a national headquarters and staff easily located on the site.

An invitation to join an honor society can seem at first like a good opportunity, but doing some research beforehand can save money in the long run. A credible honor society can provide certain opportunities, and sorting them out from the rest can be well worth the time it takes.

Contact the author at howllifestyle@wou.edu

Photo courtesy of achsnatl.org

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The pros and cons of taking classes online

Rebecca Meyers | Lifestyle Editor

Many students, at some point in their college career, are faced with the question of whether to take a class online. Some prefer them while others try to avoid them at all cost. Western offers a number of online classes every term, and there are both pros and cons to taking them. While there is a variance in price differences for online classes, this article will focus mostly on the experience of taking an online course.

Pros:

One of the biggest advantages to taking an online class is the flexible schedule. Taking a class online instead of in class allows for students to work around work or social lives. For those that value being able to work on their own time, online classes can be a good fit.

Another upside is that the only item needed is often a computer. Rather than the usual supplies, such as notebooks and textbooks, most online classes usually require only internet access. Some may require purchasing access to a computer program or a textbook, but for the most part online classes provide a lighter load.

Cons:

One of the main downsides to online classes is that there’s usually no face-time with the instructor or classmates. This can make discussions seem a little more tedious, as online forums don’t have quite the same power to generate ideas due to the fact that, more often than not, if a discussion is required, it’s usually only required to respond to a few people in the class rather than reading everyone’s ideas.

The other main disadvantage is that due to the lack of work time usually spent in class, there’s often more homework attached to online classes. The heavier workload can put more stress on students who chose to take them in order to have more work hours or other classes available to them, which ends up taking up a lot of time and energy between the two. This also means that students have to be responsible for creating a schedule and sticking to it, which can be difficult for some students.

There are a number of factors to consider when weighing online classes with in class courses. Online classes aren’t for everyone, and it’s up to each individual to decide whether they’re worth it.

Contact the author at howllifestyle@mail.wou.edu

Photo courtesy of Ashlynn Norton

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How the Percent for Art program altered Western’s campus

Chrys Weedon | Entertainment Editor

If a stranger were to stroll through Western Oregon University’s campus, they would stumble across many different art pieces of many different mediums: sculptures, tapestries, paintings and more. Oregon’s Percent for Art program is the biggest reason Western’s campus is brimming with art.

Discussions about the program began in Oregon in the year 1975, and by 1977 something that only existed in Marion and Polk counties was extended to a statewide project. The Percent for Art program dictates that when a public construction project is under way, no less than one percent of the project’s funds must be put aside “for the acquisition of public-facing artwork in all state building construction plans with budgets over $100,000,” according to oregonartscommission.org.

The Oregon Arts Commission states that the Percent for Art program places “high quality, accessible, and mostly visible” art where the public can enjoy it. The OAC’s collection now contains more than 2,400 art pieces that represent over 800 artists.

Art for public buildings is collected in one of two ways: existing art pieces are purchased from an artist or gallery, or a site-specific piece is commissioned from an artist. Commissions can be chosen through proposals submitted by artists through either an open call or exclusive invitation. Art pieces are then chosen by a selection committee.

Mike Elliot, the associate director of Facilities Services at Western, outlined the process of choosing an artist.

“It requires setting up a committee to help (with) defining the most appropriate type of art design based on: 1. size of the project, 2. budget of the project (and) 3. appropriate type of art based on the building program and is it new or existing construction.”

A pre-project information checklist for Percent for Art selections, provided by Elliot, states that the selection must consist of one to two representatives of the department where the artwork will be displayed (for example, housing or athletics), one student, one project manager from facilities, a project architect and one landscape architect.

These committees discuss potential art pieces, styles and themes the most appropriate for each building.

“There is a pool of prequalified artists that proposals can be solicited from,” added Elliot. The process for selecting an art piece takes “typically, about 1 year,” according to Elliot.

Elliot also provided forms in which instructions for maintenance of the art piece can be outlined by the artist. These guidelines include sections where the artist can detail handling instructions and “physical qualities for which (Western) should strive in order to maintain the artist’s intent.”

