Western Oregon University – Page 2

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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Book buying alternatives

Written by: Jaylin Emond-Hardin | Entertainment Editor

We can all admit it — Barnes and Noble is a pretty great store, and buying books from Amazon is more than convenient. While there is nothing wrong with buying from these sources, more and more people have begun to search for much more ethical ways to purchase books. Often, major booksellers promote overconsumption or support authors, viewpoints and movements that do not align with the book buyer’s ideology. That being said, here are three of the best alternatives.

Libraries/Libby — This is perhaps the best alternative, as it doesn’t require any money to sign up for and use, instead just a valid form of identification and proof of address. By signing up for a library card, one immediately receives access to all titles within the library system. For example, the Chemeketa Cooperative Regional Library Service serves Polk, Yamhill and Marion Counties. Library cardholders receive access to 18 libraries across each county, which include Monmouth, Independence and Dallas libraries. Western students aren’t even required to show proof of address, they just need to indicate that they are college students by showing their Western ID or proof of enrollment. With the library card comes access to Libby, an online library with audio and e-books. The only drawback to these services is the often long waitlist for books, though the zero cost might make the wait worth it.

Secondhand and indie bookstores — Secondhand and indie bookstores are another great alternative, especially if one prefers to own whichever book one is reading. Secondhand bookstores typically use a buy, sell, trade method to get the books they sell, where they buy books from people looking to sell or they trade books of the same value — most stores have a staff member dedicated to this method. When these places do sell new books, they are often purchased from the publisher, so it is a much more ethical approach to buying new books. Indie bookstores operate similarly and run independently. Both kinds of stores often feature independent authors as well, often spotlighting local authors.

Other online bookstores — If online bookstores are what one is looking for, then there are plenty of alternatives to shopping on Amazon. Websites like thriftbooks.com, bookshop.org and libro.fm are some of the most popular and do not just sell thrifted and independent books, but also support local bookstores and literacy programs across the country. On these sites, customers can purchase books and audiobooks, while also selecting which partnered bookstore they wish to support. The books will come through the mail and the bookstores will still be supported.

Contact the author at howlentertainment@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

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Maui Melts student mural

Written by: Jaylin Emond-Hardin | Entertainment Editor

When the Alley Activation Project for the alleyway between the updated City Hall and the new Maui Melts location wrapped up, Western student McKenna Brinkman was tasked with painting a mural on the bare wall that hadn’t been touched by the project.

The project, funded by a grant from the AARP, aims to understand how the pedestrian alleyway can best serve the community. In two phases, the project seeks to incorporate peaceful, calming elements, while also providing an inclusive space and is part of the larger 2042 Downtown Improvement Plan. The 2042 Downtown Improvement Plan is what will guide city policy and planning over the next 20 years.

Brinkman, who goes by “Mick,” started the mural in October, after Maui Melts owners Graham and Ruthie had seen her chalk art in The Sippery, where she has worked since the spring of this year.

“One thing I’ve enjoyed about the job is getting to do all the art for the chalkboards,” Brinkman said. “A couple of my regulars (have) been coming in every day since they own and have been working on the new Maui Melts next door. We’ve gotten to know each other through conversations while I make their soy lattes.”

The mural — a painting of an enlarged longhorn beetle, which is native to Oregon — sits on a grey background on the east exterior wall of Maui Melts, facing Monmouth City Hall.

“Graham and Ruthie were extremely encouraging the whole way through the month-long process,” she said. “I think (a) cool experience I had while doing this mural was talking (with) locals who would ask about it.”

Brinkman has always enjoyed art, something she says was natural to her as a child. When she came to Western as a first-year, she started as a biology major, but after taking a drawing class, she switched her major to art and never looked back. “I’ve enjoyed every single art class I have taken in my time here,” she said. “There has yet to be a moment where I have felt burnt out with art.

“I love how this has further bonded me with the Monmouth community. I am happy to leave my mark, literally, on Motown.”

Contact the author at howlentertainment@wou.edu

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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

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Fall sports calendar

Written by: Jaylin Emond-Hardin | Entertainment Editor

Thursday, Oct. 10

12 p.m. — Men’s Soccer vs. Simon Fraser University B.C.

