Mount Hood

How to handle rejection

Written by: Ruth Simonsen | Digital Media Manager

It happened again. Another ghosted date, another failed interview, another ruined friendship. It’s difficult to not let these situations affect you when they feel like a direct attack on your character. How could they have not fallen in love with you just after that one date? How could that employer not have hired you on the spot? How come your friend from high school now no longer follows you on Instagram?

These are questions that everyone has asked themselves at least once in their life. And, if you think you’re special because you haven’t encountered these thoughts yet, just be patient, your time will come. 

Rejection is one of the few things everyone on this planet will experience at least once in their lifetime. Whether it is from a close partner or a coveted job, these feelings tend to find us when we’re least expecting it — leaving us shaken down to our core about our own sense of self. How could this person, who had once sworn that they love you, now pretend like you’re nothing but a stranger? 

While it may be beneficial to ask yourself these questions, it is important to remember that not everything has to do with you. In our culture today, we have become so obsessed with ourselves that we make everything about us in every single way. We have two options we turn to: either blaming ourselves and beating ourselves up for nothing or putting all of our anger, hate and blame onto someone else. 

These options are the easiest to turn to, though they may not be the healthiest for your mental state. Rather than creating blame and hurt feelings, try to first take a breath and a big step back from the situation. Imagine you’re just a bystander, looking in on a situation that does not concern them. Stay as unbiased as possible while contemplating. 

What if it wasn’t your fault or their fault that the date ended poorly? Some people just do not click, and that is neither party’s fault. What if you didn’t get that job because a better one is waiting for you? Someday you’ll look back at that first rejection and be grateful it happened. What if that high school friend has just grown into a different person from who you once knew? Who’s to say you haven’t grown into a different person also? There is peace in knowing that not everyone that comes into your life is meant to stay forever.

Rejection can be a sign to reevaluate your current path, but it is never a sign to give up on your own journey of growth.



Contact the author at howldigitalmediamanager@mail.wou.edu

Empathy in education

Written by: Sierra Porter | Staff Writer

As individuals, there are many elements that affect our daily lives and further influence us as human beings. One element that every human has succumbed to in life is consistent trials and tribulations. As a society, we believe that education and schooling should help us learn and move away from these challenges, including those we face outside of these institutions. For some, this creates a disconnect between school life and home life — believing that a solution in one will fix the other. What our education system is currently missing, that will help this disconnect, is empathy. 

Empathy is the ability to understand and share the feelings of another. This is not just having pity or sorrow for others as sympathy does, but rather, one truly puts oneself in the other’s shoes, viewing things from their perspective. For one to have a truly valuable education with others, it must also involve some form of empathetic learning. 

Those with particularly consistent negative aspects in their home life, especially young students, face things like changing family dynamics. These include financial issues, sibling bullying, history of neglect or maltreatment and more, and are more likely to have struggles in school — leading to a greater chance of dropping out. 

For many, it’s nearly impossible to disassociate the troubles they face at home away from their school life. It’s up to us, as individuals, to learn and encourage empathy — making everyone’s school environment as positive a place as can be. 

Educators who use an empathetic approach to teaching and addressing classroom issues create an inclusive and open environment for students — encouraging them to build safe relationships with their teachers and peers. Empathetic learning and teaching also promote a positive learning environment where students feel valued and proud of their abilities. 

Creating a safe and comfortable environment for students will allow them to enjoy school more, thus motivating them to stick with their education and make overall better decisions in life. Teachers lead by example, so if one is leading with an empathetic mindset, then that will create a community of compassion and a generation of caring students. 

As a student, one can also promote empathy by showing compassion and kindness to their peers and teachers. You never truly know what is going on in others’ lives, so try to put yourself in their shoes. Showing care for your teacher and their life in or outside the classroom can show them how much their work is appreciated, encouraging them to continue teaching. Being empathetic with your peers will help you understand each other better, creating stronger bonds and deeper relationships, again, further creating a community of positive and caring people. 

Empathy in education is not just the responsibility of teachers and students, but institutions as a whole can also promote an empathetic environment and learning. Many schools explicitly promote empathetic learning through social-emotional learning, or SEL, programs or character education. 

Specific classes aren’t the only thing institutions can do to promote empathetic education. As an institution are they empathetic about their tuition? Empathetic about the types of classes they offer? Empathetic about deadlines and requirements for applying students? Empathic about those that need extra assistance, like disability accommodations? There are so many different ways to promote empathic learning and create an empathic environment as an institution — thus universities and schools all over should be looking at what their students need. 

Empathy in education will encourage a new generation of compassionate, caring and bonded individuals who will take their empathetic learning and apply it to the world. Empathy in education tells us that life is difficult, but you are not alone. 

