Mount Hood

Jalen Hurts ’em

February 19, 2025

Written by: Quincy Bentley | Sports Editor

In a lopsided victory, the Philadelphia Eagles overcame the Kansas City Chiefs 40-22 in the 2025 Super Bowl. Held Feb. 9, 2025, the win highlighted the Eagles’ well-orchestrated game plan throughout the duration of the contest.
From the start, the Eagles established control. Eagles quarterback Jalen Hurts led his team with efficient drives, with great protection from his offense. This allowed him to connect with his receivers for huge gains, giving them a 24-0 lead by halftime. The Eagles’ offensive line not only helped Hurts’ passing yards but also opened lanes for rushing attacks, keeping the Chiefs’ defense on its heels.
Defensively, Philadelphia was led by mastermind defensive coordinator Vic Fangio. The Eagles’ defense limited the Chiefs to only 23 total yards in the first half, an anomaly for Kansas City. Patrick Mahomes, who is known for his playmaking abilities, found himself under constant pressure, leading to hurried throws and sack, after sack, after sack. In total, Mahomes was sacked six times, a career high, and just one short of the Super Bowl record. He also threw two interceptions, both of them occurring in the first half. The Eagles’ defensive linemen consistently collapsed the pocket, preventing Mahomes from establishing any type of rhythm throughout the initial half.
In the second half, fans saw the Chiefs attempting to mount a comeback, with Mahomes sparking a drive that put Kansas City on the scoreboard. However, the score at that point was 34-6. Yes, that’s right, 34-6. The Eagles’ defense was so strong that the Chiefs weren’t even able to secure their first points until late in the 3rd quarter.
Offensively, the Eagles continued to execute plays with precision. Hurts added to his impressive stat line with a rushing touchdown while receivers A.J. Brown and DeVonta Smith consistently gained yards and exploited mismatches, securing crucial first downs. Offensively and defensively, the Eagles showed the world who inevitably deserved the big win.
Entering the game, the Kansas City Chiefs held aspirations of a third consecutive championship — a challenge that has yet to be conquered throughout NFL history. Unfortunately for the Chiefs, they were uncharacteristically outmatched. Mahomes received no protection from his offensive line, while Hurts was able to comfortably make reads in the pocket. The Eagles clearly came prepared, leaving Kansas City’s roster in shambles throughout the whole game.
This Super Bowl victory marks the Philadelphia Eagles’ second Lombardi Trophy, solidifying their status as a powerful force in the league. The 18-point margin places this game among the more decisive outcomes in Super Bowl history, though it falls short of the record 45-point blowout by the San Francisco 49ers over the Denver Broncos in the 1990 Super Bowl. Nonetheless, the Eagles’ performance will be remembered for its dominance and strategic masterclass.
After his outstanding performance, Jalen Hurts was rightfully named Super Bowl MVP, silencing any lingering doubts about his capability to perform on the big stage. His composure, leadership and athleticism were on full display, guiding the Eagles to a resounding victory. Hurts’ journey this season was capped off with a performance that will be etched in Super Bowl lore.
For the Chiefs, this blowout loss may leave a bitter taste in their mouths, but should be used as motivation to come back even stronger next season. 