2:30 p.m. — Women’s Soccer vs. Montana State University Billings

Friday, Oct. 11

8 – 10 p.m. — Men’s and Women’s Basketball, Hoops and Howl

Saturday, Oct. 12

10 a.m. — Women’s Soccer vs. Seattle Pacific University

1 p.m. — Men’s Rugby vs. Oregon State University

1:05 p.m. — Football vs. Eastern New Mexico University

Thursday, Oct. 24

12 p.m. — Men’s Soccer vs. Northwest Nazarene University

7 p.m. — Volleyball vs. the University of Alaska Anchorage

Saturday, Oct. 26

All Day — Women’s+ Rugby, tournament

10 a.m. — Men’s Soccer vs. Montana State University Billings

1 p.m. — Men’s Rugby vs. Washington State University

1:05 p.m. — Football vs. Texas A&M University, Kingsville

7 p.m. — Volleyball vs. the University of Alaska Fairbanks

Sunday, Oct. 27

6 p.m. — Women’s Soccer Club vs. Oregon State University

Thursday, Oct. 31

12 p.m. — Men’s Soccer vs. Saint Martin’s University

2:30 p.m. — Women’s Soccer vs. Western Washington University

Saturday, Nov. 2

10 a.m. — Women’s Soccer vs. Simon Fraser University B.C.

Sunday, Nov. 3

All Day — Cross Country, Stumptown Youth XC Championship

Thursday, Nov. 7

1 p.m. — Women’s Soccer vs. Central Washington University

7 p.m. — Volleyball vs. Saint Martin’s University

Contact the author at howlentertainment@wou.edu

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Western’s spring dance concert

Written by: Claire Phillips | Entertainment Editor

On May 9, 10 and 11, Western hosted its Spring Dance Concert in Rice Auditorium. Each choreographer, costume designer, lighting designer, professor and dancer brought their all to the concert.

The show opened with a lively number, titled “Not a Tango,” choreographed by Les Watanabe, a professor of dance at Western. The dance was composed of four dancers: two wearing red dresses and two wearing black suits, preening for attention. The dynamics and expressions of each character made the audience laugh throughout the show.

Tim Cowart, the department head of Western’s Department of Theatre and Dance choreographed a meaningful piece, titled “Slump.” The dance engaged the audience right out of the gate with a projector screen depicting the busy, loud streets of a big city. One could observe the pressure of society weighing down on each dancer through their intricate mannerisms. Each was trying to make themselves stand out from the crowd; a futile attempt.

“Hold on…,” choreographed by graduating senior Alia Takashima, was a spiritual, grounding piece memorializing community and friendship. The dance featured incredible formations such as using the dancers’ arms to look like tree branches in their green and brown costumes and holding each other up in lifts.

A “Hunger Games” themed piece, titled “MEMENTO MORI,” choreographed by Charlotte Hreha, was captivating and intense. The iconic whistle that sounded before the music even kicked in gave the audience a hint as to what was to come. The music also utilized the line “enjoy the show” from the arena in “The Ballad of Songbirds and Snakes.” An ear-piercing scream at the end of the performance left everyone speechless.

“Wabash 64130,” choreographed by Winston Dynamite Brown, was a nostalgic performance based on Brown’s mother, siblings and hometown, Kansas City. The dancers lined up and posed for a “family photo” partway through the dance, illustrating each family member and their unique personalities.

After the intermission, “Melt,” choreographed by Valerie Bergman and Darryl Thomas, immersed the audience in an ever-shifting night sky, then an ocean and finally, a forest. A featured dancer donned a pair of pointe shoes, weaving between the other dancers. The choreographers stated that the dance was an “…urgent cry to protect our climate and an homage to the beauty and wonder of our natural habitat.”

As a tribute to their grandmother, Manda Oliver choreographed “Annee des Marguerites,” which translates to “Year of the Daisies.” The dance utilized flower props as a symbol of healing, along with beautiful green and purple costumes. Every dancer lifted each other up and made sure nobody was left behind.

“CYCLICAL,” choreographed by senior Madison Malveaux, began with no music, only the carefully composed rhythm of stomping feet. The piece had the perfect combination of chaos and order and conveyed how the two interacted with each other.

Before the last dance, it was revealed that Cynthia Gutierrez-Garner, a beloved dance professor, will be leaving Western after 14 years. “Las Caras Lindas” featured eight dancers in bright, traditional dresses sitting around a table. Gutierrez-Garner said, “Thank you for sitting at the table of my pedagogy.” It’s safe to say that Gutierrez-Garner left her mark on all of Western.

Every single dance was unique and stood out from one another. The crowd could never guess what was coming next and was entertained for the full two hours of the show. Thank you, Western Department of Theatre and Dance, for your incredible effort and continuous talent.

10/10.

Contact the author at howlentertainment@wou.edu

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Men’s lacrosse team resurrected

Written by: Liberty Miller | Lifestyle Editor

Western is home to nine intramural club sports teams that compete in organized intercollegiate competitions. While these sports generally perform well, they are not sanctioned by Western’s athletic administration, which often results in a lack of funding, recruiting and little to no recognition.

