In-person learning planned for fall
���سԹ� will offer fully in-person learning this fall! Scheduling will be adjusted for regular classroom capacities and laboratories will move back to their normal capacities.

Interested in applying to attend ���سԹ�? The application is open through the summer!
Apply:
Degree programs: tricities.wsu.edu/degree-offerings
Chat with admissions: tricities.wsu.edu/admissions/contact-connect

In line with updated state guidance, the WSU system has announced the implementation of relaxed protocols for accessing and returning to campus.

Face-to-face interaction with our students and each other is the foundation of our effectiveness as an educational institution. Working in community on the ���سԹ� campus provides the best means of supporting our students and each other in the important work we do.

We are, thus, very excited about what this new guidance means for our campus and we look forward to seeing many of you in-person very soon! It’s been a long-time coming, but we are starting to see light at the end of the tunnel, as evidenced by the new guidelines, below.

Fully in-person classes planned for fall
���سԹ� will offer fully in-person learning this fall. Scheduling will be adjusted for regular classroom capacities and laboratories will move back to their normal capacities.

Admissions applications accepted through summer months
���سԹ� will accept applications for admission for fall 2021 through the summer. Classes begin on Aug. 23. To apply to attend ���سԹ�, visit .

Vaccine requirements
All WSU locations require that individuals receive the COVID-19 vaccine to access a university location, however, exemptions will be granted for medical and non-medical reasons. More information will be shared on the exemption process for all employees and for non-WSU Pullman students prior to the start of the fall semester.

Mask requirements
WSU employees who declare themselves fully vaccinated via  are not required to wear masks and socially-distance at WSU locations. Those who are not fully vaccinated must continue to wear masks and socially-distance while on a campus or worksite. Providing falsified information regarding vaccination status is grounds for disciplinary action, up to and including termination from employment.

Students, contractors, vendors and visitors must be prepared to show proof of vaccination to a relevant unit or department lead when entering a WSU building. Employees who are not unit or department leads should let the unit or department lead know of their concern about someone’s vaccination status, rather than approaching the individual, themselves. Those unable or unwilling to provide proof of vaccination to the unit or department lead are required to wear a mask and socially-distance or leave university property.

Campus tours resume
The ���سԹ� Office of Admission is now scheduling on-campus tours for prospective students and their families. The tours will initially be held mostly outside before slowly transitioning to building interiors as campus facilities are prepared. To schedule a campus tour, visit tricities.wsu.edu/visit.

SOAR (Student Orientation, Advising and Registration) to offer in-person experiences
���سԹ� is planning for in-person experiences as part of SOAR that will take place in July. For more information, contact Ian Jamieson at ian.jamieson@wsu.edu.

Attestation no longer required
Students, employees and visitors who access a WSU location no longer have to attest to their current health status via the official WSU attestation process.

Campus check-in to be used for contact tracing
While attestation is no longer required, ���سԹ� will continue to utilize a campus check-in process for all employees and visitors at the Floyd and CIC entrance kiosks. However, this process will be moving to an online check-in process that departments and individuals can use when visitors come to campus. To meet the state requirements for contact tracing come fall, faculty will be asked and expected to take attendance in their classes. More details will be shared as they are finalized.

Return to in-person work dates
���سԹ� director-level supervisors and above are expected to start working from campus or their respective WSU location no later than July 12.

All other ���سԹ� employees (except faculty) are expected to work from campus or their respective WSU location no later than Aug. 2.

���سԹ� faculty should plan to start working from campus or their respective WSU location beginning on their contracted start date for fall.

Those who have a medical condition impacting their ability to report to in-person work should contact their supervisor and ��������HRS.disabilityservices@wsu.edu or 509-335-4521.

Employees should provide notice when planning to return to help alleviate stress on facilities and IT staff
Those who have not yet returned to work on campus should provide advanced notice to facilities and/or IT if they require help in setting up equipment in their work area. Those who are able to move their items back to their office, themselves, are encouraged to do so. This will help reduce demands on the facilities and IT teams as they try to manage the return to campus needs for all campus members as we get closer to fall.