Contact the author at howlsports@wou.edu

From court to court

February 26, 2025

Written by: Quincy Bentley & Hannah Field | Sports Editor & Editor-in-Chief

Western is at the center of a high-profile lawsuit, as nine former women’s basketball players have filed a lawsuit seeking $28 million in damages. The plaintiffs have filed claims not only against  the university but also individually against the university’s president, athletic director, dean of students, head coach Jessica Peatross and assistant coach Demetrius “DJ” Marlow. The claim, filed in January 2025, alleges that all defendants took actions to retaliate against plaintiffs.
The university previously conducted an internal investigation against the coaching staff in 2024, canceling their season 23 games in. The investigation resulted in no substantiated claims against the coaches, leading the university to bring back both Peatross and Marlow and, consequently, the former players to seek legal consequences after the alleged abuse. According to the lawsuit, Peatross and Marlow engaged in a pattern of abusive behavior such as excessive conditioning, medical negligence and mental health interference.
In the case of excessive conditioning, players claim they were subjected to grueling training sessions that led to dehydration, exhaustion and injuries. Cali McClave, the team’s leading scorer and captain last season, stated, “I played at Western for five years, and as an athlete, you’re built to be able to do conditioning; to be able to do a lot. A lot of it is mental toughness, but they used it in the way of fear and a way of (saying), ‘I’m holding this over your head. I have all the power here.’ Pretty much everyone was in the training room due to these coaches and that excessive running.”
Key factors in the medical negligence claim include statements from Ana McClave, the sister of Cali McClave, who is also one of the nine players involved in the lawsuit. As a junior guard for Western last year, Ana alleged she was pressured to participate in practices despite not being medically cleared after knee surgery. Additionally, during a bout of bronchitis, even with a doctor’s note to excuse her, she claimed she was forced to play.
Former forward Jodi Noyes also had a lot to say about the mental health interferences she experienced while playing under Peatross. Noyes reported that coaches urged her to discontinue prescribed antidepressant medication. She was allegedly mocked with the nickname “Eeyore” and told that taking medication before games made her weak. “(Peatross) would question me before games and stuff being like, ‘Did you take it today?’ One time I missed a shot in the middle of a game and just wasn’t playing good, and (Marlow) ripped me out. He was like, ‘Jodi, did you take your pills today?'” Noyes stated.
Players who voiced concerns claim they faced severe consequences, including increased conditioning, less playing time and, in some cases, expulsion from the team. The situation escalated further Feb. 12, 2024, when Peatross filed a police report accusing freshman guard Hanne Hopkins of assault. Surveillance footage disproved the claim, but the lawsuit alleges this was a “false police report” as well as an attempt to intimidate players into silence. The plaintiffs argue that Western failed to take adequate action despite multiple complaints.
When the coaches were reinstated in April 2024, six of the eight players who had filed complaints and still had remaining eligibility were dismissed from the team by Peatross and Marlow.
In 2024, “The Western Howl” covered this incident, gathering information from multiple sources to provide a detailed account of the situation. Reflecting on Peatross’ past, the original article included the following quote: “An anonymous source stated that ‘The head coach lied on her resume that she played division one basketball when she didn’t.’ Further investigation shows that the introductions for Coach Peatross into both Salem University and Western Oregon University included that ‘Peatross received a Division-1 scholarship to play golf, basketball and track at Chicago State University’ — however, there are no digital records of Peatross ever competing or being on the roster of the Chicago State women’s basketball roster between 2010-2014, when she attended the university; there are records of Peatross competing at Chicago State in track and field and golf.”
After reaching out to both sides of the legal dispute, “The Western Howl” was able to get a statement from attorney Jason Kafoury, who is representing the nine former players. As for the university, “The Western Howl” was informed, “The university cannot comment on open litigation, WOU personnel or student matters. We appreciate your understanding and patience as the university handles this matter and will share updates as appropriate.”
Kafoury alleged that Western negligently hired Peatross despite her controversial history at previous institutions. The lawsuit claims the university failed to properly vet her background and overlooked allegations of abusive behavior at Salem University, her prior coaching job in West Virginia. Additionally, line 208 of the complaint document alleges that both Peatross and Marlow “lied on their resumes and lacked requisite qualifications,” raising further questions about the university’s hiring practices.
Kafoury went on to state, “Western Oregon University hired an abusive coach, and when the student-athletes stood up to the horrible treatment, they were retaliated against by losing their basketball careers and scholarships.” He argued that this lawsuit is not just about Western, but about setting a precedent that holds coaches responsible for their treatment of student-athletes. The claim suggests that if universities continue to overlook red flags in hiring while also failing to address player concerns, they could face similar legal and financial repercussions.
“This case is about sending a message to coaches across the country that they just can’t treat players this way and get away with it,” said Kafoury.
Western has yet to release a detailed response to the student body and local community regarding the dispute.
The lawsuit has sparked mixed reactions among students here at Western. One student commented, “I am extremely nervous for the future of Western. If this goes through — it could be detrimental for us.” A first-year student stated, “I was not fully aware of what was even going on, but now I am a little concerned considering I am a freshman planning to graduate from Western.” However, skepticism remains among some students, with one saying, “I wonder if anything really happened, or if this story is fabricated due to a losing season. I guess time will tell.”
This lawsuit brings potentially broader issues to light regarding the importance of player welfare and university accountability. If successful, it could set an example for how institutions should handle abuse allegations within collegiate athletics. As the legal battle unfolds, Western faces not only financial consequences but also a reputational crisis that could impact recruitment, enrollment and the future of its athletics program. The outcome of this case may serve as a landmark decision in the evolving conversation about player rights and coaching accountability in college sports.

