Mount Hood

Exploring the great outdoors

Sam Dunaway | News Editor

From crusading through Death Valley, whitewater rafting on the Deschutes and exploring the wonders of Oregon — the Natural Science Club gives students the opportunity to experience the natural world outside of a classroom.

“It provides these opportunities that aren’t available to students in any other way,” explained Natural Science Club president Karisa Merrill.

The Natural Science Club is an organization that encourages students to meet new people, learn about various scientific topics and become informed about career options in the field of science.

The club holds various information sessions that are open to all students, including “When Good Cats Go Wild,” which discussed feral cats, and “It’s a Bird… It’s a Plane… It’s a Raptor!” which educated students on predatory birds. Both presentations were given by Western professor Jim Dawson during winter term. The club also brings in guest speakers from around the area to discuss topics relating to the natural world.

The club’s most anticipated events are their three annual field trips: during fall term, club members have the opportunity to hike in various parts of the Willamette Valley, as in the 2017 trip to Silver Falls; during Memorial Day weekend, the club takes nearly 20 members to the Deschutes River in Central Oregon to go white water rafting and camping; and, for spring break, students pack up their gear and prepare to spend a week hiking and camping at a national park or campground. This spring break, the Natural Science Club took 16 students to explore Death Valley in California and Nevada.

Each trip is catered to the interests of the club members and what they want to explore. The spring break and Memorial Day weekend excursions have limited space and cost close to $100 per person which covers transportation, food and all additional fees.

In her two years as president, Merrill has seen the impact that these trips have had on the participants. Some individuals go into the trips without any camping or hiking experience whatsoever and come out with excitement for future excursions.

“That just kind of shows you the experience, the fun, the things that we’re able to provide for students that you wouldn’t really have otherwise, and I think that’s really wonderful,” said Merrill.

Merrill emphasized that all students can attend monthly club meetings and sign up for the excursions. She explained, “We’re not specific to science majors. We are open to any major.”

For club updates and meeting times, visit the Natural Science Club OrgSync page.

Contact the author at journalnews@wou.edu

Photo by: Paul F. Davis

Advocating for student rights

Sam Dunaway | News Editor

With clipboards in hand, several individuals were out on the sidewalks in mid-April encouraging students to register to vote for the upcoming primary election on May 15. Among these advocates are members of the Oregon Student Association, or OSA: a student-led organization that represents close to 130,000 college students in Oregon.

OSA board members spend much of their time at campuses across the state working with student governments to run campaigns, register students to vote and advocate for policy change. Their work aligns with their three main goals: leadership development, social advocacy and policy implementation.

“We prepare students to be civically engaged and advocate for higher education affordability and accessibility, both in the institutional level and statewide,” explained Ricardo Lujan Valerio, Legislative Director for OSA.

OSA has been working closely with ASWOU at Western to assist in voter registration campaigns and successfully registered over 850 new voters for the 2016 election. The organization is also aiming to create a more inclusive and knowledgeable community with sessions on marginalized communities during Diversity Week from May 14-18.

In addition to working on-site at campuses, OSA advocates to the state legislature regarding issues that affect Oregon students. This often includes issues such as affordable tuition, support for undocumented students, K-12 sex education reform and increased mental health resources for students.

Lujan Valerio encourages all students to get involved with OSA.

“As an organization, we succeed based on the student leaders that direct us … Not only would they get a sense of what OSA is all about, but they would gain leadership experience and networking opportunities that transfer into professional careers post-college and have the ability to make higher education reachable for the next generation of students at WOU.”

Additional trainings occur at OSA’s various conferences, including the Oregon Students of Color Conference and the Oregon Student Equal Rights Alliance Symposium. These conferences provide leadership development training for students across Oregon. For more information on attending conferences, visit the ASWOU office on the first floor of the WUC and learn about upcoming opportunities.

Contact the author at journalnews@wou.edu.

Photo by: Paul F. Davis

 

27,660 flags, 13 million lives

Sam Dunaway | News Editor

One by one, volunteers drive colorful flags into the soggy grass on Monmouth Avenue. Rain is the only sound that can be heard as the students, staff and faculty silently reflect on the annual display —  27,660 flags that represent the deaths of over 13 million individuals during the Holocaust.

