As a first-generation student and single mom, Abi Jaimes (’25 MS Psych) is pursuing educational opportunities that others around her did not have. When she was given the chance to apply for a significant scholarship to study abroad, she knew she had to go for it.

Jaimes was a 2024 recipient of a Gilman International Scholarship, granted to students across the United States through a competitive selection process.

Created by the US Department of State in 2001, the Gilman International Scholarship Program provides students with opportunities to study abroad when their financial means are limited. These international experiences can involve various fields of study, emphasizing the development of knowledge and skills essential for economic prosperity and cultural diversity.

After learning about the Gilman program in one of her classes, Jaimes decided to apply, even though she felt she did not have a chance of being selected from among the thousands of fellow applicants.

When Jaimes found out she was a recipient, she was very surprised. “I could not believe it. Out of my cohort only I got it. It was so exciting to hear the news, and it completely changed my trip experience. There are no words that explain how amazing the news was.”

Soon after receiving the news, Jaimes departed for Seville, Spain and Lisbon, Portugal for five weeks among a cohort of fellow first-generation students. Aside from attending classes on food, culture, communication and global competence, the trip involved tours of significant attractions and presentations discussing local gastronomy, flamenco, avocado farming, olive oil production, and plastic pollution. In her spare time, Jaimes also visited Rome, Munich, Paris, and other cities, where she was exposed to a variety of cultures, languages, and people.

Upon returning from the trip, Jaimes reflected on her experience abroad and how it will impact her educational and personal life as she completes her master’s degree at ���سԹ�. She explained that she appreciated the kindness of local individuals, despite occasionally being treated differently for not speaking the same language.

“My view of the world changed a lot… I learned not to judge anyone at first glance. Always do research on the other person’s culture and listen. I am open to moving to a different part of the world to expand my experiences and views of the world.”

Studying to make a difference 

Jaimes originally became inspired to pursue a psychology degree while working as a medical assistant, when a patient helped her see the need for Spanish-speaking mental health care professionals.

“I was checking in a woman who felt ashamed for admitting that she had depression. I felt bad for her and convinced her that she was braver than many others I knew. That was when it hit me – I speak Spanish, I am female. I could help other women like her who do not know where to go due to the barriers. I want to make a difference.”

Making a difference also extends into her home, where Jaimes seeks to set an example for her children. Knowing that very few people around her have pursued higher education she said being a first-generation student has inspired and motivated her to show her children it is possible and a valuable experience.

“I have the opportunity to pursue an education that others did not have before me, and others after me now know that going to college is a possibility. I have two teenagers, and I want to be an example for them. I want to give my kids a better future.”

In a set of sharing experiments, Spanish-speaking Latino preschoolers were more likely to choose options that would be more generous to others, even over a more equal sharing choice.

Their English-speaking peers in the Washington State University study more often chose the most competitive option, one that advantaged themselves over others. The most competitive among that group were English-speaking Latino children, a finding that the researchers believe may reflect their desire to transition to the more individualistic American culture.

This study not only adds evidence that children from collectivist cultures, which prioritize the good of the group over the individual, show those values early, but also helps distinguish their motivations.

“We knew that Spanish-speaking kids tended to be more cooperative, but we didn’t know whether that had to do with generosity or wanting things to be equal. Our work shows that they’re not more driven by equality. They’re just flat out more generous,” said Paul Strand, a WSU psychologist and senior author of the study published in .

Strand, along with WSU graduate students Erinn Savage and Arianna Gonzales, ran a set of game-based experiments with 265 children ranging in age from 3 to 5 who were all enrolled in a Head Start preschool program. They used three “economic dictator games,” originally developed by Swiss and German researchers, which give children choices on keeping and giving items they liked.

In one game, the child had a choice between an equal scenario: keeping one sticker and giving one to an unnamed classmate and a more generous option: keeping one sticker and giving the classmate two. A second game gave the kids the equal scenario and a more selfish or “competitive” option in which the child could keep both stickers and give the classmate none. In the third game, the child could choose the equal option of keeping one and giving one, or simply keep one sticker without giving the classmate any — perhaps the most competitive option in all three games.

