education – The Western Howl

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

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Hoaxes

February 5, 2025

Written by: Hannah Field | Editor-in-Chief

Content warning: this article discusses violence

America, in the last few weeks, has been swept by bomb threats — hoaxes that close schools down, reroute police attention and cause panic for thousands.

Late into the evening Jan. 29, Albany Options School received an email informing them of a bomb. On Jan. 30, the school’s staff discovered the email and informed the local police department, leading to a thorough sweep of the school premises, as well as its neighboring elementary school, Sunrise Elementary. Officials from Greater Albany Public Schools deemed nothing suspicious, and allowed for a typical school day.

Albany Police Department, as well as the school district, assured the public that an investigation is underway aiming to identify where the threat came from. They posted online Jan. 30, “We saw a lot of incorrect information on social media about the emailed bomb threat to Greater Albany Public Schools this morning. The situation was fluid, found to be a spoof email attack (per the FBI) and GAPS notified families from the two schools as soon as they had correct and pertinent information … We take all threats seriously and work together with our partners to ensure the safety of all students and staff.”

Reflected in news across the country, bomb threats are making headlines. Notably, a Utah elementary school — Timpanogos Elementary School — was recently investigated due to an unclear threat made right after school was dismissed for the day Monday, Feb. 3. The Provo Police Department swept the school using K9 units, finding nothing suspicious, but have continued to investigate.

Allen County Schools, out of Scottsville, Kentucky, declared Saturday, Feb. 1, that a threat was made against Allen County-Scottsville High School, eventually stated to be non-credible after a thorough sweep of the premises and surrounding area utilizing K9 units.

At approximately 5 p.m. Monday, Feb. 3, a CVS Pharmacy in Sylva, North Carolina, was cleared after a bomb threat was alleged. The neighboring Burger King was evacuated as well as the CVS. Traffic was rerouted to avoid the area as investigators cleared the scene — another hoax.

Authorities in Myrtle Beach, South Carolina, arrested 35-year-old Christopher Newman in connection to a bomb threat that was called into Myrtle Beach International Airport. The bomb threat caused panic across the airport, deplaning multiple aircrafts after pilots were contacted. Newman is being held without bond.

According to America’s Cyber Defense Agency, “The primary reason for employing bomb threats when no explosive device is present is to disrupt, distract and harass.”

Facilities receiving bomb threats are encouraged to stay on the phone for as long as possible, write down exact wording and fill out a bomb threat checklist offered by the cyber defense agency. If not called in but received digitally, it is recommended to leave the message open on the device, take a screenshot, copy the message and title and note the date and time. If written, handle the note as little as possible. Note the date, time and location of the threat and keep the written threat in a secure spot so police may investigate it as naturally as possible.

Most bomb threats — nearly 90% — are expected to be hoaxes. Despite the fact, all threats are to be treated as if real, so as to prevent injury.

All bomb threats should be reported to law enforcement agencies.

A 17-year-old student of Beekman Charter School in Bastrop, Louisiana, was arrested in late January after multiple bomb threats were made over email against the educational facility. All Morehouse Parish schools closed Monday, Feb. 3, and Tuesday, Feb. 4 regarding the incidents.

Mayor of Bastrop, Betty Alford-Olive, stated, “As Mayor, I am asking all citizens to be vigilant of your surroundings and if you see something suspicious, please call 911. Please stay safe.”

Investigations are still underway.

The United States Naval Academy in Annapolis, Maryland, closed after multiple bomb threats were made toward the North Severn Complex. All affected areas were cleared and no threat was located, with the lockdown lifted Jan. 31.

Nov. 2024, during the election, faced multiple Russian-sourced bomb threats to polling places in multiple states, such as Georgia, Michigan, Arizona, Wisconsin and Pennsylvania. The FBI claimed that none of the threats seemed legitimate and declared the investigation to be at the top of their priority list. At least two polling spots in the state of Georgia were evacuated but opened again after 30 minutes. The Russian embassy in Washington protested allegations of Russian interference — labeling them “malicious slander.”

Overall, more than two dozen threats against polling stations were made.