Contact the author at howlsports@wou.edu

Online courses: yea or nay?

February 26, 2025

Written by: Sadie Latimer | News Editor

Western prides itself on its campus community, where students are supported and uplifted. Part of that support comes from in-person classes, with small class sizes and personalized experiences for students. 

Western’s provost and Vice President for Academic Affairs Dr. Jose Coll is leading the charge in reducing the amount of online classes offered at Western in favor of in-person instruction. He created a working committee — the Undergraduate Course Modality Task Force — to conduct research and ultimately recommend what percentage of courses should be taught online. 

The task force is being led by Chelle Batchelor, dean of library and academic innovation. 

According to Batchelor, “The task force is currently in the process of gathering information to inform the recommendation we have been asked to present to the provost and Faculty Senate in spring term.” 

Fall and Winter terms were dedicated to determining what would be best for students when it comes to online classes. The task force will share their findings in the Spring term, which will help the university move forward with the change.

The task force is concentrating on all aspects of online learning. “The recommendation of the committee will consider all modalities with an online component: online asynchronous, online synchronous (Zoom classes) and hybrid,” Batchelor stated. 

As of now, the task force isn’t focusing on the fully online majors, such as the ASL interpreting program. The provost’s goal is to limit first-year students to only in-person classes starting Fall 2025 unless their declared major is fully online. 

This potential decision will only affect the mode of the coursework, and won’t result in faculty cuts. “Teaching a course in person requires the same amount of FTE as teaching a course online,” according to Batchelor. FTE — full-time equivalence — indicates and measures the workload of faculty.

The potential reduction in online courses has been one focal point of the Faculty Senate, which is made up of representatives from the different departments at Western.

“In the December meeting of the Faculty Senate, faculty discussed concerns about program needs, student needs, student engagement and success, and faculty representation on the task force,” Batchelor stated. “After that meeting, Faculty Senate identified a faculty member to serve on the task force.”

Not only has the task force started working more closely with the faculty, but they have also begun to work with ASWOU in order to engage with Western’s students. Specifically, they are working with Senate President Maggie Bartosovsky and Senator Briana McNeel to bridge the gap between the committee and Western’s students. 

Batchelor and the committee are also reaching out to students through Wolfie, the chatbot that sends messages to the student body. Wolfie’s text was sent out Feb. 17. The text also included a short survey that students are encouraged to complete. 

The survey and other student input is important for making sure that the university’s decision reflects the needs and wants of all students. 

Any decision of the university comes with concerns and opinions from Western’s community. Some students are concerned with how class availability will be affected. Students with full-time jobs are concerned with how they will fit in-person classes into their busy schedules. These concerns are being addressed by the task force, and it is up to them and the university to identify solutions that will benefit the students and the community.

“Over and over and over, I hear comments from students about how important the WOU community is to their success,” President Jesse Peters stated in his report during a Board of Trustees meeting. “And when they talk about it, they talk about being physically here on campus and interacting with peers and faculty and staff. Whatever the college experience is, it simply can’t be replicated on Zoom. And the strength of Western has always been, it seems to me, the way that the campus functions to support students and build community. I will continue to focus on restoring our campus to the physically present, active and engaged community it was before the pandemic.”

The COVID-19 pandemic was a major setback for many schools, including Western, and it will be difficult to rebuild the in-person community to what it was previously. President Peters, Provost Coll and the Undergraduate Course Modality task force have a massive undertaking, but are starting relatively small with hopes to reduce the online courses that are offered to first-year students.

It remains to be seen whether or not the provost and the president’s vision of the upcoming fall term will come to fruition. First, the task force must figure out what percentage of courses should be online, taking into account what opinions the students and faculty have voiced. Then, once they present their findings, the university can come to an informed decision that will ultimately benefit Western’s community. 