Return to work plans for units/departments no longer required to be submitted
WSU units and departments are no longer required to submit official return to work plans to ���سԹ� Environmental Health and Safety. A ���سԹ� campus-wide return to campus plan will remain in effect. It is currently being updated by �����dzٳ����մdz������ with latest guidance and will be posted to the ���سԹ� COVID-19 website upon completion: .

Return to work training no longer required
Employees are no longer required to complete the HRS return to workplace training. Rather, they can visit the  for a complete account of current guidance.

Events
All on-campus events should be entered into 25Live for scheduling resources.

Where to find latest up-to-date information
���سԹ� will continue to maintain its COVID-19 web page at . WSU individuals can also access updated information on the WSU system COVID-19 website at .

RICHLAND, Wash. – Individuals will have the opportunity to meet with a variety of regional employers from across the Tri-Cities and inquire about current and future jobs and career opportunities as part of the Virtual Mid-Columbia Career Fair that takes place on Tuesday, March 9.

The career fair, which is jointly hosted by , Washington State University Tri-Cities, and , will take place from 10 a.m. – 2 p.m. online via a platform called Brazen. To attend, individuals should register and create their profile at .

The career fair is free and open to the public.

“This spring career fair not only provides our current students and spring graduates with insight into job prospects as they head into their professional lives, we are also offering this as a public resource,” said Kristine Cody, ���سԹ� assistant director of career services. “Given the pandemic, it is a tough job market for many right now, but there are a variety of jobs available regionally and this is a great opportunity to get connected to those.”

Bringing together the two academic institutions with WorkSource has resulted in beneficial partnerships in scaling resources and other career connections for current students, recent graduates and members of the public, said Elisa Hernandez, director for career services at CBC.

“This is a fantastic resource for individuals to access job recruiters and hiring managers of the companies they are interested in for insights into how they can obtain current and future positions,” she said.

Employers interested in participating should sign-up for a digital booth by today, March 5. There is no cost to participate. For more information and to register as an employer, contact Jasmine Sanchez at JSanchez@ESD.WA.GOV.

New agreement helps students save on costs

By Maegan Murray, ���سԹ�

RICHLAND, Wash. – Columbia Basin College and Washington State University Tri-Cities signed a new agreement on Monday, Nov. 16, that creates a seamless pathway for students to complete their first two years at CBC and transfer to ���سԹ�, which saves students costs.

Students significantly save on costs, as students in the program do not pay for the transfer application to attend ���سԹ�, do not pay for the cost of their transcripts to transfer, and tuition is also frozen from their first semester enrolled at ���سԹ�. In other words, if tuition rates increase anytime while enrolled at ���سԹ�, students continue to pay the tuition rate from their first semester at ���سԹ�.

Students also benefit from one-on-one support throughout their educational journey from both CBC and ���سԹ� from their first term in the program. They work directly with academic advisors from both institutions to solidify complete programs of study. This helps to ensure that students complete their degree programs on-time and reduce the likelihood of taking courses unnecessarily that won’t directly transfer.

Close partnership a win for all students

���سԹ� Chancellor Sandra Haynes said she is excited to sign a new agreement with CBC, as it helps reduce the complications and cost to students who wish to first attend a community college and then transfer to a four-year university.

“Our two institutions work together to create seamless pathways so that students can get the most out of their educational experience and graduate on-track, on-time and career-ready,” she said. “With ���سԹ� serving freshman, transfer, first-generation, low-income and non-traditional students, we are opening more doors to meet students where they are, today.”

Woods said CBC is also excited to strengthen its partnership with ���سԹ�.

“Many of CBC’s graduates choose to become Cougs, while staying right here in the Tri-Cities,” she said. “This agreement smooths that transition. Whether a student chooses to pursue a four-year degree at CBC, ���سԹ�, or any other institution, we are committed to helping each student find their best path forward.”

Students see direct benefits

Dawn Hughes, a current ���سԹ� education student and alumna of Columbia Basin College, said transferring from CBC to ���سԹ� provided a great local and affordable option that was a best fit for both her and her family.

“I moved to Tri-Cities in 2006 and was raising a family,” she said. “When I decided to go back to school, it fit our budget and our busy schedule. It was also convenient because I could take classes in-person, locally.”

Hughes said she received tremendous support from both her instructors at CBC and ���سԹ�. When she started school, her sister was diagnosed with cancer. She served as her sister’s bone marrow transplant and was going to have to miss some school.