“I thought it was really cool that our community would actually do something like this,” said freshman psychology major Alicia Ojeda. Ojeda was one of the numerous volunteers that helped place the flags in the ground on the evening of April 11.

First-year psychology major Brooklyn Giles reflected on how she felt helping set up the display.

“Yesterday, when I was putting them down, it was just really impactful. I couldn’t believe this happened,” described Giles. “Putting in a flag seems so simple, but to someone who was either a victim and still may be alive or a family member … it could mean more than just putting a flag in the ground for them.”

This annual display hosted by Student Engagement falls on Yom HaShoah, a Jewish day of remembrance for the victims of the Holocaust. Around the world, this day of remembrance began on the evening of April 11 and ended on the evening of April 12.

“Part of what makes this event so powerful is that it’s here and then it’s gone,” explained John Wilkins, Coordinator for Leadership and Inclusion for Student Engagement. Wilkins is in charge of coordinating the flags, signage and volunteers for the display. He noted that the display reveals a powerful and important piece of history that needs to be commemorated.

“I think we remember it so it doesn’t happen again,” said Wilkins.

Senior social science major Sara Madden is exploring the topic of Jewish resistance during the Holocaust in her honors thesis. Her interest in this topic started years ago when she visited a concentration camp in Germany. Even Madden, who has been studying this time period for years, found herself impacted by the display.

“There’s something about reading it in a textbook that doesn’t hit you the same way as actually seeing it,” Madden expressed. “It makes it so much more real and easier to relate to.”

Madden also noted that the display gives a holistic view of the victims of the Holocaust. Not only are the six million Jewish individuals that lost their lives represented, but various flags also represent people with disabilities, Spanish republicans, Polish Catholics, LGBTQ+ individuals, Roma and Sinti tribes, Jehovah’s Witnesses, Serbians and Soviet prisoners of war.

“For me, I’ve only really focused on the Jewish impact during the Holocaust,” explained Madden. “But I know there’s so many other types of people and demographics that were affected. I really like how the different flag colors emphasize that.”

A documentary called “Orchestra of Exiles” showing on May 3rd at 7 p.m. in the Willamette Room will continue the education and awareness of the Holocaust on Western’s campus.

Contact the author at journalnews@wou.edu

Photo by: Paul F. Davis

Bringing students together, one egg at a time

Sam Dunaway | News Editor

The WOU Student Veterans of America and Residence Hall Association took on the role of the Easter bunny during the second week in April, for their second annual Easter Egg Hunt. Eggs scattered around campus invited determined students to take part in the search in order to win prizes and candy from the veterans center.

WOU Student Veterans of America president Shane Follett explained that the Easter Egg Hunt was an idea brought back from the Student Veterans of America National Conference in 2016. He was excited to implement something that would get student veterans involved on campus.

“For me, the primary purpose is to get that interaction between military and non-military affiliated students,” Follett expressed. The event also helped advertise the center itself as a place where both veterans and non-veterans can hang out, do homework and connect with other students.

“It lets people know that the vet center is here, we do have one on campus,” said Follett. The 2017 Easter Egg Hunt helped to build connections between student veterans and the community, which is one reason why the club was named Chapter of the Year at the 2018 SVA National Conference.

Members of SVA and RHA woke up bright and early every day, sometimes in the middle of the night, to hide nearly 75 eggs along Monmouth Ave. There they waited until students came to campus in the morning and began to search.

Instructions inside the eggs informed students to stop by the Veterans center to claim their prize. This included board games, candy, bluetooth speakers, Rokus, iHomes and the grand prize of a 50-inch 4k TV.

Follett enjoyed seeing students walk into the veterans center with excitement and walk out with a prize.

“It is getting people in the door. They are coming in and interacting with veterans that they may have had a class with and not even known they were a veteran.” He also noted that there is a stigma that exists around veterans, and events like these help to break that down. Follett explained, “It’s definitely getting the larger student population more comfortable around veterans.”

