Mount Hood

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

Why you should try “Grey’s Anatomy”

Written by: Hannah Field | Editor-in-Chief

Content warning: this article contains spoilers and discusses fictitious violence

Season 20 of “Grey’s Anatomy” was released to Netflix June 29, 2024, featuring ten episodes on top of its already prominent 430, spanning from 2005 to the present. Since premiering, “Grey’s Anatomy” has been nominated for 39 Emmys, won a Golden Globe Award for Best Drama Series and a People’s Choice Award for Favorite TV Drama, inspired two spin-off shows and hit an all-time audience record of 37.88 million viewers for episode 16 of season two.
The show has gone on so long that most of the main cast has moved on, their characters being killed or written off, with even protagonist Ellen Pompeo — Meredith Grey — stepping back in the latest seasons.

Most credit the success of “Grey’s Anatomy” to Shonda Rhimes, founder of the production company Shondaland and creator of “Grey’s Anatomy.” Rhimes has become well known for her tendency to kill off characters in the most tragic ways possible, with more than nine notable recurring character deaths overall. In 2015, Rhimes left “Grey’s Anatomy,” but the calamity persists in her absence.

Meredith Grey survived not just a plane crash, a shooting, a physical assault, a bomb, drowning and COVID-19, but also managed to scrape by after a miscarriage, the death of her husband, multiple deaths of her friends, losing her parents and even going to jail in season 16 for — easy guess — insurance fraud.

The show has always incorporated real-world issues, mixing them with fictitious characters and applying a level of relatability for viewers to connect to. Characters struggle with infertility, lack of insurance, love triangles, affairs, religion, relationships, family, cancer and more. “Grey’s Anatomy” takes those issues to an extreme level, allowing for an eventful watch in any episode, and often mixes humor in with how the characters interact and work together.

Most iconic are the original five interns of Seattle Grace Hospital, Meredith Grey, Cristina Yang, Alex Karev, Izzie Stephens and George O’Malley, starting strong in season one until, one by one, the team falls apart through loss, separation and other work opportunities. Most viewers refer to the first few seasons of “Grey’s Anatomy” as the best, having great rewatchability and incredible banter.

Although this might be the case for many viewers, the later seasons add more flexibility and characters and the budget increases over time, allowing for incredible set design, new actors and new plots — meaning more riveting turmoil for “Grey’s Anatomy’s” most loveable characters.

At the end of the day, “Grey’s Anatomy” is an ideal show to watch when coping with something difficult — why? Because Meredith Grey will always be having a worse day.

Contact the author at howleditorinchief@mail.wou.edu

Declining literacy in America

Written by: Jaylin Emond-Hardin | Entertainment Editor

All over the nation, schools have seen a decline in literacy rates among students, but Oregon has seen the steadiest decline since the COVID-19 pandemic. School closures and remote learning due to the pandemic made learning to read much more difficult for students, especially among disadvantaged youth.

In a 2023 study done among students in the Beaverton School District, 61% of third graders and 54% of seventh graders were found to be below proficient in reading. Nationwide only 46% of students were found to be proficient in reading.

Neurological research from more than 20 years ago about the proper way to teach children to read has garnered more attention recently, but the study suggests schools’ failure to teach reading using scientifically backed methods is a key factor for low test scores. 

This year’s scores on the only achievement test to represent a sample of students from every state also showed dismal results: only one of every three eighth-graders was proficient in reading. However, there have been plenty of issues found within Oregon’s reading curriculum that might be at fault for these low test scores.

“There isn’t a single reason for declining literacy rates but rather many factors contributing to it,” said Western education professor Tiffany K. Smith. “The assessments that are used to determine students’ levels of literacy are simply snapshots. They often do not reflect students’ actual literacy abilities. For example, they are timed (for consistency) and often students need more processing time. Sometimes students blow through the assessment just to get it over with. Sometimes students don’t understand directions or the questions and it can’t be further explained by the test administrator.”  

For one, the state’s standards have not been revised since 2019, meaning the standards are based on pre-pandemic learning. Secondly, the Common Core Standards, which were adopted by 41 states and four territories in 2010, focus mostly on what students need to know to be prepared for college. 

According to the Bureau of Labor Statistics, as of October 2023, only 61.4% of recent graduates were enrolled either part-time or full-time at a two-year or four-year university. Yet schools in Oregon continue to push the Common Core Standards in classrooms and schools. 