Across the games, the Spanish-speaking Latino children chose the options that resulted in their classmates having as many stickers as possible, more often than their English-speaking peers did. The English-speaking children as a whole tended to pick the options that were either equal or benefitted themselves. However, in the last game, 49% of English-speaking Latino children chose the most competitive option in which they kept a sticker and gave none. ���سԹ� 34% of their white and Black peers and 30% of Spanish-speaking children chose that option.

“These are children coming from a family that was collectivistic in their backgrounds, but they’re  even more immersed in interacting with individualistic kids because they’re speaking English, so they may be overcompensating,” said Strand.

The researchers also asked teachers to fill out surveys on how the children acted in class and found that the children’s competitive choices did not appear to be tied to behavioral problems. This is contrary to a previous study that found a link between bad behavior and competitive choices of white children.

That competitiveness may be part of a developmental stage for some children that doesn’t require special attention from teachers, Strand said. He also noted that other research has found that all children tend toward more equal choices when they reach school age.

Psychologists are particularly interested in the preschool years because it is a time when children start to emerge from a self-centered focus to interact with others more socially, which as this study shows, can also reveal their cultural values.

“Even as early as four years old, we see these cultural differences,” Strand said. “They may be getting these from the home environment. We don’t know all the ways cultural values are transmitted, but we know that they get them early.”

Media Contacts:

Paul Strand, WSU Department of Psychology, Tri-Cities, 509-372-7177, pstrand@wsu.edu

Sara Zaske, WSU News and Media Relations, 509-335-4846, sara.zaske@wsu.edu

By Maegan Murray, ���سԹ�

RICHLAND, Wash. – Several Washington State University faculty are the recipients of a $1.4 million grant from the to refine and expand an assessment that helps address truancy in K-12 schools.

The program, also known as WARNS, uses evidence-driven procedures to track and improve interventions with students. The program was developed in 2008 to assess students on a scale of six needs that have been linked to truancy, delinquency and/or dropping out of school: aggression-defiance, depression-anxiety, substance abuse, peer deviance, family environment and school engagement. More than 100 schools in Washington state and across the nation are now using the tool.

Paul Strand, ���سԹ� professor of psychology, Brian French, Berry Family Distinguished professor and director of WSU’s and , Nick Lovrich, WSU Regents professor emeritus, and Bruce Austin, research associate in educational psychology and the LPRC, have worked since 2014 to evaluate and refine WARNS. With the grant, the group is also adding the following members to their team to help refine the tool: Chad Gotch and Marcus Poppen, both WSU assistant professors in education, and Mary Roduta Roberts, an associate professor of occupational therapy at the University of Alberta.

French said what makes the program so successful is its ability to hone-in on issues that lead to truancy early in a student’s educational path. Schools can develop a plan for how to address those issues and increase the student’s likelihood of being successful. He said what was made especially clear amid the COVID-19 pandemic is the need to get information to counselors regarding student issues at home and other external factors that prevent students’ current and future success.

“This grant will also allow us more space to examine its success,” French said. “We will also be looking into specific implications of the WARNS – how it is used and the success when it is in use. We want to look at the implications and gather data to know how those conversations are helping and specific instances of how that is happening. Then, we can continue to build from that information.”

Updating the assessment

Strand said the new grant will allow the team to update the instrument in a few ways. He said a variety of new issues have arisen that have impacted school attendance and performance in recent years. Examples, he said, include the prevalence of vaping and social media use.

Additionally, the team aims to improve the middle school version of the instrument to tailor it further for issues that pertain to that specific age demographic.

“The grant allows us to explore the context of student situations and how to refine WARNS to reflect that context,” Strand said.

Identifying issues early to reduce truancy, drop-out rates

French said more than 10,000 assessments have been given through the program.

“To me, that represents 10,000 productive conversations that have occurred with kids,” he said. “We can look at the large numbers to help us do that, but each of those individual conversations are helping make a difference in the lives of thousands of kids each year.”

Strand said schools use the data from the assessment to develop and implement a plan for at-risk students through school community truancy boards to help prevent and/or correct student behavior.