Contact the author at howlstaffwriter@wou.edu

Brainstorming for WNBA success

Written by: Liberty Miller | Lifestyle Editor

In the past year alone, an exponential increase has been observed in media attention for women’s collegiate basketball, prompted by athletes such as Caitlyn Clark and Angel Reese. The nature of Division One college sports ensures that major sports will always have a sizable fanbase, funding and resources at the program’s disposal. 

The situation for the majority of National Collegiate Athletic Association student-athletes has traditionally been to play for four to five years, either retire from the sport or attempt to pursue professional play, either in the U.S. or overseas. While many athletes have accomplished this feat, major discrepancies have been noticed in funding and fanbase potential for women’s professional sports, particularly basketball. 

One factor that many people may overlook is the dedication being contributed, not towards basketball but towards volleyball. In the past two to three years, the U.S. has launched three new professional volleyball leagues — the Pro Volleyball Federation, Athletes Unlimited Volleyball and League One Volleyball, which will begin its inaugural season in January 2025. 

In terms of promotion and social media, the Pro Volleyball Federation has made the most progress in establishing professional volleyball leagues in the U.S. Similar to this year’s WNBA draft, all three volleyball leagues have brought in Olympic veterans, freshly minted star collegiate drafts and a lot of fresh talent to their rosters.

While I believe the WNBA has had similar strategic attempts to garner support for the league, they have notably had to rely on the NBA to garner funding and have become somewhat encompassed in negative and lackluster media attention throughout the years. 

A disproportionate amount of the negative public opinion surrounding women’s basketball, unsurprisingly, stems from sexist ideology and a lack of support for women’s sports in general. Hateful discourse includes the facts that the WNBA is consistently underfunded, relying on the men’s league funds to survive, and claims of unexciting gameplay and WNBA vets that “overstay their welcome.” The reasons behind the WNBA struggling to stay afloat are numerous, which makes it a complex and potentially difficult subject to discuss. 

A multifaceted approach must be taken in order to make sustained progress for the WNBA. The recent boom in popularity due to high-profile newcomers may not be enough to simply “fix” the issues the WNBA has been facing for the last 28 or so years. 

Female athletes are well used to the misogynistic rhetoric that discredits accomplishments and athletic ability — but that doesn’t mean we can place all of the blame on that rhetoric. There are things that must be done and changed by the association, public relations, event managers and even the players themselves to secure the future of the WNBA. 

The first thing that I believe must be done is lowering the rim of the women’s net to nine feet. The rim is currently set at 10 feet, the same height as the men’s rim for the NBA. This is a highly controversial idea and was met with a lot of pushback when pitched by Shaquille O’Neal. 

When asked about it, WNBA player, Diana Tuarasi, even stated that they “…might as well put us in skirts and back in the kitchen.” The idea, admittedly, would make any elite athlete feel somewhat inferior, especially when constantly compared to their male counterparts. 

In my opinion, that feeling of inferiority is rooted in ego. As a volleyball player of 11 years, women’s nets have always been lower, and yes, it is irritating — but we need to recognize that we aren’t “making the game easier” by lowering the rim. We are actually creating a game situation that is proportionately fair for physical capabilities. Think of it this way: women have to put in twice the amount of effort and training in order to match their capabilities with male counterparts. So, setting the same standard, perhaps a 10-foot rim, and expecting the same type of athleticism from men and women would put women at an extreme disadvantage. That’s not to say women aren’t capable or that they cannot put in the work. It means that establishing the playing field as equitable, rather than equal, will allow women to showcase their athleticism more. Lowering the rim would allow for WNBA athletes to make explosive, more dynamic plays and to dunk as well. 

There are many arguments against lowering the rim, with an author from ESPN calling it a “quick fix” and attributing the hateful rhetoric solely to “years of social conditioning.” Many would argue that the WNBA would get the same amount of hate if they did lower the rims. That may be true — but currently, we are limiting the amount of plays that female basketball players can make. 

An example of how countless shows of athleticism are lost can be seen in the 37 dunks made in the entirety of WNBA history, 26 of which were made by Britney Griner. Additionally, it’s not just the athleticism that the public is missing out on. The lack of exciting gameplay creates a lack of media attention, even more negative public opinion and a lack of support, which, guess what? It means that 50% of the WNBA is owned by the NBA, which has to bail them out of bankruptcy every season. The fact that the NBA financially supports the WNBA is then just another piece of bait for misogynistic haters to grab onto. 

Speaking of what teams can do in the WNBA to gain public support — once again, they could invest in more strategic movies for exciting gameplay. The NBA has famously publicized many feuds throughout the years, making the games not just another scoreboard but a story to be told. 