Contact the author at howleditorinchief@mail.wou.edu

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TRIO

Written by: Hannah Field | Editor-in-Chief

The new Student Success Center, upon entry, showcases a large, well-lit lobby, with new floors to boot and even a fireplace accompanied by comfortable seating. Looking ahead, a soft purple doorway boasts a front desk with a friendly face. Around the corner, the room opens up into an illuminated lobby for TRIO — a program that only grows the longer it exists at Western.

TRIO, sometimes referred to as SEP — Student Enrichment Program — is a nationwide program. According to oregontrio.com, the Oregon TRIO Association, otherwise known as OTA, was founded in the year 2000. Three primary initiatives would sprout: an annual professional development conference for TRIO professionals, an annual student leadership conference and a framework for Oregon to send advocates per year to Washington D.C. to pledge for funding for TRIO and spread its programs across the country.

In July of 2021, OTA received a $1 million grant from the state of Oregon to support marginalized students receiving higher education, also assisting with a full-time executive director position within OTA. Their mission: “Growing and supporting Oregon TRIO programs, staff and students … TRIO programs assist students with career exploration, college admissions, college preparation, financial aid, scholarships and college retention and graduation.”

Historically, the term TRIO was coined to honor the three main programs: Upward Bound, Talent Search Program and Student Support Services. “By 1998, the TRIO programs had become a vital pipeline to opportunity, serving traditional students, displaced workers and veterans,” said the TRIO history place. Eventually, the three programs would triple — becoming nine different educational assistance programs. Today, OTA serves more than 11,000 students.

At Western, TRIO boasts a well-equipped and established team to support students in many ways: director, Christopher Solario; assistant director, Adrian Trujillo; educational advisor, Alicia Monrroy; educational advisor, Andres Hernandez-Galvan; first generation coordinator and educational advisor, Dana Nunez-Silva; educational advisor, Hayden Campos; educational advisor, Logan Bransfield; educational advisor, Brianna Jones; and Sharon Price, TRIO student enrichment program office coordinator.

Director Christopher Solario has been involved with TRIO since 2000, but has been a leader in the program since 2012. The program itself has been at Western for more than 35 years. “I loved it as a student and I really enjoy it as the director,” said Solario.

Solario oversees TRIO and SEP. Occasionally, he works with students, regarding them as his favorite part of the job. “Seeing (first-year students) as kind of wide-eyed, kind of nervous, not knowing where they’re at — and then four to five years later, seeing them walk across the stage, graduating. It’s exciting to see their growth … just seeing how much they’ve grown as a person, as a human and as a citizen. It’s wonderful.”

Educational advisors assist students in the TRIO and SEP program by helping them with virtually whatever they might need — class registration, reaching out to professors, finding resources or even just needing someone to talk to. These sessions act as one-on-one advising.

According to the SEP page on Western’s website, services include academic advising, partnering with Destination Western, communicating with other departments on campus, support advising, individualized instruction, student-focused seminars, admission to cultural-enrichment activities, access to textbooks, MacBooks and other resources and organized social programs to invoke a sense of community and unite students.

“Even if we don’t know the right answer right away, we will work to get you the answer. We will connect you to the right resources,” said Dana Nunez-Silva, who began with SEP three years ago. “If you don’t even know where to start, your TRIO advisor is a great place to start.”

The main feature that students are aware of is the educational advisors. Each student admitted into the TRIO program at Western receives an educational advisor, with full-time advisors having a caseload of approximately 70 students.

“It’s really great that you (can) have this rapport with a staff on campus that you hopefully feel comfortable to talk to or ask questions,” said Nunez-Silva. “A social support that hopefully empowers you to take initiative of your academic journey, because I think coming in, especially as a first-gen student, it’s scary.”

“Our advisors care about our students,” said assistant director, Adrian Trujillo. “We try to do our best to make sure that when they leave the office, they’re in a better space than they originally came into, or at least have a better understanding of their path towards their graduation. That’s the end game for a lot of students, making sure they reach graduation.”