Contact the author at journalnews@wou.edu

Photo by: Paul F. Davis

Meet the candidates

Sam Dunaway | News Editor

With spring term comes the campus-wide event that decides who will represent the student body in 2018-2019: the ASWOU elections. Voting for the elections will begin on April 23 and will continue for at least a week, or until 10 percent of the student body has voted. To cast your vote, visit ASWOU’s OrgSync and read on to learn more about the candidates.

Name: Evelyn Guzman

Running for: President

“It has been the greatest experience being your student voice for the 2017-2018 year as Vice President … Your student voices matter and I truly believe that it is possible to have more of your voices represented in decision making settings but for that we need more involvement. I have attended Western since my freshman year and have continuously been involved with organizations/clubs and centers on campus, but also with initiatives within our community. I completely believe that (Western) has helped me grow as an individual and I intend on reflecting that back every step of the way. I intend on continuing to engage students into being more involved with (Western).”

Photo by: Paul F. Davis

Name: Logan Doerfler

Running for: Judicial Administrator

“You may recognize my name after serving as your 2017-2018 Judicial Administrator.

After being granted the opportunity to serve the Western community I learned just how special ASWOU is, and how fulfilling it is to maintain the integrity of our systems, via Judicial Board hearings and participating in a number of ASWOU sponsored events. Western is a uniquely diverse community devoted to fair treatment and representation of all student demographics. As a student veteran, I represent a small but impactful group of individuals who strive to leave things better than they found it. I did my best to do so within ASWOU this year and will continue this priority next year.”

Photo by: Logan Doerfler

Name: Nathan Soltz

Running for: Senate President

“I have been active in politics since I was 15 and have been working in the Oregon State Senate since I was 18. I hold elected positions in party politics at the county, district and statewide levels. In 2016, I was elected to be a delegate to the national convention, becoming Oregon’s youngest-ever delegate at the age of 19 … I want to make the ASWOU Senate a deliberative, efficient body which truly understands the responsibilities it is sworn to uphold. The Senate represents you, the students of Western Oregon University, and with every action it takes, it needs to keep that in mind. As your ASWOU Senate President, I promise transparency, honesty and responsiveness.”

Photo by: Paul F. Davis

Name: Rowan Hammer

Running for: a Senate seat

I am not running for ASWOU Senate with any specific agenda for making changes. Instead, I want to serve as an advocate for students and foster open communication between the student body and the university administration. I want to promote diversity and inclusion by working to ensure that everyone’s opinions and viewpoints can be shared openly, regardless of your personal background or attributes. If there is any one issue that I would want to try to address it would be an ongoing effort to make school more affordable for students, especially by encouraging instructors to adopt low-cost and open-source textbooks.

Photo by: Rowan Hammer

Name: Jamie Norr

Running for: a Senate seat

“This would be my second year on ASWOU Senate. I am extremely committed to improving our school for all students, faculty and staff, and community members. I believe that our student government should be an open space where everyone can voice their opinions and have their ideas heard. I plan to encourage and implement that idea if elected to this position. As a future educator, I love being involved in improving education for all and being a Senator will allow me to work on what our students want and need. I plan to increase opportunities for students to follow their passions in a healthy and positive way. I hope to assist in creating a safe and accepting school by listening to fellow students, advocating for changes, speaking out against discrimination or notions that may harm students, and working towards a better community.”

Photo by: Paul F. Davis

Name: Erik Morgan Jr.

Running for: a Justice Board seat

“I want to continue to serve on the ASWOU Judicial Board because I believe in holding organizations accountable for the promises they make to the people they serve. In ASWOU’s mission statement, the organization pledges to ‘advocate for every WOU student’s rights to the WOU administration as well as the state of Oregon and the nation.’ In order to achieve that goal, ASWOU needs to be held responsible in two ways: by the students; and by the Judicial Board … By re-electing me to the ASWOU Judicial Board, students will be ensuring that there is an experienced Justice serving on the board that will act as a stabilizing figure and will allow a measure of consistency in decision making.”

Photo by: Paul F. Davis

How to start a club

Sam Dunaway | News Editor

While Western provides over 60 chartered clubs and organizations for students to get involved in, students have the ability to create a new club at any time during the school year. Whether it’s an academic science club or a recreational video game club, there are only seven simple steps to establishing an official club on campus.