“My professors were so supportive through that,” she said. “Professors from both programs are that way. They want you to succeed.”

Apply to Bridges

Applications are open now for the Bridges Program. For more information and to apply, visit tricities.wsu.edu/bridges. To qualify for the Bridges Program, students must apply in their first year at CBC and complete the “Declaration of Intent” form. Have questions or want to meet with someone about your options? Email tricities.bridges@wsu.edu.

For more information about CBC, visit . For more information about ���سԹ�, visit tricities.wsu.edu.

By Maegan Murray, WSU Tri‑Cities

RICHLAND, Wash. – Washington State University Tri‑Cities will now offer in-state tuition rates to students in Umatilla County, Oregon, through a new program called the “I‑82 Advantage.”

“With our proximity to Oregon, just across the Columbia River, it only makes sense to provide greater access to an excellent university education in such close proximity,” WSU Tri‑Cities Chancellor Sandra Haynes said. “This program applies to all prospective students who reside in Umatilla County.”

The program will save residents from Umatilla County thousands in tuition costs. By paying in‑state rates, tuition will cost $11,144 per year, compared to the $26,087 that an out-of-state student would pay for non‑resident tuition.

Those interested in attending WSU Tri‑Cities for spring 2021 are encouraged to apply by Nov. 15. Individuals interested in attending WSU Tri‑Cities in fall 2021 are encouraged apply by Jan. 31.

Applications can be completed online at . After completing the application for admission, prospective students from Umatilla County should complete the WSU Tri‑Cities I‑82 Advantage application to qualify for in‑state tuition rates. Apply for the I‑82 Advantage program at .

Students applying to WSU Tri‑Cities should also make sure to complete the WSU Tri‑Cities scholarship application by Jan. 31 at .

For more information about the I‑82 Advantage program, visit tricities.wsu.edu/admissions/i82advantage.

“We are thrilled to be able to offer this cost-saving option for local students in Umatilla County, Oregon,” Haynes said. “We continually try to identify ways where we can meet students where they are. The COVID‑19 pandemic presents additional financial challenges for many local families. We do not want it to prevent students from achieving their dream of attending college that will help in setting them up for success for their future.”

WSU Tri‑Cities will also continue to offer what is known as the Border Bill program. The State of Washington’s Border Bill allows Oregon residents who live in specified counties, or who have recently moved to Washington from those counties, to attend WSU Tri‑Cities part‑time (8 credits or less per semester) and pay resident tuition rates. The specific Oregon counties whose residents are eligible for this benefit are: Clackamas, Clatsop, Columbia, Gilliam, Hood River, Morrow, Multnomah, Sherman, Umatilla, Union, Wallowa, Wasco and Washington. The application to apply for that program is located at tricities.wsu.edu/finaid/tuition-waivers.

For those with concerns about COVID‑19 and returning for any in‑person learning, all WSU Tri‑Cities classrooms are now equipped to offer virtual instruction, regardless of whether a class is offered in‑person or virtually.

ACT and SAT scores are also not being used as a factor for admissions decisions through spring semester 2022.

For more information about WSU Tri‑Cities, visit .

 

Media contacts: 

Maegan Murray, ���سԹ� assistant director of marketing and communication, 619-403-3617 (cell), maegan_murray@wsu.edu

New grants mark 35,000 students served since 2002

By Maegan Murray, ���سԹ�

RICHLAND, Wash. – The Washington State University Tri-Cities GEAR UP program is the recipient of two $20 million grants that will support two cohorts of students in their quest to attend college and other post-secondary options.

The program, which stands for Gaining Early Awareness and Readiness for Undergraduate Programs, is a federally-funded program that provides academic support for students in middle school through their first year of post-secondary education. Students benefit from college readiness resources, mentorship, advising, professional development, tutoring, and more.

“The ���سԹ� GEAR UP program has been very successful receiving new awards and preparing students for post-secondary opportunities,” said Silvia Clark, ���سԹ� GEAR UP One Vision Partnership director. “I am excited to partner with the same partners we have worked with throughout the last decade and a half. We have enjoyed working with teachers and administrators to make college and post-secondary dreams become a reality for so many students.”