Most of TRIO is comprised of first-generation students, with the bundle of offices, workspaces and seating generally titled the “First-Gen Center.” Here, members of TRIO are invited to study, collaborate and enjoy a space catered to their needs, although anyone is welcome and does not need to be a part of the program in order to occupy the area.

Outside the wall of windows in the main area, a small body of water, titled the “retention pond” sits; nearby, the lending library offers donated textbooks to be borrowed. Even a care cupboard, courtesy of Abby’s House, is available to provide snacks and other possible necessities.

“We really wanted to have a space for our students who identify as first generation to come in and hang out,” said Trujillo.

With all new amenities, the Student Success Center is an adequate community resource for the growing program — lending itself to nearly 400 students across campus.

“I think that we’re all just very thankful to be in this new space. And we’re all very excited to see how this community is going to flourish in this new space, because it’s a beautiful, beautiful building,” said Nunez-Silva. “We’re very lucky to be here.”

TRIO was founded on the concept of accessibility, community and advocating for students who may need it. In light of that, educational advisors pledge to consider their advisees and support them with their needs.

With that goal in mind, the program at Western has established free first-year seminars for students in SEP.

“The overall theme for (the classes) is helping students who are within our program have a better understanding of how to navigate higher education, give them the tools and skills that they need,” said Trujillo, occasional teacher of said classes. The lessons are meant to shine a light on things students may not be aware of, such as credit scores or navigating their identity as being first generation, low-income or having a disability.

In Solario’s words, first-year seminars are to prepare students for college as a whole — “What does it take to be a college student? What’s the difference? What’s the expectations from a professor? How do you approach classes? How do you study? How do you balance your time?”

Time management is something TRIO places a lot of emphasis on, not only covering it in class but also through “TRIO talks” — workshops — that take place throughout the term. Occasionally, prizes or gifts are offered with workshop attendance, but the goal is to walk away more informed than before. The schedule for events is found on SEP’s social media, SEP student weekly emails and can easily be found in the First-Generation Center.

Some of these workshops focus on financial literacy or FAFSA completion, with financial aid being a large problem for many TRIO students.

TRIO Teacher Prep Student Support Services is also an opportunity for education majors at Western to receive support and resources. Eligibility depends on being first generation and meeting financial requirements. Through this, students may receive academic advising, mentoring and tutoring, teacher licensure exam workshops, financial literacy development, FAFSA and scholarship help, student success seminars and workshops and career development services. The program is overseen by Director Sheree Solario and encompasses a small staff, including a bilingual Spanish-English educational advisor, to better provide for student teachers.

Nearly half of Western’s student population is first generation, plenty of whom are not involved with TRIO despite their eligibility.

Misconceptions about TRIO include the concept of being first generation. “Neither parent graduated with a bachelor’s degree. They can have parents that attended school, but as long as they didn’t graduate with a bachelor’s degree, you’re still considered first gen,” said Trujillo. “I like to say, you can have an aunt, an uncle or a dog that gets a bachelor’s degree — that still makes you a first-generation student.”

Secondly, TRIO is not a remedial program. “I would say that the biggest thing I would want people to know is that this is a program that actually works when it’s utilized the way it’s meant to. As a student, you have got to also put in the work,” said Nunez-Silva. TRIO paves a pathway to success, and, according to Solario, has high expectations for involved students.

Nunez-Silva’s office sits closest to the front desk as the first generation coordinator. Her position goes beyond TRIO, tying in with Student Support Services and the Tri-Alpha Honor Society, a new organization looped into Western’s ever-growing community. Nunez-Silva will coordinate with the Tri-Alpha Honor Society to further elevate hardworking first-generation students.

Formal requirements for Tri-Alpha include having at least a 3.2 GPA, 45 credits completed and being a first-generation student. Eventually, positions at Western for Tri-Alpha will be established, such as a president position, which will include more coordination with Nunez-Silva and the community. Members of Tri-Alpha, however, have a minimal time commitment.

Eligible students who do not receive invitations to Tri-Alpha may reach out to Nunez-Silva if interested.

One important feat of TRIO is First-Generation Week, a celebration of students’ achievements over the course of multiple presentations, events and activities.