 

Step 1: Get a staff advisor

A staff advisor is someone that advises and oversees the club. They can be directly involved in meetings and club events or they can just be there for guidance. The club advisor must be a Western faculty or staff member.

 

Step 2: Find at least five members

Every new club on campus needs at least five members to begin the registration process. These members must be current, active Western students that are participating in the organization.

 

Step 3: Elect officers

Every club must have a president and a financial officer, such as a treasurer. Other club positions can be discussed within the organization.

 

Step 4: Write a constitution

A constitution is a document that lays out principles that the club abides by. This includes the purpose of the organization, the titles and duties of officers within the club and how students can gain membership in the club. A full list of requirements for the constitution can be found in the Statute for Chartered Organizations on ASWOU’s OrgSync portal.

 

Step 5: Register on OrgSync

Registration, or chartering, on OrgSync begins the process of making a club official. The registration must include:

  • The organization’s full name
  • The purpose or mission statement of the organization
  • The selection process for new members
  • The meeting time, day and location
  • Contact information for at least five officers or general members
  • The name of and contact information for the advisor

 

Step 6: Wait for approval

ASWOU administrators will review the charter and the constitution for any missing components before approval.

 

Step 7: Plan meetings and events

Once approved, the club is considered an officially chartered organization and is able to reserve rooms, hold events, advertise on bulletin boards around campus and recruit new members.

 

Contact the author at journalnews@wou.edu

 

Tuition expected to rise again

Sam Dunaway | News Editor

A proposed 4.03 percent increase in resident undergraduate tuition for the 2018-2019 academic year is up for approval by the Board of Trustees on April 18. This proposal follows last year’s 6.4 percent tuition increase for 2017-2018.

This tuition increase would raise undergraduate tuition from $165 per credit hour to $172 per credit hour. A 4.03 percent increase will also affect the Western Undergraduate Exchange program resulting in a proposed rate of $258 per credit hour. Both resident and non-resident graduate tuition will see a 3 percent increase.

Interim Vice President for Finance Dr. Jay Kenton created the proposal with the help of various committees. The Tuition Advisory Committee, a group of administrators, students and staff, was the key group that gave input on the tuition increase. Kenton also sought feedback from the student Senate, the graduate council, president Fuller and his cabinet and the University Budget Committee. Throughout the process, Kenton stressed the importance of student feedback in the tuition-setting process.

Along with the 4.03 percent increase, $400,000 is recommended to go toward fee remissions for students. Fee remissions are a type of institutional financial aid awarded to students that are low-income, from underrepresented populations or are first generation college students.

Although Western’s tuition is on the low side compared to other institutions, the actual amount that students pay is comparably high. Kenton explained that this is because most Oregon public universities remit close to 15 percent of their tuition, decreasing the actual amount students pay, while Western only provides 11.4 percent in fee remissions. Kenton hopes that these fee remissions help attract a diverse population of students and make obtaining a college degree more affordable and accessible.

“We, as a committee, were adamant about only approving the tuition increases if it meant that fee remissions were increased,” explained Tuition Advisory Committee member and senior Lila Gardner. “I am hopeful that $450,000-$500,000 that will be coming from that increase will help several hundred students be able to make going to college a reality.”

Junior education major Ailyn Angel was another member of  the Tuition Advisory Committee that voiced opinions on the tuition increase.

“As a student, I had a very blurry idea of where my money is going, and why it was so much for each individual,” Angel explained. “Being a part of the committee not only clarified what student money is being used for, but it also gave students an opportunity to have a say which I am extremely thankful for.”

In addition to the tuition increase, another issue going to the Board of Trustees on April 18 is whether or not to keep the Tuition Promise. The Promise ensures that a student’s tuition does not increase with annual tuition fluctuation, but students pay more for tuition in exchange for that stability. Over the past few years, Kenton found that students that chose the Tuition Promise were paying more over four years than students who chose to pay annual tuition increases.

Overall, Kenton expressed a hope that students voice opinions to the administration and the legislature to make real change happen when it comes to tuition.

“People are using their voices, they’re using the political processes that they have at their disposal to put pressure on universities to keep tuition low,” Kenton explained. “The impact that students have on this process can be profound, but you’ve got to participate.”