An example of the Percent for Art program is the current renovation of Natural Sciences. According to Western’s website, the renovation budget for the building is six million dollars. Therefore, $67,000 of that budget will go toward buying the art itself, through the Percent for Art program. Originally, $79,000 was set aside, but $7,900 was paid to the Oregon Arts Commission for an administration fee, minus $2,000 for an artists stipend, and minus another $2,100 as contingency.

The Percent for Art program has made a significant impact on Western’s campus, with its newest installation being the flower sculpture in front of the Richard Woodcock Education Center. What installation will the program bring next?

Contact the author at howlentertainment@wou.edu

Photo courtesy of Ashlynn Norton

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“You” and Ted Bundy: Analyzing how society ignores problematic content

Sean Martinez | Freelancer

On Sept. 9, 2018, Netflix introduced the world to a new style of thriller and suspense with a show called “You”. The main character, Joe Goldberg, falls in love with a woman named Beck and makes it his mission to become her boyfriend. But in doing so, he follows her, sees her friends as obstacles and obsesses over her.

While the show captivates its audience, it also sheds light on the social issue of stalking. The show tackles this subject by telling the story through Joe’s perspective, allowing viewers to understand his actions; this has sparked some controversy because it’s easy for people to use this as justification for his actions. The bigger issue, though, is people romanticizing Joe’s character.

Following the show’s success, posts on social media comment on the physical attractiveness of Penn Badgley, the actor who plays Joe. One tweet from @MalikaPlays read, “kidnap me pls,” to which Badgley, under the twitter handle @PennBadgley responded, “No thx.”

However, the issue does not stop with “You”; it continues with an upcoming movie on Ted Bundy’s life: “Extremely Wicked, Shockingly Evil, and Vile.” Scheduled to be released sometime in 2019, the movie trailer highlights the fact that Bundy was a conventionally attractive man, using his charm and charisma to sway people away from the belief he was a serial killer. Zac Efron being casted as Ted Bundy has many people split on the decision.

Humanities and English major, junior Never Retallack, believes that casting Efron as Bundy is “… pushing that charismatic factor a little too far.” She goes on to explain that this choice is “… taking away who Ted Bundy really was (because) it’s Zac Efron playing him.”

On the other end of the spectrum, Jasmine Morrow, a junior English major, thinks casting Efron is “more realistic than anybody else because of how attractive he is and he has a charming side.” With Morrow’s perspective, in order for the movie to capture the accuracy of Bundy, it makes sense to cast someone as idolized as Efron.

Regardless of the controversy, it is possible that Efron will attract many people to this movie. The more people who watch it, the better odds are that people will receive the message. We are entering a new era of television where serious issues are presented on entertainment platforms. Shows like “You” and Netflix’s Jan. 24 release centered around Bundy titled “Conversations with a Killer: The Ted Bundy Tapes” attempt to illuminate, enlighten, and educate audiences on the scope of these topics. But the controversy surrounding them and the tendency for some to warp the stories and misunderstand their messages can lead to the glorification of problematic and malicious people.

Contact the author at martinezs17@wou.edu

Photo courtesy of mylifetime.com

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Review: Esmé Weijun Wang’s “The Collected Schizophrenias”

Chrys Weedon | Entertainment Editor

Esmé Weijun Wang has attended the prestigious institutions of Harvard University and Stanford University, and has an MFA from the University of Michigan. Wang is the winner of the 2016 Graywolf Press Nonfiction Prize, a published novelist and an experienced fashion blogger and editor. Wang also has schizoaffective disorder, bipolar type.

In her book “The Collected Schizophrenias,” Wang includes 13 essays concerning her life and what it’s like to live with schizoaffective disorder, bipolar type and late-stage lyme disease. The book starts with the essay “Diagnosis,” wherein Wang describes the science, and controversy, behind her diagnosis and related disorders such as bipolar disorder and schizophrenia.

Wang emphasized the importance of her diagnosis, even though some others with mental illness believe that diagnoses can be stigmatizing: “…I’ve always found comfort in preexisting conditions. I like to know that I’m not pioneering an inexplicable condition.”