When I talked to Jen Spicher, the CEO for the Pro Volleyball Federation, she told me that the people wanted a story to be told for the game. What I’ve learned throughout the years is that viewers want inspiration, drama and pure passion turned into athleticism when they watch a game. This is the reason Caitlyn Clark and Angel Reese have gained so much attention last year during the NCAA championships. 

As a female athlete, I have always been an intense and competitive player and have had coaches who prefer for female athletes to be controlled, calm and somewhat docile. Angel Reese is an example of what the media and public can do to a woman who isn’t complicit in toning herself down to seem more womanly on the court, and in my opinion, we need about 20 more of her. 

I’m not advocating for fights or conflict for media bait, but coaches need to recruit and promote players who tell their stories and who hone in on that passion and make it evident throughout the game. The game doesn’t exist without the players, and the players control the narrative, pace of the game and how they want to tell their story. 

It is the coach’s job to recruit and coach the game in the best way possible, but it is the team manager, public relations specialists and social media creators for the WNBA who are responsible for telling the stories of these athletes and making marketing decisions that showcase the most fierce, competitive and show-stopping parts of the WNBA that the majority of the public has yet to witness. 

I, like many others, believe that the WNBA has limitless potential to become great, as well as financially independent. By allowing female athletes to make more plays by lowering the rim, raising the quality of the PR and social media outreach and realizing that the means to profit is demanding positive public attention from great plays and storytelling, the WNBA could eventually become an independent entity.

Contact the author at howllifestyle@wou.edu

A love letter…

Written by: Lili Minato | Freelancer

The most underdog a wolf can get, Waldo, a.k.a. “Wolfie” was employed as Western’s mascot for only five years. While he looks like a vintage Build-a-Bear with his black and brown fur, his red eyes emit a feeling of danger. 

His tongue falls from his mouth in a dorky fashion and a singular sharp tooth can be seen — Waldo seems to be the mascot equivalent of a chihuahua with no teeth. Waldo is a dog, not a wolf — and he brings a sense of pack comradery that only wolves know best. 

Waldo is disliked by many. In Leanne Merrill’s “Math of Voting” class, he is consistently voted last compared to the 1981, 1988 and 2006 mascots. His head is left to gather dust in Western’s buildings, nobody leaves flowers and letters to appreciate him like he deserves. 

Yes, some may describe him as “nightmare fuel,” but others consider him to not be threatening enough to defend Western sports teams. Is he too scary, or not enough?

Waldo is the best mascot because of his subjective ambiguity. A rival sports team may laugh at his awkward qualities, but once they go up and look into his eyes, they’re petrified. 

Waldo is a guard dog in that way, he brings comfort and safety to his own while defending them against others. His heroic nature is not appreciated enough, because some may find him just a little too dorky to be intimidating. 

This retired mascot used to bring joy to Western students, but now his head sits in a glass box, alone and unloved. Students walk past him each day without even glancing his way. We must end Waldo’s suffering by starting to appreciate him more. 

We must support and love his lack of typical wolf qualities, as it makes him different and unique. His comically long tongue has value along with adding importance to his personality and character. 

While he might not have many teeth, he sure packs a bite to battle off other intruding mascots. His fuzzy body invites comfort for those in need. 

There is more to Waldo than what meets the eye. He represents Western to the fullest because of his uniqueness. People may see themselves represented in him, through his lovable and awkward qualities and mannerisms. All one needs to do is open their heart, even if it is to one of the uglier and goofier mascots that Western has to offer. 

Contact the author at lminato22@mail.wou.edu

The emotions that accompany the writing process

Written by: Claire Phillips | Entertainment Editor

Between academic essays, lab reports, cover letters and presentations, writing takes up a lot of the average college student’s time. With all this time spent writing, many college students begin to suffer from the irritating concept known as imposter syndrome. Even I worry about my writing abilities daily as an editor at the Howl and a writing consultant at Western’s Writing Center.

Katherine Schmidt, the director of the Writing Center, is no stranger to the anxiety students experience when it comes to writing. Though each student has their own approach to the writing process, there are many common feelings associated with the subject.

“Whenever I begin a writing workshop, I always ask, ‘How many of you consider yourselves to be writers?’ Typically, only a few students raise their hands, even though most likely the entire group is engaging in the act of writing dozens of times per day: text messages, emails, social media posts, and even journaling,” Schmidt said.

College assignments may seem daunting, however, it’s important to put them into perspective. Many students tend to not give themselves enough credit for the work they accomplish daily, and the seed of this assumption was planted early on. “For too many reasons, students learn early that the self-sponsored writing they do ‘doesn’t count’ in school contexts,” said Schmidt.