One of the two new grants, the One Vision Partnership grant, totals $20 million and serves 13 middle schools and 13 high schools. The schools are located in the following school districts: Evergreen, Pasco, Kiona Benton, Prosser, Mabton, Finley, Columbia, Clarkston, North Franklin, and Ephrata. The new One Vision Partnership grant marks the first time that the ���سԹ� program will serve the Evergreen School District in Vancouver, Washington.

The other grant, known as the Harvest of Hope, totals $23 million and will serve 14 middle schools and 12 high schools. The schools are located in the following school districts: College Place, Dayton, Kennewick, Moses Lake, Othello, Prescott, Soap Lake, Touchet, Walla Walla and Warden.

For students like Maria Yepez Perez, an undocumented student and the first in her family to attend college, the GEAR UP program provided opportunities to further her future that she never could have imagined.

“GEAR UP not only set me up for success for college, but I was able to grow as a leader, thanks to this program,” she said. “Within the program, I was able to take on leadership roles, which helped me increase speaking in public and be a resource for my community. The staff at GEAR UP were not only our mentors setting us up to apply for colleges and universities, but were also our support system as many of us came from different backgrounds.”

Michelle Parvinen, director of the Harvest of Hope ���سԹ� GEAR UP cohort, said working in the GEAR UP program is incredibly rewarding.

“Upon learning what I do for work, people say, ‘Oh, you have a feel good job,’” she said. “I do. Education is the great equalizer. It is also about opening students’ eyes to opportunities beyond what they see in their community and helping them figure out how they can get there.”

Achieving what was initially perceived as impossible

Yepez Perez came to the United States with her family from Mexico at the age of 9 years old. She said she knew the United States had more opportunities, especially for education, but she had never heard the terms “bachelor’s degree,” “master’s degree” “doctorate,” or “juris doctorate” before. She didn’t know that college was an option.

But bound and determined to get the most of her education, she learned English and excelled in school. In middle school, she connected with GEAR UP, which opened many doors, even as an undocumented student.

“When I first heard about college and universities through GEAR UP, I thought that path was not for me due to my immigration status,” she said. “As I continued to attend meetings, I realized college was for me and I belonged, regardless of my immigration status. It would not be easy, but it was not impossible.”

Rafael De Leon Vela, who currently oversees the Pasco high school sites for GEAR UP, said for many students that would be the first in their family to attend college, and especially for undocumented students, it can be scary to leave home to live and learn miles away. Yepez Perez was no exception. But he was able to work directly with Yepez Perez and her parents to develop plans that would make college obtainable and help break some of the perceived barriers.

“Maria was a young and rising scholar with aspirations to attend WSU,” he said. “Her parents were unsure, but she was capable. I worked them into her plans, sharing resources, introducing them to former students from their neighborhood that attend Chiawana High School, as well as educating them on how to pay for it all … This student went on to earn scholarships, College Assistance Migrant Program dollars and was undocumented. Huge.”

Yepez Perez not only went on to be successful in college, she also returned the favor of working with the ���سԹ� GEAR UP program to help provide support for students just like her. She served as a tutor for GEAR UP’s summer programming.

Yepez Perez recently graduated with her bachelor’s degree from WSU and is now applying to law schools.

“As advice to high school students, be involved in programs like GEAR UP,” she said. “Stay that extra hour after school and join conversations. Even if there is not a seat at the table, bring your own. You will be surprised at the thousands of opportunities that could cross your path. These programs are a privilege to have in high schools. Not every school has a program like GEAR UP.”

Track record of success, even in times of COVID-19

Since its beginnings in 2002, and with the addition of the two new grants, the ���سԹ� GEAR UP program will have served more than 35,000 students.

Services provided through the program range from direct college advising and mentorship, to tutoring and support for academic courses, to extracurricular programming like summer camps, to help with the financial aid application process and other vital supports for college. The program also offers resources and support for parents of students who aim to attend college.

Amid COVID-19, the program has had to switch many of their methods online, providing access to college readiness supports and strategies through Zoom and other virtual platforms.

“Our site managers are amazingly innovative,” Parvinen said. “They have come up with some great strategies to provide virtual resources and support. They have set up their own Google classrooms and participate virtually in classrooms to provide additional support for the teachers and students.”