Contact the author at howlnews@mail.wou.edu

Deep dive into the American Sign Language at Western

February 26, 2025

Written by: Hannah Field | Editor-in-Chief

American Sign Language has a rich and profound history across the country — but is a rare program to encounter in higher education. Few colleges along the West Coast offer American Sign Language courses beyond the beginning levels — Western, however, offers two degree paths, a minor and a master’s program.

The American Sign Language studies program at Western, on average, carries 15 students per class through 60 required credits of classes, beginning with the basic models of ASL and leading into a variety of additional classes, such as Deaf history, mental health in the Deaf community and deafblind studies.

For roughly half a century, Western has been serving the Deaf community in Monmouth, Oregon. Some current staff of Western in the ASL department, with examples such as Brent Redpath, LeShonDre Brown and Elisa Maroney, attended Western in prior years. 

Historically, Western showcases success in instructing the future interpreters of America. Western was the first base for a national ASL assessment service in the West as of 2020 — a testament to Western’s dedication to American Sign Language proficiency testing for anyone interested in their fluency level.

The two Bachelor of Arts programs — American Sign Language studies and interpreting studies: theory — differ, despite common misconceptions about the programs. American Sign Language studies, according to Western’s website, helps foster knowledge of ASL in a way that promotes respect for Deaf culture, history and community. “You will not only continue to hone your ASL skills, but you will also study areas such as linguistics, language acquisition, cultural competency and mental health and learn how this information can serve the (Deaf) population.”

Other higher education institutions may refer to their version of ASL studies as Deaf studies or, potentially, be known as simply American Sign Language.

Elisa Maroney, current program co-coordinator of the ASL branch of the interpreting program and certified interpreter, helped construct the ASL studies program curriculum at Western in its prime, alongside Debi Duren. The program originated from the interpreting program, which found its footing first at Western.

“Our program is a study of the language, the culture, the history. For ASL studies, we’re often a more foundational program — students have that skill in ASL that they can use for the next step in their lives, which might be a graduate program, or it could be related to their career that requires an ASL background,” said Brent Redpath, American Sign Language studies program coordinator. Redpath has been working diligently at Western since 2012 and has become a well-respected professor — often harboring full classes with a waitlist each term.

Redpath, as program coordinator, schedules classes, makesing sure each class is properly staffed with instructors, balancesing course loads for faculty, addressesing student concerns and assistsing in conflict management amongst students. Redpath wholeheartedly represents the ASL program — his face and name are well-known in the Richard Woodcock Education Center — RWEC — where the majority of ASL classes take place.

Predominantly, classes in ASL are taught by deaf professors. ASL language classes — 101 through 303 — follow this model earnestly.

“It’s very nice to have native users of a language who are instructing in their native language,” said Redpath. “And to receive language and culture directly from a deaf person. Nothing against hearing people, don’t get me wrong — but their experiences will be different than a person who grew up as a Deaf individual. They’re going to have a different background, and they won’t be able to speak to that perspective in the same way a Deaf person can.”

With this in mind, ASL classes are regarded as “Deaf classrooms.”

“You might notice as you come into class that we have our tables set up in a U-shape, which is different from other classes. That’s how we always teach so that every student in the class can see each other. It’s a visual language,” said Redpath. “It’s important that we can all see each other, that I can see the students and they can see me.”

The RWEC boasts glass panels in the wall, allowing professors to see what’s happening in the hallways and beyond — a common Deaf-friendly window style. Redpath personally acted in the committee that assisted with designing the RWEC. “I was able to offer some tips and ideas for how to make this building a more Deaf-friendly space,” said Redpath. Additionally, the topic of what makes a Deaf-friendly space is discussed in class to teach on Deaf culture and respect.

Deaf classrooms are also deadly quiet to the average hearing person.

“It is dead silent … The way you can just hear a pin drop — the way people can hear you swallow wrong,” laughed junior Abby Money. “And then the two people on your left hear it and you have to say, ‘sorry, I’m hungry today.’”

Unfortunately, the COVID-19 pandemic has impacted the ASL studies program; staff has been reduced, as have extra class options. As of 2025, Western has two full-time ASL studies staff members, alongside five part-time employees. Ideally, the program will be able to restore more staff members, in-person classes and more classes and class times.