Even worse, Common Core Standards don’t follow the curriculum that teachers are supposed to use in their classrooms, government-appointed education experts do, and in Oregon, every one of the 197 school districts is given the ability to adopt their own core curriculum.

The Oregon Department of Education — ODE — has a list of approved curricula for school districts to adopt for teaching reading and writing. Districts who wish to deviate from this list must ensure that they choose a curriculum that includes the teaching of phonics and phonemic awareness, but face no penalty if they deviate from the ODE list and are not required to tell the state they have done so.

Many parents point the blame at the 2001 No Child Left Behind Act, or NCLB, which placed consequences on schools based on students’ standardized testing scores. A study that followed a 1998-1999 kindergarten class through completion of high school found that the enactment of NCLB and the Every Student Succeeds Act that followed it have had an impact on children’s socioemotional outcomes. 

The study, which was finally published in 2017, found that the NCLB had a negative impact on students’ test-taking anxiety, which has only worsened recently. 

However, there is both good and bad news for the state of student literacy. In an executive report — The State of the American Student: Fall 2024 — published by Arizona State University’s Teachers College, statistics and a path forward were found, which teachers and school districts could follow to improve student literacy. 

The good news is that students and teachers are showing signs of recovery from the COVID-19 pandemic. According to a 30-state survey, students have regained about a third of their pandemic-era learning losses and a quarter of their reading. School districts are pushing for more tutoring, high-quality curricula and extended learning times, in an effort for them to become more permanent in learning. 

The bad news is that recovery is slow and uneven among students of different backgrounds and school districts. While there has been an upward trend in the recovery that students have experienced, they are not even halfway to a full academic recovery. For students with little time left in the K-12 system, this slow rate of academic recovery is bad news. But even the so-called “COVID Babies” are entering kindergarten less prepared for grade-level learning than pre-pandemic students. 

Additionally, eight out of ten teachers say they find teaching overwhelming and have complained about inadequate support in the classroom. Lack of funding for districts and chronic absenteeism — defined as students missing at least 10% of school days — has also worsened these problems. 

One of the most important factors emerging from the pandemic was parents being unprepared to become educators for their children. Parents of students with disabilities found it difficult to provide their children with the proper services, and disadvantaged students often lacked the proper technology to be able to access online learning. 

Some states are searching for solutions to combat declining literacy and teacher fatigue. In Salem, Massachusetts, one middle school reduced absenteeism and increased achievement by making school more engaging and fun with more field trips, hands-on learning opportunities and personalized instruction. One student said, “It’s actually making me excited to go to 

school. It’s just like a happier version of school.”

The State of the American Student: Fall 2024 recommends prioritizing relationships between teachers and students, having a partnership with parents that is central to the education system and ensuring that the best strategies reach the children who need them. The report also suggests school districts get involved with policymakers and advocates to help hold institutions accountable for meeting their obligations to all students — especially those who are most vulnerable. 

“We are still seeing the effects of COVID and long-term stress and trauma on students and their families,” Smith said. “This prolonged stress and trauma has research-based effects on literacy rates.”

The first goal for teachers and school administrators is to reengage students and parents in learning. From there, they will have the ability to gain more post-pandemic academic recovery, especially in the areas of mathematics and literacy. 

Contact the author at howlentertainment@wou.edu

Chief’s kicker under fire for commencement speech

Written by: Jaylin Hardin | Sports Editor

Kicker for the Kansas City Chiefs football team, Harrison Butker, has recently come under fire for a commencement speech he gave May 11, 2024, at Benedictine College in Atchinson, Kansas. Benedictine is a Catholic college and Butker is of the Catholic faith. 

In his 20-minute address, Butker denounced abortion rights, Pride Month, COVID-19 lockdowns and “the tyranny of diversity, equity and inclusion,” as well as criticized Catholic Priests with a Taylor Swift lyric. But, it was how he addressed the female graduates that has been condemned the most on social media.

“I want to speak directly to you briefly because I think it is you, the women, who have had the most diabolical lies told to you. How many of you are sitting here now about to cross the stage, and are thinking about all the promotions and titles you’re going to get in your career?” Butker asked. “Some of you may go on to lead successful careers in the world. But I would venture to guess that the majority of you are most excited about your marriage and the children you will bring into this world.”