“With the pandemic, we have seen that many counselors are struggling to stay connected and invested in kids,” he said. “But what we have seen with WARNS is that it has helped schools stay connected and invested in kids. The pandemic wasn’t something we could have envisioned, but it is a tool that has helped.”

For more information about WARNS, including how to implement it for individual schools or school districts, visit 

 

Media contacts:

• Paul Strand, ���سԹ� professor of psychology, pstrand@wsu.edu
• Brian French, WSU Pullman Berry Family Distinguished professor and director of WSU’s Learning and Performance Research Center and Psychometric Laboratory, frenchb@wsu.edu
• Maegan Murray, ���سԹ� director of marketing and communication, 509-372-7333 (office), 619-403-3617 (cell), maegan_murray@wsu.edu
• Brandon Chapman, WSU College of Education public relations/communications manager, 509-335-6850, b.chapman@wsu.edu

By Maegan Murray, ���سԹ�

RICHLAND, Wash. – Data analysis from a Washington State University Tri-Cities psychology statistics course will be used to help , a camp for children with serious medical conditions, improve recruitment strategies and further refine camp programming to meet the needs of the children and families it serves amid COVID-19 and beyond.

The ���سԹ� course, titled “Statistics in Psychology,” which is taught by associate psychology professor Janet Peters, partners each semester with a regional nonprofit to analyze data and turn it into useable sets of information. The opportunity not only allows students to use their developed knowledge of statistics, but also to learn more about the vast areas in which they can apply a career in psychology to help people and regional organizations, Peters said.

“When I first started doing service learning in my classes, the first question I asked was ‘How do I help students understand the power of the skills they are learning?’ ” she said. “The power of those skills become so much more apparent when you are helping somebody. That is what truly changes their perspective. They are learning for a purpose. When they see the benefits to their community, it changes the culture of the classroom.”

Peters was connected with Camp Korey through Academic Program. The center works closely with faculty and instructors to integrate service learning into numerous courses across the WSU system, partnering for more than 1,500 opportunities.

“We see ourselves as a way to get students connected with off-campus engagement,” said Jessica Perone, faculty consultant with the WSU Center for Civic Engagement. “Janet participated in the 2017 Center for Civic Engagement Faculty Fellows program. Camp Korey was looking for some support with data analysis, and we were able to establish a great partnership with her ���سԹ� class.”

Changes amid COVID-19

Camp Korey provides year-round camp programs for children with life-altering medical conditions free of charge. It offers traditional summer camp activities, which are modified to meet their specific condition or circumstances. It also offers a year-round hospital outreach program known as “Camp to You,” which brings camp activities to children while they receive treatment in the hospital setting.

Kimberly Puhrmann, director of marketing and community engagement for Camp Korey, said in

a normal year, summer camp participants have the opportunity to partake in onsite activities ranging from horseback riding, to arts and crafts, to a special event called “Silly Olympics” where kids can fling paint, throw food and generally enjoy being a kid.

“This year, we had to creatively and quickly pivot our programming to a remote, virtual experience for campers and for our volunteers,” she said. “While we normally think of camp as an analog activity, in 2020, we found ways to blend analog fun in a digital experience as we strived to stay connected with our campers and community.”

From data to community action – all virtually

In groups, ���سԹ� students collaboratively worked virtually to analyze data for a variety of factors, ranging from identifying camp participant sense of belonging, feelings of isolation, confidence levels, as well as general demographics. All factors were compared using data from before and amid the COVID-19 pandemic.

The students used Google Docs, Zoom and other digital platforms to communicate back and forth, keep track of their project progress, as well as complete their final reports detailing their analysis.

“Thankfully, we have technology that allows us to communicate,” psychology student Angelica Mendoza said. “We had to hold each other accountable and regularly have conversations about our work and progress.”

Analysis revealed that the camp was doing a great job in a variety of areas. For example, camp participants did not report feeling any more isolated in 2019 as compared to 2020 amid the pandemic, despite the switch to virtual offerings.

Analysis from other components revealed areas that could be further fine-tuned in their programming and supports. For example, female camp participants saw a decrease in continued participation from year to year after the age of 10, whereas male camp participants saw peak participation in their mid-teens. Stemming from research, the students indicated that one reason for the difference could be that male participants tend to participate more in outdoor activities than female participants for that age range.

