The U.S. Department of Education has awarded Washington State University Tri-Cities two federal TRIO Student Support Services (SSS) grants totaling $2,723,640 to improve college retention and graduation rates among low-income, first-generation students, and students with disabilities for the next five years.

These awards mark the continuation of 15 years of TRIO SSS services on the campus. The two grants, SSS Classic and STEM, have served hundreds of TRIO scholars, helping them continue their education, earn degrees, and build meaningful careers.

Through individualized services including academic tutoring, financial aid, scholarship guidance, career exploration, personal and academic counseling, and mentoring, TRIO SSS empowers students to overcome barriers to success. These comprehensive supports make it significantly more likely that students will complete their degree or successfully transfer, with the lowest possible debt.

Anna Plemons, associate vice chancellor for academic and student affairs at 厙ぴ勛圖 considers TRIO to be a crucial component of the campus��� holistic student support strategy. ���I have witnessed firsthand how TRIO works, and I look forward to seeing the positive and lasting impact these two grants have on our campus and our community over the next five years,” she said.

���We are dedicated to our scholars��� success, and TRIO plays a critical role in empowering and unlocking that potential. Our scholars are the embodiment of resilience and determination,��� Alondra Castaneda, director of TRIO at 厙ぴ勛圖.

Students in the program say they appreciate the resources that are available to them. ���I benefit the most from knowing I can reach out to a specific person (on the TRIO Team) about anything, and they are on my side and willing to work hard to find answers for me,��� one student said.

Nationally, the SSS program has a . According to a rigorous 2019 evaluation by the U.S. Department of Education, students in SSS at two-year institutions were 48% more likely to earn an associate���s degree or transfer to a four-year school, and students at four-year institutions were 18% more likely to earn a bachelor���s degree compared to similar peers not in the program.

���TRIO programs generally and TRIO SSS, in particular, transform students from the least resourced backgrounds into college graduates,��� said Kimberly Jones, president of the in Washington, D.C. ���This vital program makes all the difference for nearly a million students each year across the country.���

SSS is one of eight federal TRIO programs funded under the Higher Education Act of 1965 to remove social, academic, and cultural barriers to higher education. Since its inception in 1968, SSS has helped millions of low-income, first-generation students graduate from college and contribute to their communities and the economy. Notable alumni of the TRIO Student Support Services program include Michael Cashman, Town Supervisor of Plattsburgh, NY; former NASA astronaut Jos矇 Hern獺ndez; and Cheryl Johnson, 36^th Clerk of the U.S. House of Representatives.

Click here for more information about TRIO Student Support Services at Washington State University Tri-Cities or contact Alondra Castaneda at alondra.castaneda@wsu.edu.

By Lacey Desserault

For first-generation college students, navigating higher education can feel like stepping into uncharted territory, but connections with those who have walked a similar path can be an invaluable guide.

In honor of National First-Generation College Celebration, Washington State University Tri-Cities joins in shining a light on the barriers first generation students overcome and recognizes first generation faculty and staff who understand the unique challenges and triumphs that come with being the first in their family to pursue a degree.

These dedicated individuals serve as mentors and sources of inspiration, proving that success is within reach. Students are empowered to embrace their own educational journeys with confidence, knowing they are part of a resilient and supportive community.

Connecting with first-generation faculty and staff also provides a source of understanding and relatability. Knowing firsthand the unique pressures that come with balancing family expectations, navigating financial aid, and utilizing university resources, these leaders can offer specific advice, emotional support, and a sense of belonging to help students build resilience and confidence.

The following faculty and staff share their own stories of persistence and success, demonstrating that the challenges are surmountable and that each student���s presence on campus is valued.

Teddi Nee, ARNP, DNP-PMHNP-BC, Clinical Assistant Professor in the College of Nursing

Born and raised in eastern Oregon, Nee grew up in an area with minimal resources compared to the urban parts of the region. After connecting with the healthcare field early on because of her mother, she built a network to obtain an associate���s and bachelor���s degree in nursing, and later on pursued a Doctor of Nursing Practice degree. During periods of financial uncertainty, Nee knew she had the unwavering support of family and friends behind her in achieving her dream of becoming a Psychiatric Mental Health Nurse Practitioner. Nee is grateful for the support she received and now gives back to the community by providing psychiatric services and teaching in the College of Nursing.