Functionally, ASL classes utilize Canvas and GoReact for exams, homework and lessons. GoReact is a video-based system, allowing students to upload videos of their exams and receive direct feedback. 

ASL students, if struggling, may resort to the tutoring center for additional assistance with their signing fluency. Ideally, students will continue to participate in the Deaf community. “I always encourage students to be involved,” said Redpath. “It’s not enough to just go to ASL classes and be done. You can’t thrive that way … There is actually an ASL hall in the dorms, where you can have extra opportunities to socialize outside of class time.”

The ASL club on campus is a good resource for students to gain signing experience and practice with their peers.

Redpath’s classes involve three exams per term and weekly assignments. Students meet in small groups to practice for a grade on a weekly or bi-weekly basis, depending on the instructor’s choice.

“The ASL studies program is one of the biggest language programs that we offer on campus, and administration at Western has recognized us for that. We appreciate their support for our program,” said Redpath. “We felt their involvement in making our program successful … We hope (the program) will continue to grow even larger in the future. Of course, things are different now in post-COVID days, but we really hope to be back to what we were before. It’s a really important program — to me and to the university.”

As for Redpath — “My favorite part of this job is definitely working with the students. I teach a variety of classes, I work with diverse students from diverse backgrounds. And they’re not just learning from me — I’m learning from them.”

For junior Dylan Meader, Redpath stands out as a professor. “His teaching style is really effective for me,” explained Meader. “I’ve had good experiences with all the professors here, but I feel I respond best to his methods of teaching — he’s just a really nice guy.”

Meader gravitated to American Sign Language in high school, needing to fulfill a language requirement and finding it fulfilling beyond his initial expectations. 

“There’s not a single school in Washington that has the interpreting program, and that was something I really wanted to pursue,” said Meader. “I decided to look out of state, and the closest to my home in Bellingham, Washington, was Western. So I applied and I toured. It was something that I liked — so I decided to go for it … it’s been really great so far.”

Maroney attests that somewhere between one-third to one-half of ASL interpreting students in any given year are from out of state — such as juniors Abby Money and Meader.

Money, like Meader, hails from another state. Money grew up in Templeton, California, and Monmouth has been her first taste of life somewhere else.

“It was really scary for me moving here because I had, genuinely, never lived anywhere else on my own,” said Money. “Being fully immersed in the classes, I was so scared starting college. It was a nice surprise — it was worth it.”

Often, Redpath or LeShonDre Brown are the first faces students see when entering the program at 101.

“I went in, freaking out,” said Money, describing her first term with Redpath in ASL 201. “I was so scared. I was like, ‘he’s deaf. What if he doesn’t understand a word I’m saying?’ Spoiler alert — he did. He understood me.”

Western’s interpreting program hopes to help fulfill the country’s growing need for ASL interpreters. At Western, the program is available entirely online to support that goal, so more students from other states can pursue interpreting.

Interpreting, as a class subject, requires focus and drive. Students learn that professional interpreting requires no distracting clothing or accessories, and that hair must be out of the face. Recorded videos must be in good quality and against a blank backdrop.

Videos and exams follow any number of subjects. Often, they rely on translating English into ASL and then signing that statement.

Maroney has been working at Western since 1993 but previously received a certificate in interpreting from the college in prior years. Maroney even found herself at Gallaudet for her master’s — an iconic, and vastly important, college, leading the charge in Deaf education.

Eventually, Western’s undergraduate program will re-incorporate a crucial internship — “Our hope was that by having a graduate program, we could sort of guide students and provide them with supervision opportunities to, then, be more ready to work. The problem is that not everyone chooses to go on to (get their master’s) and they aren’t ready to work if they don’t have that internship piece,” said Maroney. “It is a lifelong learning process. You can’t get your bachelor’s degree and be one-and-done. You have to keep working on your language, on your interpreting, on your cultural experiences and knowledge.”

Chances are the ASL program, in any branch, will continue to evolve. “Everything is in flux,” said Maroney. “We try things, and if it doesn’t work, we try something else. I think it’s an exciting time right now — a little bit unnerving at the moment — but we have searches going on. We’re looking for two ASL studies faculty and one interpreting studies faculty.”

