By Maegan Murray, ���سԹ�

RICHLAND, Wash. – The TRIO Student Support Services programs at Washington State University Tri-Cities and WSU Pullman were recently approved for $2.53 million and $1.375 million in grants, respectively, that will support the three programs throughout the next five years.

The WSU TRIO Student Support Services programs provide support, tutoring and mentorship services to students from disadvantaged backgrounds. To qualify for the program, students must be a first-generation college student, from an economically disadvantaged background or have a documented disability.

“The ultimate goal and mission of TRIO is to not only retain students from disadvantaged backgrounds, but ensure their degree completion and a successful transition into the workforce or graduate school,” said Stassia Feltes, director of the ���سԹ� TRIO program and writer of the Tri-Cities TRIO Student Support Services grants.

Feltes said TRIO adds value to the students’ college experience because the program provides community and support to students from similar backgrounds to enhance their sense of belonging on campus.

“We increase confidence in our students and are committed to student success,” she said. “At TRIO, your success is our commitment.”

New STEM programming at ���سԹ�

���سԹ�, specifically, was awarded two separate grants that total their $2.53 million award. In addition to qualifying for funds to support another five years of their regular student support services programming in the amount of $1.265 million, the campus qualified for an additional $1.265 million grant that specifically supports services for students in STEM or health sciences degree programs.

“The new STEM grant is targeted to support 120 additional eligible students here at ���سԹ�,” Feltes said. “We are excited to be able to serve more students and help them reach their academic and career goals.”

Some of the additional programming that the STEM and health sciences grant will support include additional STEM supplemental instructors and an undergraduate research course that will partner with faculty on current research to prepare students for STEM and health science careers and internships. Additionally, the grant supports faculty and professional mentoring in STEM, STEM projects ranging from digital application development to virtual reality, support for STEM conferences and STEM professional mentors from the community. The grant funds also support the hire of an additional full-time STEM student success specialist, hourly peer advisors and an hourly office assistant.

Feltes said they are not letting the COVID-19 pandemic stand in their way of providing college success and support resources for students. All of their programming, she said, will continue to be offered virtually.

“We need more diversity in STEM majors and careers, and with TRIO, we can strengthen the pathway for students to pursue their goals and provide increased diversity within the STEM community,” she said.

The two grants mark the ���سԹ� program’s third cycle of its existence at ���سԹ�.  The program received grants in the 2010-2015, 2015-2020, and now two for the 2020-2025 cycles. The program has helped hundreds of students since 2010.

Heightened focus on career development and graduate education at WSU Pullman

The WSU Pullman TRIO program is the longest-standing TRIO program in the WSU system. Their recently-awarded grant marks their fifth cycle, where they have received consecutive five-year grants since 2000.

“It’s a cornerstone program at WSU,” said Lucila Loera-Herrera, executive director for the WSU Pullman Office for Access and Opportunity. “Student Support Services alums participated in a recent retreat and many of them are getting PhDs, some are even working in TRIO programs across the nation. They are always enthusiastic to talk about the impact of their WSU experience.”

Loera-Herrera said the WSU Pullman program, too, won’t let the pandemic stand in its way of providing a quality experience through the program.

“In this virtual world, we were more deliberate in setting that up and we have to be much more intentional in making connections and bridging students to resources,” she said. “Services will all be remote.”

With the new WSU Pullman TRIO grant, Angie Klimko, WSU Pullman TRIO Student Support Services director, said they put a heavier emphasis on career development and graduate education.

“Our students need more structure for learning why graduate education is important and the pathway to get there,” she said.

For more information about the ���سԹ� TRIO program, visit tricities.wsu.edu/trio. For more information about the WSU Pullman TRIO program, visit

Media contacts:

Stassia Feltes, ���سԹ� TRIO Student Support Services program director, 509-372-7389, stassia.feltes@wsu.edu

Lucila Loera-Herrera, 509-335-7944, executive director for WSU Pullman Office for Access and Opportunity, lucila@wsu.edu

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

By Maegan Murray, ���سԹ�

RICHLAND, Wash – Being a female going into a largely male-dominated field is daunting for most. Add into the mix that you are the first in your family to attend college, the level of daunting reaches all new heights.

Growing up, Cynthia Castillo’s parents worked in the fields, where she would join them each summer. And while her parents and other family were really supportive in her education, she was unsure as to how to approach the college-going process, mainly because no one in her family had done it before.

The application process, while achievable, was intimidating. The financial aid application process, while possible, was unapproachable. But a high school counselor helped her along the way, making her college aspiration dreams not only seem possible, but conquerable.

When identifying what college was right for her, Washington State University Tri-Cities seemed like the perfect fit.