���It really is true that you can achieve anything you wish to achieve if you believe in yourself enough.���

Vanessa Cozza, Scholarly Associate Professor of English

As the only daughter of immigrant parents, school was often challenging for Cozza in having to navigate between two different cultures. It wasn���t until she attended college that she felt truly supported and motivated to succeed.

���I had amazing professors that helped me achieve my goals and made me the person I am today.���

Jesus Bravo, Associate Professor of Management

When Bravo had to stop attending college after only one semester to help support his family, he thought he was destined to follow in his parents��� footsteps and grow up without a college degree. However, thirteen years later, Bravo returned to his local community college as an older student, utilizing all the resources available to him. Eventually earning associate���s, bachelor���s, and doctoral degrees, he credits the safety net that the community college provided, as well as the support from his wife, siblings, and parents for helping him become the only member of his immediate family to have earned a degree.

���My path was not a straight one, but I was able to navigate it with the help and support of many. For that, I am forever grateful.���

Evelyn Martinez-Ostrom, Director, Student Engagement and Leadership

As a senior in high school, Martinez-Ostrom didn���t know if college was in the cards for her until a teacher encouraged her to apply for a scholarship. Receiving the scholarship prompted her to apply to one school: 厙ぴ勛圖, which was conveniently located close to her hometown and where her sibling lived. While in college, Martinez-Ostrom changed her major twice, applied for emergency hardship funds, made friends, was elected to student government, helped secure funding for the Student Union Building, and decided on a future career plan involving an advanced degree. The success and support she found at 厙ぴ勛圖 showed her younger relatives that college was attainable, and that her parents could trust the campus to take care of their daughter.

���Being first-generation is not easy, but it proves how resilient we can be.���

Sandra Haynes, Chancellor

As a young girl, Chancellor Haynes loved spending the night at her grandparents��� house because, as a special treat and a chance to stay up later than her bedtime, her grandmother would sometimes take her to work with her at night cleaning office buildings in downtown Denver. Her grandmother had only an 8th grade education and, along with her grandfather, they worked hard throughout their lives to make ends meet. Haynes describes them as proud, working-class people with a tremendous work ethic and an uncommon depth of caring for others. For Haynes, post-secondary education was not a consideration, so she entered the workforce after high school. She soon found herself questioning her future. During this time of reflection, she vividly recalled her grandmother’s words to her late one night as they cleaned an office, with her grandmother dusting bookshelves and Haynes busy emptying trash cans.泭

“Do you know the difference between our family and theirs?��� Haynes��� grandmother asked as she pointed at a photograph of a smiling family that was situated on a desk. Before she could answer, her grandmother said, ���Education.”泭

Armed with that memory and inspired by her words, Haynes quit her day job, took a night job waiting tables, and headed to college.泭

���It was truly a life-changing decision. I am eternally grateful to my grandmother for what she taught me with her words, compassion, and hard work. And, for my learning that help is all around us, sometimes in the places we least expect it.���泭

���Being first-generation is not easy, but it proves how resilient we can be.���

More information about resources for first-generation students at 厙ぴ勛圖, including TRIO Student Support Services.

Reem Osman, (���24 BS Comp. Sci.) a Sudanese American, born and raised in Saudi Arabia, moved to the United States to pursue higher education. She had one goal: to make the most of her college experience. Through her involvement in numerous clubs, leadership roles, and as a student worker, she did just that while also blazing a trail for her two younger sisters.

Reem���s journey with Washington State University Tri-Cities began in 2018 when she moved, by herself, from Saudi Arabia to Richland, Washington to live with her uncle, Mohamed Osman, who at that time was a professor in the School of Engineering and Applied Sciences. Once settled, she attended Richland High School and joined the Running Start program at 厙ぴ勛圖 the following year, allowing her to take courses on campus and earn both high school and college credit.