“There’s (about) three advisors here that were TRIO students at Western, so I think that just goes to show there’s definitely that ‘TRIO magic’ that people talk about — that they feel supported, not just supported enough to go through college, but supported enough to come back and give back to campus,” said Nunez-Silva. “I think that also extends to Western culture … There’s a lot of alumni that are here working now to give back, and so I think that, in general, the fact that this program has been here for 30 plus years says a lot about how dedicated the program is to continue serving.”

Trujillo has his own goal in mind: to help students flourish beyond expectations. “To help people get to a spot where they surpass me in a way — I think that’s how I view leadership … it’s really cheesy, but TRIO works.”

The Student Success Center is open until 7 p.m. each day, with TRIO hoping to eventually keep an advisor there till closing so students may be able to have drop-in appointments or receive help.

Students may apply for TRIO even after their first year at Western, but may be waitlisted. Solario hopes to expand the number of students which TRIO can assist, which is very likely considering TRIO’s expansion — not just a new building, but new positions, opportunities and events.

To get involved or apply, research TRIO at wou.edu/sep/.

Contact the author at howleditorinchief@mail.wou.edu.

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Happy birthday, Western

Written by: Hannah Field | Editor-in-Chief

Jan. 18, 1856 — 169 long years ago — Western was founded by 11 Disciples of Christ, originally titled Monmouth University. They were hoping to create a united community in their religion, which did, in its own way over time, become a tight-knit intermingling of students, professors and others, although without the faith originally in mind. Instead, the Western community honors their devotion to academic excellence and the Western way — a tailored educational experience, boasting small class sizes, caring professional staff, educational resources and a safe, walkable campus. Or, in Western’s words, “(commitment) to changing lives, strengthening communities and transforming our world.”

Western is the oldest public university in the state of Oregon, as well as an NCAA Division II institution, harboring a diverse population of students from underrepresented groups, veterans and especially first generation college students, notably recognized by the college.

Thanks to settlers who donated land and money, as well as financial support from local government members, Western came to fruition amongst a trying time in the 1850s, when customs and traditions were clashing with new age movements. Western, despite its religious founding, became an established center for training teachers for public and private schools, becoming Oregon State Normal School in 1882. It closed for a year after lack of funds and reopened as Oregon Normal School — hence the former “Lamron” title of “The Western Howl” paper. If unsure, read it backwards — not a very “normal” concept.

To add on to the normal trend: Western’s athletic teams, prior to 1928, were known as “The Normals.” Yeah, really regular.

Western adopted multiple other names over time: Christian College (1865-82); Oregon State Normal School (1882-1909); Oregon Normal School (1911-39); Oregon College of Education (1931-81); Western Oregon State College (1981-1997); and lastly, the current title, from 1997 to the present.

Throughout the last 169 years, Western hosted some significant and unforgettable events — as well as stories. In 1962, American Communist Party Secretary Gus Hall delivered a controversial speech at the Oregon College of Education, inciting an uproar. The event was later dubbed the “Gus Hall Affair.”

Previously, Hall had spent years running away from the IRS, after having been convicted of fraud and forgery in an election and had even been imprisoned after attempts to overthrow the American government, posted bail, fled to Mexico City and then was re-imprisoned. And, then, 11 years later, someone invited Gus Hall to speak at Western — nice move.

In less exciting, but still important, history, the 123-foot Sequoia tree in the middle of campus used for the annual holiday tree lighting was planted by the class of 1887.

Columbus Day, Oct. 12, 1962, Campbell Hall lost its iconic tower structure in a massive storm overtaking Oregon, the crash photographed by student Wes Luchau. The storm, titled the Columbus Day Storm, has been tied directly to Luchau’s photo, even after more than 50 years.

Many of the buildings on campus are named after graduates of Western that went on to make notable accomplishments or titles, such as John H. Ackerman, former president of Oregon Normal School. He helped to secure adequate and stable funding for the school. In 2010, Ackerman Hall was named in his honor, incorporating housing and classrooms in an energy-efficient building.