Not only would it allow her to live at home and stay close to her family, she could pursue a world-class education in engineering based on her love for math, practical application and logical thinking

She also enjoyed the idea of the small-school atmosphere, as it would allow her to easily connect with classmates and make friendships, and she could connect directly to internships at world-class internships just up the road.

Faculty and staff also helped her navigate the process that was new to her and her family.

“It was exactly what I was looking for,” she said. “It feels like a small community where everyone gets along. Everyone is really helpful. It’s also easy to get involved in different clubs and activities. It’s a great fit.“

Finding the right major

When researching what college majors were right for her, engineering seemed like the perfect fit because it would blend her love for math with a practical application of making the world a better place.

Initially, she pursued civil engineering as her degree emphasis, where she was excited about the prospect of designing and building structures like bridges, roads and more. But after taking a few courses in the subject, she realized that electrical engineering would be a better fit.

“I realized I liked the practical aspects of electrical engineering,” she said. “I could apply the theories directly into the field, and I like how it all seamlessly works together.”

Career connections while going to school

Like most of her classmates, Castillo said the ultimate goal of her college degree is to get a fulfilling job that will allow her to make a difference in the world and make her family proud. Her education at ���سԹ� helped connect her with an internship at Mission Support Alliance out at the Hanford Site.

While studying as a civil engineering student, she works at the Hanford site on the water and sewer utilities, helping to refine designs that would improve operations.

“I like it a lot,” she said. “It’s great to be able to apply what I’m learning at school into a job in an area that has a huge impact on the Tri-Cities.”

Throughout her internship, she said she has also enjoyed the opportunity to learn more about the Hanford Site, its impact on not only the Tri-Cities, but also to the rest of the world, and also about how her direct work is impacting her local community.

“Before, I didn’t know really what they were doing out at Hanford,” she said. “But they have taken us interns on tours, including to the B Reactor – the first large-scale nuclear reactor in the world. We’ve learned so much about the history of the site and I now know way more than I did a few months ago. It’s all incredibly valuable.”

Female in a male dominated field

While Castillo admits that she was a bit intimidated to venture into a largely male dominated field of engineering, she said she has enjoyed the challenges that come with that.

“There aren’t very many females in this field, but it is great to be able to overcome those stereotypes of my ability to do the work, even if I didn’t come from a long line of engineers out at the Hanford Site,” she said. “I really like my classes and I love that I get to apply what I’m learning out in the field through my internship while I’m still going to school.”

Future in engineering

After graduating in a few semesters, Castillo said she would like to stay local and give back to the Tri-Cities through a career in engineering.

“I would like to work where I design systems, possibly for an electrical company or private engineering firm,” she said.

And after working for a few years, she hopes to pursue a master’s electrical engineering – hopefully from ���سԹ�.

“I have really enjoyed my experience here at ���سԹ�, and I feel like it is truly preparing me for a future that will make my family proud,” she said.

Interested in a career in engineering? Visit tricities.wsu.edu/engineering.

RICHLAND, Wash – Siendo mujer queriendo entrar en un campo predominantemente dominado por hombres podría ser desalentador. Además de ser la primera en su familia en atender la Universidad, el nivel de desaliento llega a un nivel aún más alto.

Mientras crecía, los padres de Cynthia Castillo, trabajaban en el campo, donde ella se les ayudaba cada verano.  Mientras sus padres y otros miembros de la familia la apoyaban en su educación, ella no estaba segura de como afrontar el proceso de ir a la universidad, principalmente porque nadie en la familia lo había hecho antes.

El proceso de la solicitud, mientras era alcanzable, también era intimidante. La solicitud de ayuda financiera mientras era posible, parecía inaccesible. Uno de los consejeros en la escuela preparatoria le ayudo con todo el proceso, haciendo sus sueños de ir a la universidad no solo posibles, pero conquistables.

Cuando identificaron que colegio era el apropiado para ella, La universidad estatal de Washington en Tri-Cities, se veía como la opción perfecta.

No solo le permitiría vivir en casa y estar cerca de la familia, ella podría obtener una educación de clase mundial en ingeniería basada en su amor por las matemáticas, en su aplicación practica y pensamiento lógico.

Ella también le pareció la idea de la atmosfera de una escuela pequeña, que le permitiría conectarse fácilmente con los compañeros de clase y hacer amistad, y también podría conectarse más adelante directamente con opciones de internado excepcionales.

La facultad y el personal también le ayudaron a navegar en el proceso que era nuevo para ella y la familia.

“Era exactamente lo que estaba buscando,” dijo ella. “Se siente como una pequeña comunidad donde todos se llevan bien. Cada persona aqui es realmente de mucha ayuda. También es fácil envolverse en diferentes clubes y actividades. Es una conexión perfecta”.