Connections with the schools make it possible

Of the 20 school districts that GEAR UP currently serves, dozens of school site managers work directly with the local schools and teachers to provide college ready resources, financial aid support, and others that help make college not only possible, but also so that students become champions of their own success.

“Being able to be a part of students’ growth and making those connections beyond the classroom and surface level to establish a relationship where students become successful is the most rewarding,” said Ryan Engel, a GEAR UP site manager at Kamiakin High School.

Engel remembers working with a student who wanted to attend Columbia Basin College. The student was on-track to qualify for a College Bound Scholarship and attend CBC, but then realized he was missing a credit of geometry that he needed in order to graduate. Engel quickly got him connected with a GEAR UP geometry tutor, who was able to help him successfully complete his packet for geometry on-time for him to walk.

“So many people impact our work on a daily basis with students, from the main office at ���سԹ�, to tutors who are generally college students, to our teachers and our administrators,” Engel said. “All of these people work on all levels to allow GEAR UP within their school districts to really create something that is unique and special for all students and families to really take advantage.”

Jennifer Reyes, a GEAR UP site manager of Warden High School in Warden, Washington, said working with GEAR UP has led to many meaningful relationships with students and staff at her school and always leads to something new and exciting. She said she is elated about the future of the ���سԹ� GEAR UP program.

“I am truly lucky to be able to work and connect with so many students with different backgrounds,” she said. “I am excited for all that is to come.”

For more information about GEAR UP and college pathway opportunities through ���سԹ�, visit tricities.wsu.edu/outreach.

By Maegan Murray, ���سԹ�

RICHLAND, Wash. – is the recipient of a $35,000 grant from , which operates the U.S. Department of Energy’s . The grant will be used to provide relief to students experiencing hardship amid COVID-19 and to support technology needs for instruction and academics.

The funds will be used for an assortment of purposes, ranging from individual student support amid financial hardships and struggles, to purchasing vital equipment for faculty to use in conducting virtual instruction, to providing students with technology resources ranging from laptop computers to Wi-Fi Hot Spots so they have reliable technology and broadband service to successfully attend and complete their courses.

“In a time with so much uncertainty and when many of our students and their families have lost their jobs or have had their hours reduced, more students are experiencing unanticipated hardships that negatively impact their ability to continue with their college education,” said Sandra Haynes, Chancellor of ���سԹ�. “These funds will go a long way in supporting students on their road to obtaining a higher education degree and setting them up to succeed in their lives.”

Numerous studies have shown that students who obtain a college degree earn $1 million more on average over their lifetime than those without a degree, have greater career stability and versatility and are more resilient during economic recessions, Haynes said. Many ���سԹ� degree programs, she said, are rooted in the science, technology, engineering and mathematics fields, which makes the gift a great fit for supporting students who will go on to professionally serve at organizations such as PNNL.

“This is one small thing we can do to provide relief to so many students on their road to educational and professional success,” said Steven Ashby, director of the Pacific Northwest National Laboratory. “Earning a college degree is an important achievement and sets students up for success for generations to come. Our community benefits when we support educational success.”

The WSU system partners with the Pacific Northwest National Laboratory in an assortment of areas, ranging from research, to academic and STEM-based collaborations and more. In 2018, WSU and PNNL solidified their partnership through the establishment of the , which focus on Nuclear Science and Technology, Advanced Grid and Bioproducts.

“These funds support our region’s students who will go on to become our nation’s future scientists, engineers, communicators, designers and more,” said Paula Linnen, executive director of external affairs at PNNL.

 

Media contacts:

Jaime Heppler, ���سԹ� executive director of advancement and community engagement, 509-372-7207, jaime.heppler@wsu.edu

Greg Koller, public affairs, Pacific Northwest National Laboratory, 509-372-4864, Greg.Koller@pnnl.gov

Maegan Murray, ���سԹ� assistant director of marketing and communication, 619-403-3617 (cell), maegan_murray@wsu.edu

Program open to the public

By Maegan Murray, ���سԹ�

RICHLAND. Wash. – Washington State University Tri-Cities will offer a virtual Jump Start program that will run Aug. 17-21 to get students prepped for a successful virtual fall semester.