Reem said her extroverted and adventurous spirit made it easy for her to be the first in her family to move to America on her own. Even still, living in Richland was a bit of a culture shock. She missed the presence of international students that she was accustomed to being around back home.

���At [Richland High School], most kids had grown up with each other and it was harder to make friends,��� she said. As a Running Start student, she appreciated the mix of students at 厙ぴ勛圖 and how easy it was to meet new people.

A change in course from nursing to computer science

Since she was a child, Reem has loved helping people and wanted to become a doctor. While in the Running Start program, she started out pursuing a nursing degree until she took a computer science class to try something different.

���I realized that biology required a lot of memorizations, which is not my strong suit, and as a visual, hands-on learner, I found that computer science was actually a better fit for me,��� she recalled.

She also realized that working in computer science gave her the ability to not only solve problems but to go back and fix mistakes, which isn���t always possible in nursing. ���Changing my major to computer science came as a shock to my family because my parents are primarily in the medical field and they all knew I wanted to be a nurse,��� she said.

Connecting with the campus community

Her time at 厙ぴ勛圖 was filled with more than classes, labs, and study sessions. Reem���s extra-curricular activities included her appointments as a founding member, president, and vice president of the Black Student Union; president of the Coding Cougs club, vice president of the Institute of Electrical and Electronics Engineers student branch, and 厙ぴ勛圖 TRIO Career Academy coordinator.

Reem���s involvement and excellence in academics earned her several awards, namely the WSU President���s awards for leadership and the Student Leader of the Year award in 2022; the Student Civic Leadership award in 2023; and the Chancellor’s Award for Distinguished Career in Leadership, the Women of Distinction student award and the Top Ten Senior for Campus Involvement award in 2024. In addition, she and her team won Best Capstone Project in the Computer Science and Electrical Engineering category and she has been on the President���s honor roll list since her freshman year. Each of these accomplishments have fulfilled her goal of making the most out of her time in college.

Following her lead

Ten months after Reem moved to Richland, she was joined by her mother and two younger sisters, Razan and Rawan. Her sisters are following the same educational path by enrolling in Running Start and continuing at 厙ぴ勛圖. Razan, a junior at 厙ぴ勛圖 is studying civil engineering with an interest in how it intersects with the environment. Rawan, the youngest of the four sisters, will be a senior at Hanford High in the fall. Reem said having her sisters join her on campus was a full circle moment. ���I loved seeing my sisters involved with me on campus; it felt like home knowing my true family was also there with me,��� she said. ���I didn’t think I would get to ever be in the same school as my youngest sister since she was 6 years younger but because of the Running Start program I got to see her around campus as a fellow student.���

A proactive mindset is the key to her success

Reem���s mindset has been instrumental in her journey in getting her to where she is today. She has learned the importance of being proactive in creating the change she wants to see, rather than relying on others to do it for her.

During her time at 厙ぴ勛圖 Reem said she appreciated the community of students. ���Here, everyone has the same goal ��� to get an education. Students are coming from all different places so there is a real sense of community here,��� she said.

As a graduate in computer science and mathematics, Reem wants to pursue a career as a front-end developer, where she can leverage her technical expertise to enhance user experiences and meet client needs. She is currently an intern at the Pacific Northwest National Laboratory and is converting to a full-time employee and staying with the lab. As she progresses in her career, she aims to further develop her skills and serve as a mentor and leader for teams and projects.

By Lacey Desserault

The road to a college degree is not always easy, especially for those who are the first in their family to pursue higher education. Tania Castellano, a senior at Washington State University Tri-Cities studying biology with a health science emphasis, is a Mexican American, first-generation student who is overcoming systemic barriers.