Todd Hall was named after former Dean of Students Jessica Todd. The building was erected in 1912, closely followed by The Cottage in 1917. Todd, having retired in 1931 and passing away in 1944, was fondly remembered by the college community, but also regarded as being a stern, protective and respected woman.

Here comes the interesting part — it’s been told that Todd’s ghost still roams Western’s campus, looking over the students and the dormitories, as she once had so diligently. Possibly a myth, but in order to discover the truth, one might have to ask around or take a visit to one of Western’s oldest buildings.

In more recent news, Western was picked as the focus for the Amazon Prime Video television show, “The College Tour,” in 2024. And — not to bring myself into one of Western’s most accomplished moments — I was featured in B-roll for the episode, partaking in maybe the most awkward conversation I’ve ever had in American Sign Language. They had me sign a waiver and gave me a sticker, which might be worth the embarrassment. I only have myself to blame, after all.

Speaking of American Sign Language, the ASL program, as well as the Education program, continue to be vital to Western. After all, it was the Oregon College of Education, finding its footing by training teachers all those years ago — 169 is nothing to scoff at.

Despite its many name changes, “normalcy,” previous scandals — looking at you, Gus Hall — and potential ghosts, Western has become a beloved part of many students, professors and others’ lives, showcasing a gorgeous campus, with compassionate staff, enticing classes and endless opportunities. If there’s any time to be grateful, it makes sense to celebrate on Western’s birthday Jan. 18, potentially by toasting to Campbell’s lost tower or mourning the loss of the former publishing name “The Lamron” — I admit, it’s a lot funnier than “The Western Howl.”

Contact the author at howleditorinchief@wou.edu

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My Western experience

Written by: Taylor Duff | Lifestyle Editor

Western was founded in 1856 as Monmouth University, making it one of Oregon’s oldest public institutions. The school has a long history and a strong dedication to education dating back over 160 years, with Western Oregon State College being renamed in 1939, leading to Western’s formal establishment as a university in 1989. This rich tradition instills pride in the community, and I’ve always felt that as a student here. My experience at Western is probably similar to many others — the campus is smaller and only a few blocks long, yet it’s easy to become lost in the halls and classes, especially in the first few weeks. I’ve had my share of disorientation trying to identify buildings on campus or figuring out which direction to walk when I’m in a new area of the school. But, in other ways, the size has been a great thing as everything is nearby, leaving a comforting feeling from being in a location that’s easy to explore once you get the hang of it.

What stands out the most from my experience at Western is the sense of community. The classrooms are small enough to build relationships with your teachers and fellow students, but large enough to provide a variety of ideas, viewpoints and interests. Compared to the big lecture halls I had seen in movies or heard about at other universities, Western’s classes felt much more personal and approachable. They were small enough that I felt at ease stepping in, knowing that I could have discussions with my professors and peers. It was simple to pick up a conversation with students, and I truly felt like I was a part of something more than simply a classroom, but part of a community.

Western’s dedication to diversity and inclusion contributed significantly to my sense of belonging. Western is extremely diverse, reflecting a broad variety of cultural, ethnic and socioeconomic origins. Western actively promotes diversity through a range of services, including community centers, multicultural student clubs and activities that encourage inclusiveness on campus. I felt Western was the right school for me, not simply because of its history or location, but because of its real commitment to accepting and giving respect to everyone.

I had a special connection to the university long before I became a student. I grew up witnessing my mom graduate from Western when I was 12 or 13, and the campus and buildings have always seemed like home. The familiarity of Western’s streets, the charm of Monmouth and the inviting attitude all helped me feel connected as a student. Coming back to Western as a college student meant more than simply continuing my education, it felt like coming full circle. When I reflect on my time at Western, I am extremely proud of the route I’ve chosen. From the first day on campus, I felt encouraged and advised, whether through academic advice or just knowing I could bring up concerns to my instructors. There was always a helping hand when I needed it, and I felt it throughout my journey. I’m happy that I got to experience Western for all it is and meet many other students on the way.