The program features a series of pre-recorded and live trainings on topics to prepare students for best academic learning virtually. Additionally, the program includes links for trainings on how to use virtual platforms such as Zoom, Blackboard and others, as well as links to resources for using the mathematics-based platform, ALEKS.

The ���سԹ� Jump Start program is free and open to all students interested in participating at tricities.wsu.edu/jump-start. It is also open to students outside of ���سԹ�.

“With many schools going online for fall, we wanted to provide students with resources to refresh their skills in academic reading, writing, math, as well as provide several success tips and trainings that will get them ready to start the fall semester virtually,” said Anna Plemons, ���سԹ� assistant vice chancellor for academic affairs. “Many students switched quickly last spring to virtual instruction, both current college students and high school juniors and seniors. We wanted to provide a community resource that students can use, regardless of campus or location.”

The live workshops/sessions include (all linked on the Jump Start website):

• Strategies for Success in First-Year Writing – Noon Monday, Aug. 17, via
• Writing to Belong – Noon Tuesday, Aug. 18, via
• Connecting College and Career – 1 p.m. Wednesday, Aug. 19, via
• Communicating with Faculty – Noon Thursday, Aug. 20, via
• ���سԹ� Virtual Welcome – 2 p.m. Friday, Aug. 21, via

The pre-recorded video sessions include (all linked on the Jump Start website):

• 10 Tips for Successful Virtual Learning
• Reading Your ALEKS Score
• Note-taking
• Scientific Literacy
• How to Read a Syllabus

To access each session and resource, visit and click each of the links to watch the pre-recorded content or attend the sessions live via Zoom. Individuals must have downloaded the Zoom application to access the live sessions.

For for more information, visit the ���سԹ� Jump Start website at or contact Anna Plemons at aplemons@wsu.edu.

RICHLAND, Wash. –Washington State University Tri-Cities education faculty are part of a new, $2.85 million National Science Foundation grant to develop curriculum and hands-on projects with local high schools that use geospatial technologies to improve STEM literacy and access to the STEM workforce. The four-year project is a collaboration between WSU, Lehigh University and Texas Christian University.

Project members will work with high school faculty and students to develop hands-on STEM projects that use geographic information systems, GPS and related technology to gather and analyze data on important societal issues, said Judy Morrison, academic director for the College of Education at ���سԹ�.

At each of the three university sites, faculty will collaborate with two high schools in their area to form what is called a “research practice partnership” to co-design, develop and implement the data-driven, socio-environmental science investigations, as part of the schools’ regular curriculum.

Leading up to this grant, Lehigh University developed a few hands-on projects with local high schools in their area that investigate topics such as the urban heat island effect, the civic impact of urban trees and the carbon cost of different transportation systems. Morrison said throughout the first year of the four-year grant, WSU faculty will work with six high school teachers in the Tri-Cities to plan the project. They will use the original Lehigh University projects as models to assess how to implement similar projects into their local curriculum.

In the last few years of the grant, the team will work with a larger group of 10 teachers to get the curriculum developed for use in the classroom. They will then collect data on the outcomes of the projects and how they affected students’ STEM abilities and attitudes towards a career in STEM fields. Student projects will be tied to issues specific to the local region. One project, for example, could be studying water quality at or surrounding the Hanford Nuclear Reservation, Morrison said.

“The learning activities provide opportunities for students to collaborate, seek evidence, problem-solve, master technology, develop geospatial thinking and reasoning skills and practice communication skills,” she said. “Each are essential for careers in the STEM fields that require students to not only use logical thinking processes, but also develop creative solutions for complex issues.”

Each university partnering on the grant is working with high schools of different sizes and types in their local area. ���سԹ� is specifically working with Chiawana High School, a large traditional high school based in Pasco, as well as River’s Edge High School, a small project-based high school in Richland.

“Each university on the grant has a large comprehensive high school, as well as a smaller high school they are working with,” Morrison said. “We will be looking at different schools and how this model can be used effectively at each.”

Throughout the four-year grant, the three universities will compare results on their projects and discuss the best way to implement them, not only at other high schools across their particular state, but also across the country. Morrison said they will rely heavily on high school teachers to develop and implement projects that make the most sense for their students and region.

“We want it to be ground-up with the teachers,” Morrison said. “We, at ���سԹ�, are going to provide the resources and organization to help get the program up and running, and the teachers will be crucial in designing the curriculum for their own students.”