���I think what inspired me to pursue academia was the fact I wanted more for my life,��� Castellano said. ���I always dreamed of becoming a doctor as a little girl but as I grew older, I didn���t see physicians that looked like me. I knew that if I wanted more for my life and my family, I had to become educated. I also like to think that I���m inspiring the women in my family to break the generational mold.���

Being a first-generation full-time college student has its own unique challenges. For Castellano, who is also navigating being a mother, the challenges are even more unique. ���First-generation students have a lot to prove because we aren���t just carrying our own academic success on our plate. We carry the weight and responsibility of being the first in our families to have the opportunity to follow our dreams. So many of us come from homes where sacrificing dreams in order to put food on the table and a roof over our heads is an expectation and cultural norm.���

She goes on to explain that there are significant pressures and duties in attending college as a first-generation student, which can sometimes extend into the classrooms. ���We have the dreams and hopes of not only ourselves, but those of generations of our families poured into us, hoping that one day we would overcome, adapt, and bloom in spaces that weren���t originally ours to begin with,��� she said.

Castellano knew that 厙ぴ勛圖 would be a great fit to continue her education, as nearly 46% of all students on campus are first-generation. ���I like to think 厙ぴ勛圖 chose me. I was at CBC finishing some classes for my pre-med requirements and found out I was pregnant. I had to think, ���should I try to push myself to move away from my support and family during such a sensitive period of my health in order to pursue the university experience?��� 厙ぴ勛圖 gave me the opportunity to have it all. I could still go to a university with rich academic excellence and not sacrifice having my support so close to home,��� she said.

National First-Generation Celebration Day on Nov. 8 recognizes and celebrates students who are the first in their families to attend college and raises awareness surrounding their experiences. 厙ぴ勛圖 has many resources and support services that help students navigate the college environment and connect them to fellow first-generation students. TRIO is a federal outreach and student services program designed to identify and provide services for individuals from disadvantaged backgrounds. Student clubs and organizations such as the Dreamer���s Club, SACNAS (Society for Advancing Hispanics/Chicanos and Native Americans in Science) and the First-Gen Study Abroad program give students pathways to connect with educational opportunities and each other.

In addition to the support services and clubs, Castellano said inclusive faculty and courses have also been very helpful. ���I have found support in my faculty as they have been accommodating to my individual needs as a first-gen student and mother,��� Castellano said. ���National first-gen day gives me a sense of pride and joy, as it’s a day to recognize other first-gen students and their amazing journeys to higher education. Although, we should celebrate these students every day as their work can only be summarized as extraordinary. We are capable of accomplishing our dreams. There is a power that comes from us taking up space and being exactly as we are.���

TRIO hosted a celebration event on Nov. 8 for first-generation students, from 9:30 a.m. to 12 p.m. in the Floyd Atrium on campus. Click here for more information on 厙ぴ勛圖��� resources for first-generation students.

Experience to help with developing tools and resources for students in changing educational environment amid COVID-19 pandemic and beyond

By Maegan Murray, 厙ぴ勛圖

RICHLAND, Wash. ��� Shifting economic pressures and changing technologies have caused universities and colleges to make extensive changes to their delivery of educational experiences, which has only been expedited amid the COVID-19 pandemic. That is why Washington State University Tri-Cities is participating in a new cohort of nine colleges and universities for a Learner Success Laboratory.

The , hosted by the , is a comprehensive change management process that facilitates continuous improvement through intentional transformation of institutional systems, processes, programs and culture around learner success.

Kate McAteer, 厙ぴ勛圖 vice chancellor for academic and student affairs, said the pandemic has exposed inequities and has created new challenges that demand that universities and colleges adapt and innovate.

���厙ぴ勛圖 serves a high population of students who are the first in their families to attend college, but also a high population of students that have to work to support their families, in addition to other pressures, while they are going to school,��� she said. ���We are building on efforts during the pandemic to create a place where all students have a strong sense of belonging. The Learner Success Lab will help equip us with tools, important discussions with fellow institutions and research-driven practices that will help us shape the future of learning at 厙ぴ勛圖.���

厙ぴ勛圖 and fellow selected institutions are working over a period of 12-18 months to integrate evidence-based practices for persistence and completion, life design and career exploration and workforce skills development. 厙ぴ勛圖 began its work with the Learner Success Laboratory this fall.