In my opinion, the only trait that makes for a ‘bad’ writer, as one may put it, is feeling that you’ve learned everything there is to know about writing. The first step to becoming a ‘good’ writer is to admit you have room for improvement, and always will. However, the disheartening fact that will always be true is that not everyone shares the same sentiment as me, especially a large number of teachers.

“While there are no bad writers, most people — not just students — carry baggage when it comes to writing… their memories of writing are often associated with loneliness or negative experiences, and these experiences follow them into the college classroom,” Schmidt said.

Writing is a unique subject in the way that it doesn’t always have to be objective. Many students worry about perfecting their drafts, overcoming writer’s block or figuring out an effective thesis statement — and while all these components are important, writing is so much deeper. Ultimately, writing is about taking the ideas in one’s head and finding a way to communicate via words — no wonder it feels difficult at times. Many people understand the emotions that accompany the writing process.

“I truly believe, however, it only takes one teacher or one writing tutor or one writing partner to help turn things around,” Schmidt said. “Students can learn to recognize that they’ve been writing for a lifetime and that they are poised to succeed here at (Western).”

Contact the author at howlentertainment@wou.edu

The golden rule

Written by: Claire Phillips | Entertainment Editor

One should know how to treat others with respect once they have begun their college journey. I think this should go without saying, as there are many straightforward rules taught to children before the end of elementary school: wash your hands after going to the bathroom; don’t cheat on tests; practice the golden rule.

If you’ve forgotten, here is the definition of the golden rule: treat others the way you want to be treated. It’s truly that simple.

Let’s get this out of the way first. If a friend, foe, peer, professor or supervisor mistreats you, standing up for yourself is the correct course of action. The following article has nothing to do with these types of situations.

College is difficult. I don’t think a single person has graduated with a bachelor’s degree and said, “Wow, that was a breeze.” Between classes, jobs, relationships and the cost of tuition, daily life can be stressful. So, one thing to keep in mind is to be kind to those around you, and your days will become a little bit softer.

There’s not an easy way to say this — grow up. Not everybody has to agree with your opinions, and you don’t have to agree with theirs — but that absolutely does not mean you have the right to attack anyone. Not one single person is the center of the universe.

If you think you know more than a professor with a PhD, you don’t. Collaboration is an incredible thing, and I encourage every student to make as many connections as they can with faculty, however, one way to weaken a potentially lifelong connection and resource is by trying to tell a professor how to do their job.

Sometimes it’s okay to keep quiet. In my two years in college thus far, I’ve observed many students who want to share every opinion and life anecdote that crosses their minds; I used to be that student. Sometimes you can learn more by listening to others’ voices outside of your own, and often you will find your peers will provide you with the same level of attention and feedback.

It’s important to remember that every major is important and useful, and every student is equal. It doesn’t matter what area of study you choose to pursue, we all ended up at Western for a reason and should be supportive of each other’s ambitions. Our differences make the world go around. Putting a peer down will only hurt you in the long run — the good you do for others will eventually come back around. 

Contact the author at howlentertainment@wou.edu

Equity and equality are not the same

Written by: Libby Thoma | Staff Writer

Many consider equity and equality to be the same, if not extremely similar. In reality, equity and equality are different, and it is important to understand that a society with equity is a society that benefits us all. 

Equality would be three people of different heights standing on the same amount of boxes to see over the wall. Equity would be giving those who are shorter more boxes to stand on. 

Equality is the first step towards a thriving society. If a society can make it so far as to achieve true equality, it may begin to work towards equity.

Equality is important, but many don’t understand that everyone needs different levels of support —  everyone has different abilities. For example, making two people walk up a set of stairs, and ensuring they have the same number of steps and railings would be equal. 

Would this still be fair if one of these people is fully capable of walking and the other is in a wheelchair? No. Equity would ensure the ability of the person in the wheelchair to have access to an elevator, allowing them to get to the second floor just as well as the person who could climb the stairs. 

Equity provides resources for every person to be successful. This is hard to understand for those who need fewer resources than others, as to them, it looks like someone is undeserving and taking the resources that they could have had for themselves — taking advantage of the system. 

If this sounds familiar, it is important to understand that many aren’t as privileged as you are. There are many reasons a person may need additional resources, such as those who have mental and physical disabilities or even just a difference in height, weight or strength. 

This is why America’s saying of “the land of the free” and claim to equality is problematic. As stated before, a society should work towards equity rather than equality to ensure its residents have the best quality of life possible. The freedom statement leads to the idea that all are free and can achieve “the American dream.” This is not true, due to America not being truly equal — but more importantly, because this train of thought does not work, as there is no equity. 

If we, as a society, are going to celebrate diversity, we must acknowledge that equity is necessary and is the most fair way to run a society. 

Contact the author at ethoma23@mail.wou.edu

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