In terms of public exposure, the men’s and women’s lacrosse teams alike have had a fair amount of success, but many club sports teams face challenges with recruitment that leave them with limited options for competition. While the Western lacrosse team has historically been a powerhouse program, their lack of players resulted in a forfeit of conference play last year.

The team was even featured in an article written by Andrew Golden for the Lacrosse All-Stars, a media outlet and brand for the sport. The article, titled “What Happened to Western Oregon Lacrosse,” stated that, “About ten years ago, a school with under 4,000 students in a non-traditional area won their conference six straight times and still holds the record for most conference championships. That school is the Western Oregon Men’s Lacrosse program.” Golden observed that the last posted roster on the website was in 2022, so while the team did not appear to play in 2023, there is a chance they will come back the following year. His article proved to be true, and with a fresh coach and majority freshmen roster, they are rebuilding the program from the ground up.

This grassroots operation of revitalizing the team’s former glory was not in vain — first-year Coach Wyatt Livengood actively recruited the vast majority of the team, and the newly minted group recently finished an undefeated season within their division of the Men’s Collegiate Lacrosse Association.

Jack Livengood was a regular player during the season, and when asked about their absence from the MCLA last year and subsequent success during the 2024 conference, he stated, “Last season we didn’t have enough players to field the team, so we didn’t have a season. This year we barely had any players. We had 11 players, there’s 10 on the field, so that’s one sub. Always running around, that’s a lot of hard work. It kind of brought our team together, and we had the mentality that we just have to work together.”

Chris Skelton was a benchmark player for the team this season after his hiatus during the canceled 2023 season. Skelton described why he chose to return to the sport, saying, “I just saw a bunch of dogs out here and I thought, this will be fun. That’s all I saw. We’ve got a bunch of young kids, our team is mainly freshmen and we have no seniors this year, we just had a lot of potential and a lot of commitment — basically, a lot of energy out here. That was kind of what brought me back out here, it was a whole new team, mindset and coach, and it’s been so much fun this year.”

Will Panagakis, a freshman on the team, discussed his experience with facing competition within the club Lacrosse conference. “It’s kind of like, when you step up to the plate, you’ll realize that we’re in the big leagues and I gotta step up. When you step on the field, I don’t know how to explain it — it’s like a wake-up call really, because everyone is so much bigger than you’re expecting.”

When asked about the recruiting prospects for their following season, Skelton said, “We’re expecting a low amount of guys come in, but we’ve been searching up schools, going and watching their games this past week and a couple weeks ago, we’ve been talking to some of the (high school) seniors, and we’ve got a good amount of interest and kids actually want to come to Western next year, so that’d be fun to see what they actually do.”

Panagakis added, “We were undefeated in the league, so if we get a couple more people we should be pretty good next year. In our league, we play Gonzaga, Central Washington, Puget Sound, Humboldt (Cal Poly Humboldt) and Pacific Lutheran University. Mostly California and Washington teams, but in the spring we’ll play the Ducks (University of Oregon) and the Beavers (Oregon State University).”

Caden Lampert implored students interested in club sports to test the waters: “If you want to go out and be active, just come out and try it. It doesn’t hurt to say you’re not going to but at least come out and see what it’s all about, because you may love club sports and you may want to keep playing it,” Lampert said.

Panagakis encourages Western students to attend club lacrosse competitions: “If you want to attend a game, I’ve brought a couple of people and they said it was one of the coolest sports they’ve ever come and watched. You don’t understand it when you’re watching it, and that’s the best part — there’s a whole bunch of stuff going on at all times. Lacrosse is something that’s happening at all times, and that is why I like it so much. If you want to come to a game, they’re so entertaining and you should definitely come,” said Panagakis.

Skelton also had a message concerning the lack of coverage for club sports and what students can do to make a change. “Show up and show out, basically just that. I mean, rugby’s playing, swimming’s competing, soccer’s playing, lacrosse is playing, everyone should just show up and have fun and support your team. You all go to Western, so just support everybody.”

Contact the author at howllifestyle@wou.edu

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Psychology grad school fair

Written by: Forest Schostalo | Freelancer

The Psychology Peer Advising Center, PsychPAC, will hold a graduate school fair on May 21 in the Werner University Center. The event will run from 3:30 – 6:30 p.m. in the Columbia Room and will have at least 13 programs in attendance.

When asked about the importance of this event, John Thoma, PsychPAC’s graduate school coordinator, said, “Many people don’t know how to go about grad school; this is their very first time showing interest. The mystery creates a lot of questions, but you don’t always know which ones you are supposed to ask.”

This will be the second-ever graduate school fair that PsychPAC has hosted, following the success of last year’s event. According to Thoma, the event will be a great way for students interested in graduate school to not only learn more about graduate school but also become acquainted with the people who work at these schools. “Go in representing yourself and the best person that you are. These are the people who could be interviewing you when you apply, that’s how it was for me at Geroge Fox,” said Thoma.