“The data analysis and impactful insights provided by Dr. Peters and the psychology students will be instrumental when making future key decisions in the strategic planning of our camper programming, mission development and community outreach initiatives,” Puhrmann said.

She said the data will help the camp moving forward in identifying how they can best recruit and reach families with children with serious medical conditions, in validation for some of the things they are doing well, and for enhancing some of the programs and activities they provide to children and their families. It will also help them pursue further fundraising efforts and in the sharing of their brand and mission, she said.

“Our medical and program team will be using this, especially in looking at the social and emotional aspects of our programming,” she said.

Rewards of applying course learning to community

Many ���سԹ� students in the class said the opportunity to work with Camp Korey provided them with an extensive insight into the possibilities with psychology, gave meaning to their coursework, and made a course that can be intimidating much more approachable.

“I never would have expected to have had such an amazing experience in a statistics course, of all things,” Mendoza said. “(Peters) made me passionate about statistics because of the dedication she demonstrated to the material and to her students. The project only emphasized the importance of statistics to me and I wanted to show my newfound interest and appreciation for it through my work.”

Mendoza said working on the project with Camp Korey was one of the most rewarding experiences of her college career because of the service-based, real-world connection to what she was learning.

“Knowing that we were analyzing data for an organization like Camp Korey motivated us to stay dedicated to learning the material and produce quality work to be able to share with our community partners,” she said. “I personally felt so inspired by Camp Korey’s mission. This organization is devoted to allowing kids with serious medical conditions experience childhood. I am very grateful for this opportunity in collaborating with such an amazing cause.

Psychology student Jocelyn Martinez said it helped open her eyes to the world of research in psychology and the impact that it can have, regionally.

“My favorite aspects were analyzing their data and creating the final presentation,” she said. “It did open my eyes to research psychology, since I was leaning toward a career in clinical psychology. It helped me see that with research, I could learn more about different ways of treatment … It was very meaningful because a lot of times, you don’t have a lot of chances to work with nonprofits. It also helped me learn the material way better than I expected.”

The ���سԹ� class will continue to work with Camp Korey this spring semester to analyze some alternative sets of data. The class is now examining data as it applies to diversity, equity and inclusion.

“The next wave of data will help guide and inform how we engage the process of recruitment for staff, volunteers and especially our campers and camp families,” Puhrmann said.

Holistic support from WSU

Peters’ class was one of several WSU classes and groups of students working to provide direct support for Camp Korey. One group created friendship bracelets for the campers. Other groups helped with creation of camper kits that were shipped out to camps participants, encouraging letters and painting rocks for use in beautifying the grounds.

“Being a WSU alumna, myself, this partnership has been incredibly rewarding,” Puhrmann said. “While this has been a challenging time for everyone, it is simply through the grit and determination of our community that Camp Korey continues to thrive. We are beyond grateful to WSU, the Center for Civic Engagement, Dr. Peters and the students for this opportunity and impactful partnership.”

By Maegan Murray, ���سԹ�

RICHLAND, Wash. – Washington State University Tri-Cities will host several presentations on potential solutions for the school-to-prison pipeline, as well as barriers for individuals’ successful reentry into society from prison, as part of its latest “Community Classroom” series that begins this month.

Presenters will provide perspectives and strategies for how communities can proactively change statistics and create pathways for successful rehabilitation. Attendees will be invited to explore the current state of affairs in the regional Tri-Cities area and investigate opportunities for stronger partnerships for incarcerated and formerly incarcerated members, locally.

“This series provides a great opportunity for individuals to examine issues that pertain to incarcerated people and youth that are at greater risk for entering prison,” said Anna Plemons, ���سԹ� assistant vice chancellor for academic affairs. “Attendees will hear from and have the opportunity to converse with formerly incarcerated people, researchers, counselors and more.”

The presentations are free and open to the public. They will be presented online via Zoom. For more information, visit tricities.wsu.edu/community-classroom.

Cultivating the prison-to-college pipeline: A conversation with Noel Vest on addiction recovery, post-secondary education and prison reentry 

Wednesday, Feb. 10 | 4 p.m.