Additionally, Maroney recommends students look into scholarships. The interpreting program is, typically, six years long — meaning the cost can be heavy alongside already taxing work.

As for student-to-student advice, Meader has his own: “(Don’t be) intimidated, especially if you’re brand new to learning ASL and interacting with the Deaf community. Trust yourself. And have fun, it’s a lot of fun.”

“It gets easier,” said Money. “Your receptive skills get better. And when someone’s signing to you and you catch on, you’re like, ‘oh, wait, I’m actually getting this now.’ It’s not something that you’re panicking over, cause I remember panicking.”

Some staff in the program teach truly because they just enjoy the program, often working other jobs — Alethea Boyer-Mularski teaches full-time at Oregon School for the Deaf, showing up for her 5 p.m. 300-level ASL instruction classes after a full day of work.

“I teach at WOU because it’s where my teaching journey began nearly 18 years ago. Deb Duren, who was then the ASL Studies Program Coordinator, hired me despite my lack of teaching experience at the time, recognizing potential in me. Over time, my love for teaching grew, and I developed a desire to share my knowledge of ASL, Deaf culture and the Deaf community,” said Boyer-Mularski. “During the day, I work at Oregon School for the Deaf, and in the evenings, I teach hearing students at WOU. It’s a rewarding contrast — teaching Deaf students their true language while introducing ASL to hearing students.”

Western’s launch of the Deaf and Hard of Hearing Education Program — 2015-2021 — had Boyer-Mularski in one of the first cohorts. After a six-year hiatus starting in 2017, Boyer-Mularski has since returned to the college.

“It was amazing. I love Alethea. She definitely helped my receptive skills a lot (because) she’s a much quicker signer. That was a lot of fun, being thrown into that,” said Money.

Additionally, Money regards the language with a lot of love. “It’s important to me because it kind of reminds me of where I come from a little bit. I took it originally for my friend, for her and her brother, because she was going to teach it to him. And then I just fell in love with it — it’s a beautiful language.”

“ASL is more than just a language — it’s the heart of Deaf identity and culture. I encourage students (and) faculty to appreciate its true beauty and respect its vital role in the Deaf community,” said Boyer-Mularski.

Meader has appreciated Western’s program so much that he’s opting to pursue his master’s at Western in interpreting. “The staff and the professors in the ASL and interpreting programs have been so supportive and encouraging … and I think that’s what’s made me want to continue, as opposed to (an) experience I had in high school where I almost quit learning ASL because my first teacher said something very harsh and awful to me about my signing, but I’ve just had really good experiences with the professors here,” he said. “Regarding the interpreting program, I think the professors do a really great job at preparing you and setting you up for success. It feels like they really care about you and think about you as more than just a student. Like they really want to set you up for future success as an interpreter or whatever you decide to do with ASL.”

Contact the author at howleditorinchief@wou.edu

Study tips

February 26, 2025

Written by: Isabelle Jones | Lifestyle Editor

As Winter term gets closer to finals week, studying for classes can be time-consuming and overwhelming. Finding the right study habits can be crucial for saving time, sanity and help one to thrive. 

Create a consistent study schedule One of the most important habits to develop is using a structured schedule instead of doing a study dump, where a student crams all of their studying time all at once. This ensures that there is enough time to study for each class. Another positive for a study schedule is that it helps to avoid procrastination because it’s already set in stone. Planning ahead allows one to digest the material, resulting in decreased stress. Without a study schedule, assignments can easily slip through the cracks, or one may be forced to cram the night before an exam. Here’s how to do it: 

  1. Begin by blocking out one’s class schedule and personal commitments in planners and calendars.
  2. Identify gaps in one’s daily schedule and plan out shorter study sessions.
    1. Shorter study sessions should be between 45-60 minutes with at least 5-minute breaks in order to maintain focus.
  3. Use tools like planners, calendars or apps to track assignments and exams.
  4. Be sure to schedule some downtime to relax and recharge.