Since then, Butker has faced backlash online from fans of the Chiefs and Taylor Swift alike, with a petition circulating around social media to remove him from the team. 

The nuns of Benedictine denounced Butker’s address in a statement posted to Facebook: “The sisters of Mount St. Scholastica do not believe that Harrison Butker’s comments in his 2024 Benedictine College commencement address represent the Catholic, Benedictine, liberal arts college that our founders envisioned and in which we have been so invested.” Mount St. Scholastica was one of the founding churches of Benedictine College. 

Members of the Catholic Church have had mixed reactions to Butker’s commencement speech, with a majority praising him for his statement. 

“I was thinking about my dad, who was also here, and how he’s probably clapping and so happy to see what he would say is a real man (reflecting) family values, good religious upbringing and representation of Christ to people,” ValerieAnne Volpe, who graduated from Benedictine with an art degree, said to the Associated Press. “You can just hear that he loves his wife. You can hear that he loves his family.”

Other students told The Associated Press in interviews that they embrace the college’s emphasis on Catholic teaching and practice.

“It’s a renewal of some really, really good things that we might have lost,” one student said. On the other end, some Catholics have lamented their frustration with Butker’s statements. One graduate, Kassidy Neuner, told The Associated Press that the kicker should have made it clear that men can be homemakers, too.

On May 24, 2024, Butker spoke at the Regina Caeli Academy Courage Under Fire Gala in Nashville, Tennessee about the backlash he has received.

“It is now, over the past few days, my beliefs or what people think I believe have been the focus of countless discussions around the globe,” Butker said Friday. “At the outset, many people expressed a shocking level of hate. But as the days went on, even those who disagreed with my viewpoints shared their support for my freedom of religion. My hope is that tonight’s theme and our mission will embolden others, that many more will be unapologetic of their Catholic faith and never be afraid to speak out for truth, even when it goes against the loudest voices.”




Contact the author at howlsports@wou.edu

It’s the end of the world as we know it, and I feel fine

Written by: Claire Phillips | Entertainment Editor

“It’s The End Of The World As We Know It” — R.E.M.

“Skyfall” — Adele

“In a Week” — Hozier feat. Karen Cowley

“Seven Devils” — Florence + The Machine

“Apocalypse Please” — Muse

“Everybody Wants To Rule The World” — Tears For Fears

“(Don’t Fear) The Reaper” — Blue Öyster Cult

“As the World Caves In” — Sarah Cothran

“Exit Music (For A Film)” — Radiohead

“Blue Spotted Tail” — Fleet Foxes

“Losing My Religion” — R.E.M.

“Who Wants To Live Forever” — Queen

“Enjoy the Silence” — Depeche Mode

“Time is Running Out” — Muse

“Bottom of the River” — Delta Rae

“Stare at the Sun” — Mutemath

“I Know It’s Over” — The Smiths

“Alone Again Or” — The Damned

“The Sound of Silence” — Simon & Garfunkel

“Everybody Loves You When You’re Dead” — The Stranglers

“Victory Dance” — My Morning Jacket

“Highway to Hell” — AC/DC

Contact the author at howlentertainment@wou.edu

The military experience

Written by: Michael Hager | Freelancer

Very few people know you can serve your country while getting your degree, and good old Uncle Sam will cover your tuition. I joined the Oregon Army National Guard four years ago when I was a junior in high school, with the intent to go to college and pursue a degree. 

Like a lot of people, my family could not afford to send me to college. One of my high school coaches was a Master Sergeant in the Army and also led the Junior Reserve Officers’ Training Corps — JROTC — program at my school. He told me how the National Guard would pay my tuition, and there I was, 16 years old, with a decision to make.

I always kinda wanted to be in the military — my grandpa was a World War II veteran, my uncle was a veteran and one of my cousins was already in the Guard. I didn’t know what I wanted to do after high school, but my parents wanted me to go to college. I ended up choosing the best of both worlds. 

I met with a recruiter and he explained that once I turned 17, all I would need was my parents’ consent, and I could join the National Guard on a six-year contract. This would cover my last two years of high school and four years of college at any school in Oregon I could get into. 

After trying to convince my parents, almost exactly a month before the pandemic, I signed a six-year contract with the Oregon Army National Guard. I was able to have an older cousin swear me in, which was pretty cool. 