In another essay, “High Functioning,” Wang discusses with brutal honesty the sensitivity she has about “appearing” ill. “I’m uncomfortable because I don’t want to be lumped in with the screaming man on the bus, or the woman who claims that she’s the reincarnation of God,” Wang wrote. The author wrote about how she often overcompensates with her fashion choices, so she can seem more high-functioning than she often feels.

Other essays cover topics including her choice to not have kids, how her psychosis has affected her life and higher education’s tendency to reject mental illness. Wang writes the fine line between accepting her mental illness as a large part of her life and being frightened of deteriorating and losing control of her life.

Wang’s writing is both relatable and informative — so little is known about schizophrenia and schizoaffective disorder, and misconceptions about the disorders run rampant. Wang’s transparency and eloquent writing style was truly a breath of fresh air for me, a person who also identifies as mentally ill.

“The Collected Schizophrenias” is a courageous and important piece of literature that looks at the complexity of mental illness through an intersectional lens. Wang’s most recent work describes what mental illness is like and reminds readers that a life with mental illness is worth living.

Overall rating: I would strongly recommend this book.

Contact the author at howlentertainment@wou.edu

Photo courtesy of graywolfpress.org

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Western lacrosse thrashes Seattle University

Lake Larsen | Sports Editor

The sun began to set over the hills as the Wolves broke from their huddle for the pregame lineup. Standing shoulder to shoulder in their icy white uniforms and matte black helmets, the Wolves looked ready to dominate in their first home match of the regular season on Feb. 16.

Hoots and hollers rang out from the Western bench as the players knelt for the opening faceoff. Within seconds of the starting whistle, it became obvious that the 0-0 score would be the closest the Redhawks would be to keeping this game close.

After winning the opening faceoff, the Wolves swept the ball around to the back of the goal to let senior attackman Andrew Barnett begin to pick apart the defense. Minutes later, the Wolves found their way onto the scoreboard.

From that point forward, it became evident that Seattle University was no match for Western. With every pass the offense threw, another Western player waved their stick to signal they were open. Once the pass connected, a blisteringly quick shot found its way to the back of the net. At the end of the half, Western stood tall over the Redhawks, 16-0.

With the game already essentially over, the Wolves started to ease up on Seattle University. The final quarters highlighted Western’s restraint and their drive to improve. After putting up 16 points, the Wolves shifted their focus from hammering the back of the net to improving their offensive gameplay.

In the two games leading up to the home-opener, the offense seemed to have been struggling, only able to put up an average of six goals a game. But now with score heavily in Western’s favor, the Wolves wanted to ensure their offense was running as it should.

“The ball movement was a lot better,” said senior history major Alex Eidler. “Everyone was on the same page, and there was not as much selfish play. It was good.”

“I think we’ve got a lot of work to do, but it’s starting to come together. Once we learn to come together as a team, we’ll start playing better,” added Barnett.

On the other side of the field, Western’s defense was also a main influence on the lopsided win. The first and only goal the Redhawks scored was deep into the third quarter on the heels of a fluke play.

After snatching the ball and rocketing down the sideline, first-year goalie Wyatt Livengood was knocked out of bounds, later to be flagged for a delay of game. Being sent to the penalty box, the Wolves were forced to play in a man-down situation with a backup goalie. A powerful shot snuck past the Wolves, leading to a single smudge on an otherwise perfect day for the defensive unit.

“It was a good game, but kind of boring. We weren’t on defense a lot but it was still good,” said Livengood on the blowout win. “I think the defense played really well. I think the defense is what kept us in the last two games as well as tonight.”

As the final horn sounded, the Wolves were on top 23-1. Five different Wolves posted hat tricks, having scored three or more goals. Further, Livengood was credited with a statistical shutout having had six saves and not given up a goal. This victory marks the first home win for the Wolves as well as the first regular season win.

Contact the author at howlsports@wou.edu

Photo courtesy of Cora McClain

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.

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Questions you should ask your adviser

How to tell the difference between real and fake Honor societies

The pros and cons of taking classes online

How the Percent for Art program altered Western’s campus

“You” and Ted Bundy: Analyzing how society ignores problematic content

Review: Esmé Weijun Wang’s “The Collected Schizophrenias”

Western lacrosse thrashes Seattle University

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