Mientras investigaba que especialidad seria perfecta para ella, la ingeniería parecia una opción perfecta para ella porque combinaría su amor por las matemáticas con una aplicación práctica para hacer el mundo un mejor lugar.

Inicialmente escogio ingeneria civil como su especialidad, emocionada de la perspectiva del diseñar y construir estructuras como puentes, caminos y más. Pero después de tomar algunos cursos en el tema, ella realizo que la ingeniería eléctrica sería lo más perfecto.

“Me di cuenta que me gustaban los aspectos prácticos de la ingeniería eléctrica,” dijo ella. “Yo podría aplicar las teorías directamente al campo, y me gusta cómo trabajan perfectamente juntas”

Conecciones profesionales mientras ir a la escuela

Como la mayoría de sus compañeros de clase, Castillo dice que el objetivo de su carrera universitaria es obtener un trabajo que le permita hacer una diferencia en el mundo y ser un orgullo para su familia. Su educación en ���سԹ� le ayudo a conectarse con un internado en Mission Support Alliance en el sitio de Hanford.

Mientras estudiaba ingeniería civil, ella trabajo en Hanford en los servicios de agua y drenaje, ayudando a refinar los diseños que mejorarían sus operaciones.

“Me gusta mucho,” dijo ella. “Es excelente poder aplicar lo que estoy aprendiendo en la escuela a un trabajo en un área que hace un gran impacto en los Tri-Cities.”

Durante su internado, dice ella, también a disfrutado la oportunidad de aprender más acerca de Hanford, el impacto que hace no solo en Tri-Cities, pero también en el resto del mundo, y también como su trabajo está haciendo un impacto directo en su comunidad local.

“Antes, realmente no sabía que hacían en Hanford,” dijo ella. “Pero nos han llevado en tours, incluyendo al Reactor B- el primer reactor nuclear de gran escala en el mundo. Aprendimos tanto acerca de la historia del sitio y ahora se mucho más de lo que sabía unos meses atrás. Es de un increíble valor.”

Mujer en un campo dominado por hombres

Mientras Castillo admite que estaba un poco intimidada en arriesgarse estudiar una carrera de ingeniería dominado por los hombres, dice ella que ha disfrutado los retos que han venido con esta decisión.

“No hay muchas mujeres en esta carrera, pero es bueno superar los estereotipos y ver mi habilidad para hacer el trabajo, aun si no vengo de una larga línea de ingenieros en el sitio de Handford,” dice ella. “Realmente me gustan mis clases y amo que pueda aplicar en el campo lo que estoy aprendiendo a través de mi internado mientras estoy yendo a la escuela.”

Futuro en la ingeniería

Después de graduarse en unos cuantos semestres, Castillo dice que le gustaría quedarse en la comunidad y contribuir a Tri-Cities por medio de su carrera en ingeniería.

“Me gustaría trabajar donde diseñe sistemas, posiblemente en una compañía eléctrica, o en alguna compañía de ingeniería privada” dice ella.

Y después de trabajar por algunos años, ella espera obtener una maestría en ingeniería eléctrica, – ojalá en ���سԹ�

“Realmente he disfrutado mi experiencia aquí en ���سԹ�, y siento que verdaderamente me ha preparado para un futuro que hará que mi familia se sienta orgullosa,” dice ella.

Estas interesado en una carrera en ingeniería? Visita tricities.wsu.edu/engineering.

By Stephen Nakata, Division of Student Affairs

It often goes unnoticed by their professors, peers, and those who love them the most. While first-generation students are academically skilled, very motivated, and contribute many ways to the campus community, navigating the complexities of university policies, procedures and jargon can be challenging.

As a First-Forward institution designated by NASPA (Student Affairs Administrators in Higher Education), Washington State University defines first-generation students as those whose parents or guardians did not receive a four-year degree. WSU is committed to helping them build confidence in their abilities, feel a sense of belonging, and provide additional support to help them be successful.

In celebration of WSU’s First-Generation Week, this article recognizes six females serving in leadership roles throughout the WSU system who were first-gen students. As their stories reveal, they each took unique paths through college and made key connections that made a big difference in their ability to graduate and excel in their careers. These women are now helping to shape the future of WSU.

The words they use to describe first-gen students are: brave, pioneers, courageous, resourceful, ambitious, dedicated, driven, and resilient. They are descriptors that perfectly match their own aspirations and it is enlightening to learn about their journeys.