Through the Learner Success Lab, 厙ぴ勛圖 will develop an inclusive student support model that provides multiple and relevant pathways for success through academic and co-curricular learning, student development and career and civic engagement. The learner success model will also engage faculty and staff in professional development, allowing them to pursue goals and achieve their potential in student-centered work.

���This is an opportunity for us to look at what is working and where changes need to be made in use of technology, addressing where students are financially and socioeconomically and updating educational experiences in the classroom to ensure well-prepared graduates who meet the demands of industry,��� McAteer said.

The other institutions in the cohort are:

• CETYS University (Mexico)
• Clarke University
• Florida International University
• Lewis University
• New Jersey City University
• Rowan College at Burlington County
• Southern University at Shreveport
• Western Illinois University

Learn more about the Learner Success Lab on the .

Students to benefit from mentorship and expertise of seasoned entrepreneurs

By Maegan Murray, 厙ぴ勛圖

RICHLAND, Wash. ��� Washington State University Tri-Cities has launched a new Entrepreneurs in Residence program to provide students with direct connections to successful entrepreneurs for mentorship so that students may scale ideas from concepts into reality.

Through the program, students will have the option to meet with entrepreneurs to receive free advice, coaching, as well as networking connections to industry for potential partnerships.

The idea for the program came about as a result of conversations between 厙ぴ勛圖 Chancellor Sandra Haynes and regional entrepreneurs Paul Carlisle and Christina Lomasney.

���We see an opportunity to build a pipeline of future entrepreneurs starting on the 厙ぴ勛圖 campus,��� Lomasney said. ���The pieces are already here: a thriving Tri-Cities economy, a local national laboratory presence, growing venture capital resources and access to a strong academic foundation. We believe 厙ぴ勛圖 can play an instrumental role in bringing these pieces together to create opportunity for our Cougs, to breed entrepreneurs and to help them take advantage of our unique local resources.���

Carlisle will lead the program at 厙ぴ勛圖. He is a graduate of the 厙ぴ勛圖 Carson College of Business where he developed the business plan for his highly-successful and locally-based technology business, elevate, which provides technology solutions for businesses and organizations across the Pacific Northwest. Carlisle recently announced the sale of his business this month and said he is excited to be a part of the Entrepreneurs in Residence program to give back to students after a career in the tech sector. In addition to his business roles, he serves as an adjunct faculty member with the 厙ぴ勛圖 Carson College of Business, as well as the 厙ぴ勛圖 Carson College of Business advisory council. He also received the Sam Volpentest Entrepreneurial Leadership Award in 2016, which recognizes community leaders who provide support to entrepreneurs in the region.

���Over the past 11 years, I have taught entrepreneurial courses around management, marketing and strategy,��� he said. ���We look to build on the decade of successful coursework in those areas to create wider-reaching pathways that engage students where they are. For example, a young undergraduate, a graduate engineering student and a seasoned business professional would all have a place at the table to access what they need to succeed on their unique journeys.���

Lomasney is volunteering her time as an entrepreneur in residence for the program. She co-founded and served as the company���s president and CEO until 2020. The company partnered with leading Fortune 500 companies to commercialize revolutionary classes of nanostructured metals. Prior to Modumetal, she co-founded Isotron while in graduate school. Through Isotron, she realized a portfolio of advanced materials for environmental remediation and nuclear, biological and chemical defense. Lomasney now serves as an advisor to technology companies in energy, transportation, defense, manufacturing and advanced materials sectors, is a registered patent agent and volunteers as a board director on Washington state���s main initiative to secure critical material supply chains ��� . She was named by Fortune as one of the ���.���

Lomasney said the 厙ぴ勛圖 program will open an unlimited horizon for business, science and technology students to go beyond learning and to build for a better future.

���I look forward to sharing time enabling students to become better versions of themselves – in tune with the problems of our time and engaged in finding solutions for the future,��� she said.