Noel Vest, a formerly incarcerated scholar and ���سԹ� alumnus, will discuss principles and strategies for building a pathway out of incarceration and into higher education with moderator Anna Plemons, ���سԹ� assistant vice chancellor of academic affairs. Drawing on his expertise as a post-doctoral research fellow in the Systems Neuroscience and Pain Lab at Stanford, Vest will speak to the ways addiction and recovery impact reentry.

The role of the community in disrupting the school-to-prison pipeline 

Thursday, March 25 | 4 p.m.

This panel will discuss the role of the community and schools, in particular, in reducing the number of individuals entering the prison system. Speaking from respective areas of expertise, the moderated panel will discuss the possibilities and challenges of this work, as well as share ideas about how communities can come together to support members most vulnerable to incarceration.

Panelists:

• Ericka Walters – Founder and CEO of Launching Legacies
• Harry B. Grant, Jr. – Registered drug and alcohol counselor
• Emmanuel “Manny” Garcia – Middle school/high school counselor for the Soap Lake School District

An inside look at Washington state prison rehabilitative programs and the role of community advocacy in program success 

Wednesday, April 21 | 4 p.m.

Join this panel discussion on the affordances of rehabilitative programs for incarcerated people. Each panelist will present on programs they oversaw or currently work with, as well as the role of the community in advocating for and providing resources and opportunities within local and state facilities.

Speakers:

• Stephen Sinclair – Secretary of the Washington State Department of Corrections
• Robert Jackson – Superintendent of the Washington State Penitentiary
• Carol Hinds – Family advocate

 

Media contacts:

Kristine Cody, coordinator for the ���سԹ� MOSAIC Center for Student Inclusion, 509-372-7600, kristine.cody@wsu.edu

Anna Plemons, ���سԹ� assistant vice chancellor for academic affairs, 509-372-7267, aplemons@wsu.edu

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

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

By Maegan Murray, ���سԹ�

RICHLAND, Wash. – Sharing the complete picture of humanity, especially the hard topics, so that one-day she can affect positive change.

That’s the reason photographer and Washington State University Tri-Cities alumna Madison Rosenbaum first picked up a camera. Shedding light on difficult social issues and providing a voice for the unheard is also what led her to document local protests following the death of George Floyd in Minnesota.

The images themselves do the talking, and they allow others to share their own stories, Rosenbaum said.

“There are seven billion people on this planet experiencing the world differently every day,” she said. “If I can provide a glimpse into those experiences for others intentionally or unintentionally seeking to better connect with humanity, then my artistry is serving the purpose I want it to.”

Photography as a catalyst

Rosenbaum said she hopes her photographs of this month help the community mourn the unjust deaths of African Americans, tell the stories of those still experiencing racism and inequality, and serve as a catalyst for positive change.

“As an artist and someone who identifies as white, I want to do better at providing a space for marginalized groups­—for black, indigenous, people of color—to see themselves in art and to have their stories heard,” she said. “I will always be a believer that storytelling through photography can help be the bridge to connecting and understanding someone else’s lived experience with an open mind and open heart.”

Photography, she said, can often shed light on feelings, emotions, actions and even consequences where words may fall short. In her recent photographs of the protests, the portraits display the frustration, grit and pain experienced by many as they held signs stating “Black lives matter,” “I can’t breathe” and “Together we stand.”

“In an age of social media, it is easier than ever to be vocal about social issues,” she said. “I hope those viewing my work are choosing to listen to the stories told by those in the photographs and take their stories to heart. Their experiences are valid and real.”

Building a foundation with education

While she didn’t know it at the time, Rosenbaum said choosing two seemingly unmatched degree programs to double major in at ���سԹ�, digital technology and culture and psychology, helped open her mind to how she could use creativity to shine light on social issues.

Through her digital technology and culture courses, she mastered and refined the skills and techniques that now allow her to capture color, angles, light and emotion in her art, and she learned the power of using art to shine light on important topics. Her psychology courses, she said, provided a foundational understanding of the human mind, and how humans interact and relate.