“I think this experience would benefit and empower all students not only because of impacting tuition rates, but also by showing the power that students hold when they come together,” Angel expressed. “I encourage all students to get involved in this process because we’re in a great university, with great people and we can make change.”

To voice opinions on the tuition proposal or the Tuition Promise, attend the Board of Trustees meeting on April 18 from 1-6 p.m. in the Columbia Room of the Werner University Center.

Contact the author at journalnews@wou.edu

Photo by: Paul F. Davis

New general education will replace LACC

Sam Dunaway | News Editor

Most Western students are familiar with the Liberal Arts Core Curriculum, or LACC: the set of degree requirements designed to build a solid foundation of knowledge for students as they work toward obtaining their degree. But the LACC course work is facing major changes involving an entire reconstruction of the general education program, effective as soon as fall of 2019.

The LACC guide that outlines categories such as creative arts, literature, social science and laboratory science will be replaced by a framework created by the General Education Task Force. This group, comprised of faculty members from various departments across campus, set out in spring 2017 to reimagine the general education at Western and ensure that students are getting the most out of the classes that they take.

Instead of categorizing each class based on area of study, the new general education framework separates requirements based on the skills obtained from taking the class. For example, students would be required to take a minimum of three credits that satisfies the category of Critical Thinking, three credits in Communication and Language and three credits in Citizenship, Social Responsibility and Global Awareness.

“We took data, we took what WOU is good at, and we tried to make a system that will be a little bit more flexible and a little bit more student-friendly,” explained Dr. Breeann Flesch, co-chair of the General Education Task Force. “We’re also hoping the students have a better understanding of why they’re taking those classes and the general education.”

A new addition to Western’s general education program is the implementation of First Year Seminars, which Flesch explains will help develop skills for traditional first-year students. 72.2 percent of first-year students returned to Western as sophomores in 2017. Flesch also hopes that the class will strengthen connections between students and the university and increase the likelihood that they continue their education at Western.

The general education framework was approved by Faculty Senate on March 13. The next step, Flesch explained, is creating a complete list of classes that satisfy each skill category.

Flesch noted that she hopes this new general education program will increase student success and remove barriers to graduation and retainment, explaining: “We hoped to make it a little more flexible and a little less complicated.”

Contact the author at journalnews@wou.edu

Photo by: Paul F. Davis

Cycling in style

Sam Dunaway | News Editor

Scattered around campus, waiting in front of buildings and seated along sidewalks are bright orange bicycles that popped up around Western early spring term. The recently-launched bike share program allows students to grab a bicycle and, with just the download of an app, start pedaling.

“Students should feel free to hop on this bike and ride it wherever they want,” explained Student Enrichment Program director Marshall Habermann-Guthrie. For only 50 cents for a half hour ride, the Spin bike share company aims to provide accessible and inexpensive transportation options to cities and campuses around the United States.

To get started, download the “Spin – Ride Your Way” app onto a smartphone. Habermann-Guthrie advises students to log in to the app with their .edu email to get the discounted rate of 50 cents per half hour instead of $1 per half hour for non-Western users. Students can input a form of payment such as a debit or credit card and continuously add money to the app, or they can choose a monthly option for $14 per month or annual option for $49 per year. These packages allow users free unlimited rides up to thirty minutes and provide transportation to downtown Monmouth, Independence or for a quick trip across campus.

Finding a bike can be simple by viewing the app’s map that shows every bike’s location in the Monmouth area. Scanning the bike’s QR code with the app triggers the back wheel to unlock, allowing users to hop on and ride to their next destination. Locking the back wheel after riding will notify the app that the ride is over. Because the bikes lock on their own, they can be docked at any location as long as it’s out of the way of cars and pedestrians.

The bike is complete with a front basket, a headlight and taillight, a kickstand and a bell. No special clothing or helmets are required when riding. “You shouldn’t feel like there’s some barrier between you and hopping on a bike,” said Habermann-Guthrie.

Habermann-Guthrie expressed his hope that this program will help all students, especially low-income individuals that may not have another mode of transportation.