In preparation for the Grad Fair, PsycPAC curated a list of Dos and Don’ts for students attending the event. They suggest preparing several questions in advance to get a full picture of what the school has to offer. They also suggest talking to the school one is most interested in last to get some practice before seeing them. Finally, they suggest wearing something that is more professional. If one doesn’t have anything professional, the Stitch Closet on campus can help.

PsychPAC also puts forward some don’ts. Don’t only look at the information on the table, instead talk to the attendants to obtain a full understanding of what they have to offer. Don’t leave mid-conversation if you discover you aren’t interested in the school, finish the conversation, and politely excuse yourself and thank them for their time. Finally, don’t save questions for a later time —this is a good opportunity to ask any questions, including about topics like financial aid or what they are looking for in an application, as some topics are better off not mentioned in an interview.

PsychPAC serves as a way for psychology majors at Western to get advice from their peers who are also involved in the psychology program. The advisors include people at various levels within the major, with varied career aspirations and who have taken different courses within the program. They can help with registering for classes, removing advising holds, understanding degree tracks and more. They are located in Todd Hall, Room 339, and are open 10 a.m. to 4 p.m. on Monday, Tuesday, Thursday and Friday.

Several advisors from PsychPAC will be at the event ready to answer questions from students. “This is a perfect opportunity to gain information about grad school. You can then immediately come over to our table to make a plan to make that goal happen,” Thoma said. “We can help make a schedule for next year or figure out what classes or volunteer opportunities you should focus on.”

The center will also be open during its normal hours on the day of the event for people who have any questions.

Many of the colleges with psychology-related graduate programs from across the state will be in attendance at the fair: private universities like George Fox and Pacific University, Public universities like Oregon State and the University of Oregon and even Western Oregon and its new Occupational Therapy Program will be represented.

A full list of the universities that will be represented at the fair, what programs they offer, if they are accredited in any way and what makes these programs unique and special is available on the PsychPAC website.

For anyone who may be nervous about attending an event like the Graduate School fair, Thoma has some advice. “It’s okay to not know everything, that’s why we do these things. You can talk to these people and say it’s your first grad school fair and just by doing that you’ll learn what kinds of things you need to ask, don’t be afraid to not know.”

Any questions about the event can be directed towards the PsychPAC email: peeradvising@mail.wou.edu or can be asked in person during their operating hours.

Contact the author at fschostalo21@mail.wou.edu

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Finding time in a busy college schedule

Written by: Gretchen Sims | Editor-in-Chief

One of the most difficult aspects of being a new college student is learning to work within a set schedule. From elementary school to high school, classes have always been set in stone — 8 a.m. to 3 p.m. for most students. However, come college, doors are opened up for one to set their desired class times — classes at Western are offered from 8 a.m. to 8 p.m.

Often, students will have one to three classes a day and sometimes won’t have a class at all. This opens up endless opportunities throughout the week, but it is a challenging adaptation for some.

While it is handy to have the ability to organize one’s schedule around work, one’s social life and individual interests, it also brings forth its own set of unique challenges. Not having a structured schedule leaves it up to the individual to find time to do assignments, study for exams or do important classwork — not to mention carving out time for practicing hobbies or engaging in self-care.

Thankfully, there are some tips and tricks that I, a graduating senior, have learned along the way that have helped me navigate a jam-packed schedule.

Look at your week/month ahead of time — Something that has helped me is taking a broader look at my schedule. Tackling assignments and work daily can be daunting, but stepping back and seeing everything one has to do that week is crucial. In doing so, one can plan to ensure that assignments are not procrastinated right up to the due date.

Invest in a whiteboard calendar and some sticky notes — I love using my whiteboard calendar because it’s right where I have to see it. I have placed it strategically so that when I walk into my room, I have to address my responsibilities for the day. Additionally, I have my whole week’s assignments planned out on sticky notes so I know exactly when I have carved out time to do them — this helps avoid procrastination.

Make sure you are leaving time for self-care — Between work, school and one’s social life, it can seem impossible to step back and take a few moments for oneself. However, burnout is rampant among college students, so it is crucial to foster a great relationship with oneself. This can even just come in the form of waking up 30 minutes earlier to do a skincare routine.

Start a planner — If one still finds themselves procrastinating or surprised by deadlines, writing due dates in Google Calendar might be helpful. This planning method is useful because Google Calendar sends out text alerts which I have found useful for pulling myself out of doom scrolling.

Contact the author at howleditorinchief@wou.edu

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Psychology grad school fair

Finding time in a busy college schedule

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