During her senior year, Rosenbaum was invited by digital technology and culture professor Peter Christenson to participate in the “Women artists from the Columbia Valley” exhibition, which featured 64 contemporary female artists and their work. As part of her submission for the exhibition, Rosenbaum collaborated with two other artists on images of mental health, and specifically her personal journey with depression.

“They were self-portraits that we each helped one another construct and produce,” she said. “Being in front of the camera as a model exploring something incredibly vulnerable was difficult, but I realized it was an outlet to discuss something that I was passionate about and often did not have the words for. It was the first step for me in understanding storytelling through photography and an experience I keep in mind always as I help others explore theirs.”

Telling stories

After that first exhibition, Rosenbaum began producing and participating in other photography and art projects that helped shed light on social, emotional and political topics.

She organized ���سԹ�’ first student-curated photo exhibition, which featured artist-submitted works on the topics of domestic and sexual violence, social injustice, racism, sexuality and inequality. She said while it made some people uncomfortable, it was well received by individuals who stated that it helped them explore hard to discuss topics.

After graduating from ���سԹ� in 2015, she expanded upon a series of photographs she began as a student called “,” which features dozens of individual portraits and stories that explore vulnerabilities of humankind and examine sociopolitical barriers through an artistic lens. She began another series titled “” on what life is like as an immigrant in 21^st century America, as well as a series specifically detailing struggles with mental health called “.”

In March of this year, amid the COVID-19 health crisis, she began a series detailing individuals’ experiences from home and those who work on the frontlines in healthcare titled “.” The series features individuals from the Tri-Cities area, as well as others who live around the world. Many said they wanted to participate because they wanted to share their personal experiences, and also as a way to connect while everyone feels so isolated.

“When Madison asked me if I would be interested in participating in the project, my family and I [had recently] experienced a tragedy and I wanted to share a realization,” said Carina León, a participant in the project. “My life has suddenly become more precious, and I want to be more conscious of the moments I have with myself and with my loved ones.”

“I participated in ‘Tales from Home’ because I wanted to give people the perspective of someone in the heart of the pandemic, one of the largest metropolitan hotspots in the world,” said Maximilian VonderMehden, a ���سԹ� alumnus and a nurse in Los Angeles. “I wanted to give some perspective that even if the disease isn’t ‘right at your doorstep,’ what we’re all doing still matters, still plays a part, and is still essential.”

Using art to open eyes

Rosenbaum said while some of her projects may make people uncomfortable, it is for the purpose of positive change, and it has helped to open her eyes to her own inherent thoughts and emotions.

“I want to challenge viewers and their biases,” she said. “I want to challenge my own views and biases. These stories have changed my life. I have become more educated about the histories and cultures and experiences of marginalized groups. I have become an advocate in my community. My work to dismantle white supremacy and examining my white privilege is a constant journey, but I am trying every day and in every story I share.”

Photography, Rosenbaum said, is a way to not only express herself, but to express the thoughts, emotions, struggles and triumphs of others.

“We can all be agents of change,” she said. “Blog. Write. Sing. Create. Photograph. Draw. Paint. No matter your craft, do it with intention.”

To view Rosenbaum’s work, visit .

By Maegan Murray, WSU Tri‑Cities

RICHLAND, Wash. – In light of the “Stay Home, Stay Healthy” order by Gov. Jay Inslee, as well as K-12 schools not returning to in-person learning throughout the state, Washington State University Tri-Cities launched a new website dedicated to educational children’s activities and a new reading program where kids virtually read along with ���سԹ� faculty and can earn WSU prizes.

�ճ����website features a variety of do-it-at-home activities ranging from those that pertain to WSU and Coug spirit, such as creating your own Butch T. Cougar mask, to science experiments and other fun activities using supplies that most families likely already have and use in their home.

Additionally, through the new “Super Coug Readers” program in partnership with The Children’s Reading Foundation of the Mid-Columbia, children can watch videos of ���سԹ� faculty reading their favorite books. Children can also earn prizes for completing a Super Coug Readers reading calendar and/or completing a “Super Coug Readers Bingo” challenge.

The project is being led by the ���سԹ� community engagement team in partnership with the ���سԹ� College of Education and The Children’s Reading Foundation of the Mid-Columbia.