I was sent into the process of split training: Basic Training one summer and Advanced Individual Training — AIT — the next, instead of the normal One Station Unit Training — OSUT — that everyone else would do. This meant that I would go to Basic Combat Training in the summer between my junior and senior years, at the height of the pandemic.

My Basic was supposed to only be 10 weeks but, since it was in the height of the pandemic, we had to quarantine in our barracks for two weeks. I was sent to stay with 40 strangers and the only time we were allowed outside was to get our food. Once we were all clear, we began training 

10 weeks later. A few weeks before my senior year started, we graduated from Basic Combat Training. I completed my senior year through Zoom in 2021, and I officially graduated from both high school and Basic. By that time, I had a good idea of where my unit was going to be, and I knew I wanted to be close to my unit while I went to college. That is why I chose Western: my unit is located in Salem. 

After graduation, I was all set to come to Western in the Fall of 2021, and I went back to complete AIT with all the same people I did basic with, plus another company who also did the same as us. 

At first, it was hell. We had all gone back to high school and lost all our discipline, so the first week or so was Basic all over again. 

Eventually, we completed AIT, and we were officially Military Police Officers, which was our Military Occupational Specialty. A couple of weeks before I graduated, myself and two others were told that once we went home, we were being sent to the border by former Governor Kate Brown. The state governor is the Commander-in-Chief of the National Guard. 

The plans I had of attending college in the fall were over, and I was on a year-long mission. In October of 2021, instead of getting ready for my freshman year of college, I was sent on my mission, but it wasn’t to the border. Much worse, I was sent to the middle of Indiana in the winter to help process and protect the Afghan refugees that President Joe Biden sent over. 

There were around 20,000 refugees who needed to become citizens, and we were projected to be on this tiny base with nothing but a Subway and a cafeteria 10 times worse than Valsetz. 

Luckily, we were able to go home six months later in the middle of what would’ve been the spring term of my freshman year. I was able to register for the following fall semester, which puts me one year behind my peers. 

I started going to Drill, which is where we meet up one weekend a month and train for different things. I started school and continued to go to drill once a month, and then I joined the Men’s Rugby Club. 

My drill schedule interferes with matches and tournaments, but I can work it out with my coaches, and I’m still playing. Drill, for the most part, doesn’t affect my school work except during finals week. 

As a student in the military, I also have access to the Veterans’ Resource Center on campus, which connects me to other military students and resources I can use. On Veterans’ Day, they hold different events I can participate in; one such event is the annual 5K Ruck ‘n Run, which I won last year. 

This is my journey through the military, and it varies for everyone across the branches.  All in all, the National Guard is a great way to make connections, gain experience and get college paid for.

Contact the author at mhager20@wou.edu

Oregon cat transmits plague to its owner

Written by: Claire Phillips | Entertainment Editor

In February of 2024, an Oregon resident was diagnosed with the bubonic plague. New cases of the plague always cause a small panic, but this case hasn’t been the first in the last decade. 

The patient, who was treated with antibiotics in Deschutes County, was speculated to have been infected by their pet cat. 

The plague is on the Centers of Disease Control and Prevention’s long list of nationally notifiable diseases because a single case can prompt the need to check for other cases. Other nationally notifiable diseases include cholera, Lyme disease, smallpox and measles.

Due to the plague’s gruesome history of death and destruction, public panic is another reason for concern. While the bubonic plague can spread among a population with drastic effects, in modern times, there is not much reason to panic. 

The Oregon resident was diagnosed and treated quickly, meaning they posed little risk to their community. Additionally, the bubonic plague is not transmissible between humans — only between an animal and humans. 

The bubonic plague wiped out a third of Eurasia during its initial outbreak. There are an average of seven cases a year in the United States. The association of the word “plague” sounds scary, but there are now methods of fighting back — bloodletting, leeches and religious cures have been left in the medieval ages.

Two methods used to combat the bubonic plague are quarantining and social distancing. Post-COVID, it’s no wonder Americans are worried about the spread of the plague. However, it’s safe to say that the bloody history of the plague can be left in the past.

Seven hundred years ago, humans were living among rats and fleas. They had no access to the treatments modern society has now. Health experts discourage the hunting of rodents by cats so Oregon residents don’t have to worry about their beloved pets.

In Oregon, the most common transmitter of the bubonic plague are squirrels, and officials warn against feeding one’s local squirrels to avoid future outbreaks.

Contact the author at howlentertainment@wou.edu