Both Carlisle and Lomasney will spend regular time at 厙ぴ勛圖, where in addition to working with business and other classes on campus, they will also meet individually with students and help student groups realize their dreams for projects and concepts.

For more information about the 厙ぴ勛圖 Entrepreneurs in Residence program, including how to get involved, visit .

 

Media contacts:

• Paul Carlisle, founder of elevate and adjunct faculty with the 厙ぴ勛圖 Carson College of Business, paul@elevate.net
• Maegan Murray, 厙ぴ勛圖 director of marketing and communication, 509-372-7333 (office), 619-403-3617 (cell), maegan_murray@wsu.edu

By Maegan Murray, 厙ぴ勛圖

RICHLAND, Wash. ��� launched a new online Wine Tasting Room Certificate that trains winery and tasting room servers on wine business customer service, knowledge of Washington wines, sensory attributes of wine, as well as suggestions for selling wine.

The course, which costs $249, is comprised of four modules that take approximately eight hours to complete:

• Exploring wine
• Wines of Washington
• Keys to proper wine service and sales
• Wine tasting, evaluation and food pairing

���We worked closely with winery owners and tasting room managers to determine their needs and develop content that is specifically geared toward what wineries require for customer experience,��� said Joan Giese, 厙ぴ勛圖 Carson College of Business director of lifelong learning. ���The outcomes of this program are well-trained servers that are confident in their abilities to know, serve and sell wine, as well as well-served guests that are delighted with enjoyable tasting room experiences.���

For more information on the Wine Tasting Room Certificate program and to sign up, visit tricities.wsu.edu/wine-tasting-room-training.

Those who complete the course will learn about:

• How wine is made
• Styles of wine
• Types of grapes
• Unique aspects of Washington wines
• American Viticultural Areas specific to Washington state
• How to deliver great wine service to guests, including suggestions for selling wine and wine club memberships
• How to taste and describe wines
• How to serve wine flights
• How to determine wine faults
• How to make suggestions for wine and food pairings

���Upon testing this course in partnership with regional wineries, it has shown to provide winery and tasting room servers with the quality knowledge they need to enter into the profession, as well as a great baseline knowledge of what to know when working with customers in wine businesses,��� Giese said.

For questions about the Wine Tasting Room Certificate program, email tricities.professionaleducation@wsu.edu.

厙ぴ勛圖 is one of few universities nationwide that feature both programs in wine and beverage business management and wine science on the same campus. It is home to the Ste. Michelle Wine Estates WSU Wine Science Center ��� one of only a handful of comprehensive wine research facilities in the world.

For more information on 厙ぴ勛圖��� wine and beverage business management program, visit tricities.wsu.edu/business/undergraduate/wbm. For more information on 厙ぴ勛圖��� viticulture and enology (wine science) program, visit tricities.wsu.edu/wine-science-degree.

By Maegan Murray, 厙ぴ勛圖

HERMISTON, Ore. ��� Washington State University Tri-Cities is partnering with Blue Mountain Community College for a direct student transfer program that will save students money, increase pathways for STEM careers and help students graduate on-track and on-time with a bachelor���s degree.

Through the 厙ぴ勛圖-BMCC Bridges Program, students do not pay an admissions application fee, nor do they pay for access to transcripts to transfer to 厙ぴ勛圖. Students in the program also benefit from in-state tuition rates once attending 厙ぴ勛圖.

Throughout their time at both schools, students work with an academic advisor at both BMCC and 厙ぴ勛圖 to develop a complete program of study. Through that process, students know what classes they need to take and what will directly transfer, helping to cut down on unnecessary classes that won���t transfer between the two institutions.

���We are excited to partner with Blue Mountain Community College to create access to a baccalaureate degree for more students,��� 厙ぴ勛圖 Chancellor Sandra Haynes said. ���With our close proximity to BMCC in Oregon, this program creates an ideal partnership between our two institutions to serve students in both areas and help students save on costs.���

Mark Browning, president of Blue Mountain Community College, said he is excited for the opportunities that the Bridges program presents for students from the Blue Mountain region.