Morrison is an associate professor of science education At ���سԹ�, she will work with ���سԹ� colleagues Jonah Firestone, assistant professor of science education, and Sarah Newcomer, associate professor of literacy education for the project.

Firestone has a background in working with technology to expand learning opportunities in an effort to supplement learning. Newcomer has a background in working with diverse school populations and relating learning back to the students’ own culture.

“While the use of the technology on this project is important, it is not at the forefront,” Morrison said. “We want the students to see the technology as tools in how they can investigate and answer questions surrounding these local issues. These are vital skills in STEM careers. It is not the technology that is the most important, but how you use the technology for creative investigations and solutions through science, technology, engineering and mathematics.”

Media contacts:

Judy Morrison, ���سԹ� academic director for the College of Education, 509-372-7176, jamorrison@wsu.edu

Maegan Murray, ���سԹ� public relations/communication coordinator, 619-403-3617 (cell), maegan_murray@wsu.edu

By C. Brandon Chapman, College of Education

As the novel coronavirus has required a heavy reliance on technology and access to online learning, educators at Washington State University Tri-Cities are encouraging K-12 students and their families to head the other direction, with a new series of low-tech teaching tips.

Each tip is printed on a flyer that also bears the message: “The little moments that make a big impact.” The flyers are designed as a quick resource for families in their role as educators to their homebound children.

Even the delivery mechanism is low-tech: school lunches. The flyers are given to local schools that then have the option of handing them out with the school lunch program.

These teaching tips include things like how to ask better questions of your child to elicit more meaningful conversation.

“The big idea of ‘ask, don’t tell’ reminds me, every day, to ask questions about my son’s thinking,” said John Mancinelli, executive director of Educational Outreach and Partnerships at ���سԹ�. “During our talks, it was clear that my son was less eager to hear what I thought as much as he wanted to share his thoughts.”

One flyer, meant for grades K-3, is called “wonderings” and encourages kids and families to just take a walk around the neighborhood or local park, having the child choose 4-5 small items from the natural world, such as rocks, plants, flowers, etc. After the walk, the child can look at each item carefully and come up with things that they “wonder about” with each. They then try to come up with answers.

“Through this activity, the child and family are modeling true science: asking questions and finding answers,” said Judy Morrison, associate professor of science education.

Another flyer for grades 3-5, focuses on the moon and its path, having kids draw the moon and other objects, such as a roof or light post. The child does this every night at the same time, and after 3-4 nights of the activity, they use the following night to draw where they predict the moon will be, based on past observations. Then they see how closely they were able to predict. Once again, science modeling.

“There’s a lot more to education right now than simply logging in, seeing what online assignments are required, then doing them,” Morrison said.

It’s also a matter of equity, since currently, there is often an assumption that all students have access to the internet and the technology used to watch video lessons. ���سԹ� faculty said they hope to remind people that learning isn’t limited to technology.

As an example, Morrison said that many of the helpful tips and tricks for learning are based on materials and activities commonly found at home.  It can also be as simple as parents finding a quiet place in the house to study or do homework.

“We know that not every child has that option; not every learning environment is the same” she said. “But we need to recognize that we often unintentionally assume that all children have those same benefits.”

Even when households have all the benefits of technology, Mancinelli said it’s not always realistic to expect that things will work smoothly. There can easily be technical and logistical issues.

“Some families have four or more people online at one time, making access to technology and the internet difficult,” he said. “Then, when you consider families that don’t have the technology or the internet, the problem is compounded. These teaching tips are meant to address the problems of the new learning environment.”

At this point, Mancinelli said there’s no way of knowing how many flyers have been distributed. It’s just too early to know. But he said that all contacts thus far have been supportive, which isn’t surprising based on current relationships.

“Our faculty are always highly engaged with the regional school districts, teachers, and the general public,” he said. “Many serve on district and parent committees and offer their professional services regularly.”

Each teaching tip flyer has photos and names of all faculty members in ���سԹ�’ College of Education. And for good cause.

“Our pictures remind folks that we are here and a resource,” Mancinelli said, “and since we have our names on Teaching Tips, they can connect names and faces.”

In addition to school lunches, all the tips .