My involvement with “The Western Howl,” the university’s student-run newspaper, was one experience that truly impacted my time at Western. I met other students who worked with me at the paper and it changed my college experience for the better. Initially, I came to Western to pursue a bachelor’s degree in English, but after being involved with the Howl and continuing my love of writing and collaboration, I changed my major to communications. The transition seemed natural, and looking back, it was one of the greatest changes I’ve ever made. Being part of the Howl allowed me to express myself in ways I had not before considered. Writing for the newspaper allowed me to not only show my talents but also to express myself on issues that were important to me and the campus community. It wasn’t just about producing articles, it was about the process, creativity and working with other students. The work I made with the Howl formed my interest in communications and helped me determine my professional goals in ways that no textbook or lecture could.

What distinguishes Western from other schools is its dedication to assisting students in discovering their interests and directing them to programs and opportunities that match their passions. Western provides a diverse range of academic programs and resources to fulfill the requirements of all students. Every department, whether you study education, arts, sciences or communications, fosters a culture of inclusion. The instructors are friendly and truly concerned about their student’s progress. The tools offered from student clubs to internships form an unforgettable network of support.

I’m very grateful for the time I spent at Western. The experiences, friendships and mentorships have shaped me both as a student and as a person. Without the help of my classmates, teachers and most importantly the people I met at the Howl, I’m not sure where I’d be in my educational journey or my career ambitions now. The university, its tight-knit community and its range of viewpoints all combined make my experience at Western extremely memorable. As graduation approaches, it’s bittersweet to know that I’ll be leaving a place that has seemed like home for so many years. I will take the lessons, friends and sense of belonging wherever I go.

Contact the author at howllifestyle@mail.wou.edu

The Western Howl

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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

The Western Howl

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Saving Salem Public Library

Written by: Sierra Porter | Staff Writer

Social media in Salem exploded amid rumors that the city would be shutting down the Salem Public Library to preserve its police budget, including an expanded team to sweep homeless camps. An outcry from Salem residents, including hundreds of emails to Mayor Chris Hoy, and support from surrounding communities has brought unity and hope that the library will be saved. Here’s what to know about the Salem Public Library budget cuts:

The city of Salem is facing a multi-million dollar shortfall and plans for no new revenue in the next year. Due to this, many plans to cut down costs have been introduced, including the possibility of closing the Salem Public Library. This plan was discussed at a budget meeting on March 21 when Chief Financial Officer, Josh Eggleston, was asked how one could keep all police and fire jobs. Eggleston presented hypothetical options that would balance the budget without additional revenue. Amongst these cuts were positions at the library that would completely reduce hours and many other parks and recreation positions. Salem is taking $1.2 million from the SPL alone. The city claims they have no plans on shutting down SPL completely, but by July, there will be tremendous cuts and changes.

Public libraries offer affordable or even free access to a world of knowledge and life-long learning opportunities that are affordable or even free. Registered Behavior Technician and Salem resident, Jessie Shull, works directly with children in the community who often utilize the library. Shull says, “It’s going to impact low-income families in the area that use the library for more than just books. These resources are so valuable to children’s education and lives- without this access and sense of community they lose so much.” Shull believes these budget cuts will dwindle the benefits that the public library has to offer and ultimately eliminate many opportunities for those in the community.

For the moment, Salem claims it will not shut down the library in its entirety, but librarians and residents have still testified at recent budget meetings in hopes of preventing further budget cuts.

The budget committee, which includes the mayor, city council and ten appointed community volunteers, will continue to discuss the cuts in meetings on April 17, April 24, May 1 and May 8, when they will make their recommendation to the city council. In June, the city council will hold a public hearing before adopting the annual budget.

Show up, support and save the Salem Public Library.

Contact the author at howlstaffwriter@wou.edu

Western Oregon University’s Land Acknowledgement
Western Oregon University in Monmouth, OR is located within the traditional homelands of the Luckiamute Band of Kalapuya. Following the Willamette Valley Treaty of 1855 (Kalapuya etc. Treaty), Kalapuya people were forcibly removed to reservations in Western Oregon. Today, living descendants of these people are a part of the Confederated Tribes of Grand Ronde Community of Oregon and the Confederated Tribes of the Siletz Indians.

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