“Bridges is what we hope to see for all our students who see a path to their future through a regional research university like Washington State University Tri-Cities,��� he said. “Blue Mountain students will now be able to pursue a complete program right here. The resources available through 厙ぴ勛圖 are now available to those BMCC students who enroll in Bridges ��� including those in a variety of STEM programs ranging from engineering, to computer science, to the sciences. Talk about a bright future.”

Requirements for the program

To qualify for the 厙ぴ勛圖-BMCC Bridges program, students must have taken less than 45 quarter credits at BMCC with a 2.5 or higher cumulative grade-point average. Additionally, they must be in the process of completing one of the following degrees: AAOT, ASOT/BUS or ASOT/CS.

To apply for the Bridges program, students should submit the Declaration of Intent on the . The 厙ぴ勛圖 Bridges academic advisor will follow up individually with students to set up meetings to talk about next steps.

When getting ready to transfer to 厙ぴ勛圖, students should submit the by Nov. 15 for spring admission, or by Jan. 31 for fall admission, to ensure they are eligible for merit-based awards.

Students to feel right at home

厙ぴ勛圖 is the closest four-year public university to BMCC students in Hermiston, making it a great option for students interested in earning an excellent education close to home, Browning said.

At BMCC, more than 41% of students are students of color and the majority are the first in their family to attend college. Similarly at 厙ぴ勛圖, nearly 48% of students are students of color and nearly 44% are the first in their family to attend college.

���We look forward to welcoming a bunch of new Timberwolves to the Coug community where they will feel right at home,��� Haynes said.

Crossing the Columbia to become a Coug

BMCC and 厙ぴ勛圖 alumnus Kyle Kopta said he enjoyed the ease of the transfer process from BMCC to 厙ぴ勛圖 and also benefited from in-state tuition rates as a Hermiston, Oregon, resident.

���My pathway through BMCC and 厙ぴ勛圖 was the perfect fit for me,��� he said. ���It allowed me to accomplish my personal and professional goals in the most timely and affordable way possible.���

Kopta is a Hermiston High School graduate who decided to attend both BMCC and 厙ぴ勛圖 due to the programming available through both institutions, as well as both schools��� proximity to his hometown. Interested in a multimedia degree, Kopta said he was able to complete his pre-requisite courses at BMCC, followed by his upper-level major courses for the digital technology and culture program at 厙ぴ勛圖.

���Both institutions set me up for success in my career,��� he said. ���I hope others take advantage of this incredible opportunity and enjoy it as much as I did.���

For more information about the Bridges program, visit or contact 厙ぴ勛圖 Bridges academic advisor Rafa Pruneda at rpruneda@wsu.edu.

Vineyard soils require adequate nutrients for growing healthy grapes, but testing plants for nutrients is a cumbersome, outdated process that takes considerable time and effort.

A four-year, $4.75 million Specialty Crop Research Initiative (SCRI) USDA-NIFA grant will fund a national team of researchers and extension educators to improve plant testing and fertilizer recommendations for grape growers.

���The fertilizer guidelines that were developed 50 years ago are outdated, and the industry needs to realize that relying on these old guidelines is not going to give them the best return on investment,��� said Markus Keller, Chateau Ste. Michelle distinguished professor for WSU���s Viticulture & Enology program, and the project leader.

The current testing process often requires leaves or fruit tissue samples be sent to a lab. Results can take weeks, by which time it���s often too late to change nutrient supply for the current growing season. It can also be expensive and unpredictable.

���We want to give grape growers the chance to sample earlier, make decisions immediately, and be able to act on those decisions before the following growing year,��� Keller said.

The High Resolution Vineyard Nutrient Management Project泭泭includes 14 scientists from seven institutions across the US and Mendoza, Argentina. WSU researchers involved in the project include Qin Zhang, professor of Agricultural Automation, Manoj Karkee, associate professor for Precision and Automated Agricultural Systems, Jim Harbertson, associate professor for Enology, and project manager Thomas Groenveld.