Stay Organized — This is the cornerstone of academic success. Having a system for managing notes, assignments and other deadlines helps to understand the material. This works to reduce mental clutter which leads to better concentration and less stress. When one can find what one needs quickly, it leads to studying more efficiently and avoiding wasting time. Here’s how to do it:

  1. Keep notes organized by subject, topic or date. Use binders or digital tools like OneNote, Notion or Evernote for easy access.
  2. Color-code or highlight key information to make it easier to identify when reviewing.
  3. Use to-do lists to keep track of assignments, with realistic deadlines and reminders.
  4. Regularly clean up one’s study space to keep distractions at bay. A tidy space leads to a clear mind.

Minimize Distractions — Distractions are everywhere — social media, messages and constant notifications can easily pull you away from studying. While multitasking may seem like an efficient strategy, it often leads to decreased productivity. According to Brown Health University, “In reality, our brains are not set up to multitask. We are designed to be ‘mono-taskers,’ that is, to focus on and complete ‘one task at a time.’” This becomes even clearer when one tries studying with each method. There’s a clear difference when it comes to brain fatigue at the end of a study session. Minimizing distractions allows one to complete tasks faster and retain more information. Concentration on material leads to an improvement in one’s overall academic performance. Here’s how to practice this:

  1. Turn one’s phone to focus or do not disturb mode to limit distractions during study time. 
  2. Find a quiet place, such as a library, to study.
  3. Set specific, intentional times to check one’s phone or respond to messages, preferably during breaks. 
  4. Try using the “Pomodoro Technique”: Study for 25-30 minutes and then take a short break. After a few cycles, take a longer break.

Take care of mental and physical health — It’s easy to neglect the other parts of health when one is drowning in assignments, exams and other deadlines. However, the mind and body are the foundation of academic success. Good physical and mental health will improve focus, memory and overall performance. Its importance continues to boost mood, reduce stress and increase motivation. This can be done by: 

  1. Exercising regularly: Jogging, yoga or even a brisk walk can boost brain function.
  2. Getting enough sleep: seven to nine hours per night helps consolidate learning and enhances memory retention.
  3. Eating a balanced diet: A nutritious diet rich in fruits, vegetables and whole grains can boost energy and focus.
  4. Practicing mindfulness: Meditation, deep breathing exercises and journaling can reduce stress and improve mental clarity.
  5. Seeking help when needed: If struggling emotionally or mentally, don’t hesitate to reach out to a counselor or therapist through the Student Health and Counseling Center. 

Collaborate with Classmates — Studying with classmates is a highly effective way to learn outside of the classroom. Group study sessions allow one to share ideas, clarify questions and help to approach problems from different perspectives. Also, explaining concepts to others helps to reinforce one’s understanding. This could be done through:

  1. Joining or forming study groups to review key topics before exams.
  2. Using online forums or platforms like Discord or Slack to collaborate remotely.
  3. Share notes, quiz each other or review difficult concepts together.
  4. Participate in group discussions or attend office hours held by professors.

Review Regularly — Instead of cramming the night before an exam, regular review is much more effective. Weekly review ensures that material stays fresh and contributes to information retention over the long term. The brain remembers information better when it’s revisited over time, rather than when it’s crammed into a single session. In order to do this, one should be sure to: 

  1. Schedule weekly review sessions for each subject to revisit lecture notes, assignments and key concepts.
  2. Use active recall techniques, such as using flashcards, filling out practice problems and completing practice tests.

Studying doesn’t have to be a never-ending race against deadlines. By developing effective study habits, staying organized, and focusing on physical and mental health, one can create a productive and balanced academic experience. The key to success is consistency, active engagement with materials, and a proactive approach to managing stress and distractions.

Contact the author at howllifestyle@wou.edu

Finding self in solitude

February 26, 2025

Written by: Isabelle Jones | Lifestyle Editor

In a world where we are constantly surrounded by people, notifications and obligations, we are often conditioned to believe that our worth is tied to how busy or connected we are. However, spending time with oneself is essential for our mental, emotional and physical well-being. The positive results of solitude go beyond “being alone.” Taking time to step away from the noise of everyday life opens the door to self-reflection, personal growth and a deeper connection to one’s own needs and desires.

Cultivates Self-Awareness and Reflection — One of the biggest benefits of spending time alone is the opportunity for self-reflection. Constantly surrounding ourselves with other people can make it difficult to hear our own thoughts. Solitude provides space for introspection. This allows one to process their thoughts, evaluate actions and think about goals in a more focused manner. One should ask themselves, “What do I really want in life? What makes me happy?” Getting in touch with one’s true self helps to make decisions that are more aligned with their values and long-term aspirations. One should try setting aside some quiet time to meditate and reflect. 