“As a public university, we saw an opportunity to provide children and their families with fun and educational activities that are safe and readily available to complete in their own homes, especially during this unusual time,” said Jaime Heppler, ���سԹ� executive director of advancement and community engagement. “Many parents, such as myself, are looking for engaging activities for their kids. This new website and reading program provide activities that foster learning and curiosity. We are excited to offer this as a resource for our regional families.”

Benefits of reading aloud with your kids

Elizabeth Barnes, executive director of The Children’s Reading Foundation of the Mid-Columbia, said children who read for at least 20 minutes per day score in the 90^th percentile in standardized tests, are successful in school, are more likely to graduate from college and become successful in life.

“The skills and knowledge you gain from reading or being read to from birth are astronomical,” she said. “This is a very natural partnership for The Children’s Reading Foundation of the Mid-Columbia and ���سԹ�, as both organizations are trying to better the community through education.”

Barnes said children reading along with ���سԹ� faculty presents a great way for children to be exposed to different educational opportunities and careers that are available in the regional Tri-Cities community.

“What kind of impact could an engineering professor have on a young girl and her parents if they were to hear ‘Rosie Revere, Engineer,’ for the first time?” she said. “What kind of connections to the real world could this have on a family that may never have contemplated a life for their daughter in the sciences?”

Reading with industry experts – ���سԹ� faculty

Sara Sorensen Petersen, a ���سԹ� clinical assistant professor of education and board member with the Children’s Reading Foundation of the Mid-Columbia, said she and her fellow faculty members are excited to provide educational opportunities for regional students to learn from faculty members in a range of fields and from a range of backgrounds and cultures.

“Speaking as a mom and an educator, it is great for kids to see others than mom and dad reading, as well as see professionals in their communities and learn a bit more about what they do,” she said. “We have female science professors, for example, that could inspire young girls to think about a career in the sciences. It’s just a great tie-in and presents a great opportunity for our local families.”

A free resource for families

The new Cougar Family Fun website is available for free and accessible to the public.

Additionally, The Children’s Reading Foundation of the Mid-Columbia is supplying ���سԹ� with an assortment of children’s books that will be given out at the ���سԹ� Cougar Cupboard sponsored by Lamb Weston food pantry, in addition to food pick-up locations in Pasco and Kennewick for ���سԹ� students and their families.  on pick-up locations and how to donate can be found online.

 

Media Contacts:

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

Sara Sorensen Petersen, ���سԹ� clinical assistant professor of education, 509-372-7395, sarapetersen@wsu.edu

Maegan Murray, ���سԹ� public relations/communication coordinator, 509-372-7333, maegan_murray@wsu.edu

RICHLAND, Wash. –  Washington State University Tri-Cities students will present semester and course research and art projects as part of the Undergraduate Research Symposium and Art Exhibition Dec. 9 and Dec. 11-13.

Sessions will take place from noon – 1 p.m. each day in Consolidated Information Center (CIC) 120, with the exception of Wednesday’s session, which takes place from noon – 1 p.m. in the CIC Art Gallery.

“Students have the opportunity to publicly present course and research projects that not only provide hands-on opportunities to explore topics within their field, but also projects that bridge into community partnerships to solve real-world problems,” said Allison Matthews, clinical associate professor of psychology and coordinator for the symposium.

Some of the academic areas highlighted during the symposium include: the sciences, digital technology and culture, fine arts, history, mathematics and psychology.

Some of the projects featured during the symposium include:

• The exploration of American roots, including topics such as immigration, migration and ethnic identity
• Nutrient limitation of microbial and algal biofilms in Cascade streams
• Drawing and paintings that depict a variety of themes, including topics of expressing the evolution of humanity, nostalgia for the past or hope and/or fear for the future;  and spirituality, mythology, or emotional state

For more information, contact Matthews at 509-372-7146 or almatthews@wsu.edu.

 

Media contacts:

Allison Matthews, clinical associate professor of psychology and symposium coordinator, 509-372-7146, almatthews@wsu.edu

Maegan Murray, ���سԹ� public relations specialist, 509-372-7333, maegan_murray@wsu.edu