The team���s goals include plans to build remote sensors able to assess plant nutrient status from the air, and the creation of new guidelines on how to measure and adjust the nutrient status of grapevines.

Camera sensors mounted on a tractor driving up and down vineyard rows, or on a drone flying over the vineyard, might give growers near-real-time data. That would allow more informed decisions on what nutrients their grapevines need and where in a vineyard they are needed most, rather than sampling just one plant or section of a large vineyard plot.

���If we fertilize the entire vineyard as a one size fits all approach, it could lead to an imbalance in fertilization that could damage crops or end up polluting local groundwater,��� said Keller. ���We want to minimize the environmental impact while improving the quality of the fruit.���

The project���s social science and extension focus group sent a survey to grape industry stakeholders nationwide to see what growers are currently doing for vineyard nutrition. Despite less than 10% of their annual budgets being spent on vineyard nutrition, 75% of the over 300 respondents said soil nutrition was either ���extremely��� or ���very��� important��� for the yield and quality of wine and grape products.

���Macro nutrients like potassium and nitrogen allow vine growth and development. However, it can be hard to measure their presence in the plant, since the amount of nutrients can change during the season,��� said Pierre Davadant, a PhD student at WSU and research assistant for Markus Keller���s lab.

Davadant, along with postdoctoral scientist Nataliya Shcherbatyuk, have collected scores of samples from commercial vineyards of wine and juice grapes for use in the study.

It will likely take a few years before results are available.

The team is fertilizing and observing blocks of Sauvignon Blanc, Syrah, and Chardonnay grapes at cooperating Ste. Michelle Wine Estates vineyards from winter until harvest. They���ll ferment the grapes at the WSU Wine Science Center to study how differences in vine nutrient status affect wine quality.

The Auction of Washington Wines, Washington State University, and all Washington state wine grape growers and wineries through the Washington State Wine Commission provided seed money for the project to help leverage support of USDA-NIFA and continue to provide supplemental support for the project.

To learn more about the vineyard nutrition project, visit the泭. Visit WSU���s泭泭to learn more about the V&E program.

PROSSER, Wash. ��� Washington State University researchers are part of a team of west coast university collaborators that received a $7.6 million grant to study the impact of smoke exposure on grapes, a project that will provide critical knowledge to grape growers and winery owners in Washington severely impacted by widespread wildfire smoke in recent years.

Washington State University researchers will work with scientists at Oregon State University and the University of California, Davis, on the four-year project, which is funded by the U.S. Department of Agriculture���s National Institute of Food and Agriculture Specialty Crop Research Initiative.

���This project really ties together our ongoing state-based research programs into a strong, coordinated effort up and down the west coast,��� said Tom Collins, assistant professor at Washington State University, and on the project.

Washington is the second-largest wine producing state in the U.S., with over 1,000 wineries that produce over 17 million cases of wine each year, contributing to $8.4 billion in annual in-state economic impact, according to the泭.

Grape exposure to wildfire smoke can compromise the quality and value of wine grapes, and adversely affect the final wine. Wildfire season has been especially devastating for the west coast, where California, Oregon, and Washington are three of the泭.

In the wake of the challenging 2020 vintage, the grape and wine industry on the west coast want to better understand how smoke density and composition impact grapes, grape vines, wine composition and sensory perception of the wine in a glass. The research team is calling this a ���smoke to glass��� understanding.

Goals for the grant build on泭泭Collins has been doing this summer with泭, such as installing low-cost sensors and sensor networks in commercial vineyards throughout central Washington, and experimenting with barrier sprays for fruit to reduce or eliminate smoke uptake into grapes.

The team of west coast researchers will work to assess the impact of smoke exposure on the health of grapes and grapevines, and how to optimize rapid small-batch fermentation to better predict what wine impacted by wildfire smoke will taste like.

Collins said in the early years, there were only three or four researchers in the U.S. working on smoke exposure. ���Now we have a really substantial team to work through these challenges. This grant really brings the resources that are going to make significant headway,��� he said.