Boosts Creativity and Innovation — Solitude is an excellent catalyst for creativity. Anyone who is an artist, a writer, a musician or an enjoyer of problem-solving can tap into new ideas or discover breakthroughs outside of a busy environment. The mind tends to flourish in environments free of distractions. One is more likely to access their inner creativity without the pressures of external judgment of others. Historically, many of history’s greatest creators and thinkers have credited spending time alone as the key to their creative genius. One could do this by creating a space that promotes creative thinking, taking breaks from digital distractions and using alone time to brainstorm or write. 

Reduces Stress and Increases Mindfulness – In a life full of obligations it can be easy for one to feel overwhelmed by the demands of work, school, relationships and other responsibilities. Time alone helps with reducing stress and promotes relaxation in order for one to recharge and reset the mind. Mindfulness practices can help to center the mind. This can be done in many ways including finding a calming activity that can be done alone, limiting phone time and taking breaks throughout the day to be alone with our thoughts. 

Enhances Emotional Clarity and Healing – Our emotions are often complex and it can be hard to fully process them throughout our busy day. Time allows one to step back, reflect and understand our feelings clearly. Stress, sadness, anger and confusion need solitude for emotional healing. Sometimes our emotions need validation and to be free from judgment of others. Freedom from other people enables one to work through difficult feelings and gain emotional clarity. It also provides the opportunity to build emotional resilience. Here are some tips on how solitude can enhance emotional clarity and healing.

  1. Allow oneself to experience emotions without distractions or the need to “fix” them immediately. This can involve sitting with our feelings and giving permission to feel.
  2. Practicing self-compassion by being kind to oneself when dealing with difficult emotions.
  3. Using alone time to reflect on past experiences and gain insights into how to grow from them.

Strengthens the Relationship with Oneself – Spending quality time alone is a form of self-care that helps to build a deeper and more loving relationship with oneself. Instead of only relying on others for validation and happiness, it can be empowering to recognize that one can, at times, fulfill their own emotional and social needs. The relationship that one has for themselves sets the tone for all other relationships in life. Self-awareness helps to build a more positive self-image and become more confident in one’s decisions. Self-love and inner peace depend on learning to enjoy one’s own company. This can be done in several ways including, going on “dates” with oneself, celebrating small victories and reflection on things one loves about themself and to make time to nurture those qualities. 

Improves Focus and Productivity – Focused time can help to accomplish tasks more efficiently and effectively. Whether it’s studying, working on a personal project or tackling household chores, solitude can enhance productivity by allowing one to focus deeply on the task at hand. Focused time leads to better results where one can fully immerse themselves in the task and complete it with a greater attention to detail.

Fosters Independence and Confidence – Solitude fosters a sense of independence. It teaches one to rely on themself for emotional support and decision-making. Once one is comfortable enough in their own company, they become less dependent on external validation and more confident in the ability to navigate life’s challenges. One should trust their own instincts and embrace solitude as an opportunity to strengthen resilience and self-reliance. 

Spending time alone is not a luxury — it is a vital part of maintaining mental, emotional and physical well-being. Whether solitude is used for self-reflection, creativity, emotional healing or simply to recharge, the benefits are undeniable. In a world that often celebrates constant connection, taking time for oneself is an act of self-respect and care. By embracing solitude, one can deepen the relationship with oneself, enhancing focus, reducing stress and ultimately leading a more fulfilling and balanced life.

Contact the author at howllifestyle@wou.edu

This week in entirely made up horoscopes….

February 26, 2025

The Signs as Croc Jibbitz

Aries: Harry Potter phoenix

Taurus: Spider-Man

Gemini: lightning mcqueen

Cancer: mr. poopybutthole from Rick and Morty 

Leo: mini croc.

Virgo: is that… the duolingo owl?

Libra: Cowboy Cat YeeHaw

Scorpio: Vaporeon… you all know why

Sagittarius: Freddy Fazbear

Capricorn: golden flower from Tangled

Aquarius: a UFO

Pisces: Lord Farquad…Love for my shorties