“If we can provide an opportunity for students to get to an internship in Independence for $6 a month or 50 cents a ride, that is a huge benefit to our students,” he explained.

Many students, including sophomore Ellen Moore, are already utilizing the campus bikes.

“I personally don’t have my own car, so it’s really great that I can use them whenever, and it’s also better for the environment,” Moore explained. “Plus, bike rides are just a fun way to get exercise with friends, so it’s perfect that they got here in the spring.”

To try out the new bikes, download the app and get your first two rides free. Contact Habermann-Guthrie at guthriem@wou.edu with questions or comments.

Contact the author at journalnews@wou.edu

Photo by: Paul F. Davis

 

Commemorating 100 years of women’s suffrage

Sam Dunaway | News Editor

On Aug. 26, 1920, the 19th Amendment of the United States Constitution was ratified to prohibit the government from denying voting rights based on sex and allowed white women the right to vote. Nearly 100 years later, the Oregon 2020 Kickoff event at the Oregon state capitol began the commemoration of women’s voting rights.

“The vote is an opportunity to become a part of our own destiny,” expressed republican leader of the Oregon state Senate Jackie Winters. Winters was just one of the important public figures in Oregon that discussed the importance of the vote; others include Eliza Canty-Jones of the Oregon Historical Society, former Oregon governor Barbara Roberts, Judy Margles from the Oregon Jewish Museum and Center for Holocaust Education and Willamette University Professor Emerita Linda Tamura.

Western history professor Kimberly Jensen explained the historical context behind the ratification. Voting rights for women were placed on the ballot a total of six times in Oregon, more than any other state, and was finally passed in 1912, eight years prior to the ratification of the 19th Amendment.

“It was because of grassroots activism, diverse communities, and the men who voted to share the vote with women in 1912,” Jensen explained. Clubs and organizations helped to educate women on policies and legislation prior to voting. Several women became candidates for office as soon as suffrage was achieved.

Jensen expressed that, “Just as we commemorate the determined work of other Oregon women to achieve and use their voting rights, we acknowledge their part in achieving civic progress as we also understand that we must fight to protect and maintain those civic rights that they worked so hard to gain.”

Roberts, the first female governor of Oregon, reflected back to the time when women in leadership and political positions were few and far between. But now, Roberts explained, Oregon has come a long way. With five women elected to Congress, four female Secretaries of State, three women mayors of Portland and two female governors.

“We weren’t satisfied, though, with being the token woman on the school board or city council or Ways and Means Committee, or the lone woman on a court bench. We’ve worked and we have won majority status on those school boards, those city councils, and those court benches,” Roberts added, “Our votes are a value asset. We should use our votes wisely and be informed voters. And we must always remember that democracy is not a spectator sport.”

In addition to the speakers, the event included fourteen Western students that had the opportunity to capture a piece of history and create a lasting online exhibit centered on women’s voting rights. As part of Jensen’s Nineteenth Amendment Centennial in Historical Context: Oregon and Beyond class at Western, the honors students created research projects that shed light on the women’s suffrage movement and various aspects of the time period.

While the research topics ranged from international suffrage in the Philippines to Oregon legislator Sylvia Thompson, others discussed women’s suffrage closer to home. In her project titled “Normal School Extracurriculars,” sophomore Rachel Bayly explores how being involved in extracurricular activities at Oregon Normal School, now Western Oregon University, provided college women with the skills to be successful teachers and activists after leaving school. This, Bayly explained in her documents project, “gave young women from rural and working-class backgrounds an opportunity to contribute to the positive changes being made in society during the early 1900s.”

When asked what she hopes others take away from this work by students, Jensen replied: “I hope students and community members will gain knowledge about the diverse Oregon women who were part of the struggle to gain the vote, the continuing barriers to voting, and the other activist projects in which Oregonians engaged and continue to work to achieve social justice. Grassroots activism and inclusion have been keys to success in Oregon and the nation.”

For more information, view the class’s online research documents at oregonwomenshistory.org and learn more about the ratification of the Nineteenth Amendment and women’s suffrage.

Contact the author at journalnews@wou.edu

Photo by: oregonencyclopedia.org, Sam Dunaway

 

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