Sandra Haynes

Living close to her maternal grandparents, ���سԹ� Chancellor Sandra Haynes spent a lot of time with her grandmother while growing up. They were very close. One evening when she was around eight years old, Haynes’ grandmother invited her to keep her company while she worked as a custodian in an office building. Haynes said they had the best conversations while she watched her grandmother dust, vacuum and sweep, and helped her empty the trash. In one fancy office, she remembers her grandmother pointing to a family portrait on the desk and asking, “Do you know what the difference is between this family and ours?” Unable to find a good response, she looked over at her grandmother who said it was education that set them apart.

“My grandmother didn’t have more than an eighth-grade education,” Haynes said. “I don’t think I fully understood the significance of what she said because I was so young, but that particular comment stuck with me throughout the years.”

Coming from a working-class family, Haynes’ primary goal after graduating from high school was finding a job to support herself. She was happy to find work as an administrative assistant in an engineering firm. One day she met a female engineer there and realized there are many more career options for women that went to college.

“I got to thinking that what my friend was doing was a lot more interesting than what I was doing,” she said.

To her family’s dismay, she quit her job at age 21, moved back in with her grandparents, and became a first-generation student at her local university. While navigating the higher education system and affording college was difficult, she credits some professors for recognizing her talent when she sometimes didn’t see it herself and took a special interest in her success.

Just a few nudges of encouragement here and there, and people providing her with research and job opportunities, made a big difference in her ability to keep advancing in school and in her career. Looking back, she is still amazed she is leading a university campus.

“At every turn I wondered if I had the ability to take the next step,” Haynes said. “It’s something that many first-gen students grapple with, and fortunately I had people along the way that taught me what’s possible in life.”

Paula Groves Price

Being a first-generation college student had such an impact on Paula Groves Price’s life, she said it drives almost everything she does in her role as associate dean for diversity and international engagement and professor in the College of Education. She is also the scholar in residence at the Elson S. Floyd Cultural Center.

“When I think about what I teach, the service that I do here, the research projects and grants I go after, it’s all connected to my background,” Groves Price said. “I want to help kids recognize that college is attainable, and once they get there, university programs exist to help them not only survive, but thrive.”

Unlike many first-generation students, Groves Price knew she wanted to go to college at a young age. Her family stressed the importance of education early and encouraged her to do well in school. She grew up in Southeast San Diego at a time when gang violence was escalating. It was then that her family made the decision to sell their house and move to an apartment in a safer and more affluent town nearby. It was a different world for Groves Price, the kind where students live in mansions with pools, drive expensive cars to school, and never worry about their safety. Once the culture shock wore-off she realized everyone at her new school was expected to go to college, and now having access to college prep classes, her dream of going to college suddenly seemed within reach.

Groves Price said it was a big accomplishment to enroll at University of California at Berkley, but as a first-generation student, her challenges were not over. She maintained a class-load of 22 credits while working 40 hours a week off campus and at a campus library to pay the bills. She said she may not have succeeded had it not been for the Professional Development Program. It was a program designed for underrepresented students taking large math classes that allowed participants to meet in smaller sections, study together, and even live together.

“It was very empowering,” Groves Price said. “Not only were we helped by amazing instructors who made us feel comfortable asking questions, we were around scholars and activists who were first-gen students themselves and I never felt out of place.”

Renny Christopher

In the late 1960’s and early 70’s students at campuses across the nation held demonstrations to protest the Vietnam War and advocate for civil rights. Some of those protests turned violent, like what happened at Kent State University where four students were killed in 1970. Renny Christopher, vice chancellor of academic affairs at WSU Vancouver, remembers a comment her mom made during her freshman year of high school.

“It must have been shortly after this incident that my mom told me she hoped the violence on campuses stopped by the time I went to college,” Christopher said. “It was the first time anyone said anything about college to me.”

Christopher grew up in a working-class family. Her dad was a carpenter and her mom a hairdresser. Despite attending an impoverished high school, she performed very well in her classes and caught the eye of one of the school counselors, who sent her to a local college recruitment fair. She helped guide her on applying for college and scholarships.

It was a proud moment when Christopher enrolled at Mills College in Oakland, Calif., aspiring to become a writer. The celebration was short-lived, however, when she dropped out during her second year.

“The college environment was so foreign to me and I experienced a great deal of culture shock,” she said. “I was academically unprepared.”

It took her four years of working as a typesetter before she decided to give Mills College another try. This time she discovered a program there called “Resumers” that was created to help older, first-generation students like Christopher. The rest is history. She graduated from Mills and went on to graduate school, never losing sight of her background along the way.

“I worked my way through graduate school helping my dad in construction,” Christopher said. “I would do construction in the morning and go to class in the afternoon wearing my work boots. I literally brought my working-class roots into the classrooms,” she said with pride.

Leila Harrison

The feeling of being a first-gen student doesn’t end when you apply for college. Leila Harrison, interim senior associate dean for student affairs, admissions, and recruitment at WSU’s Elson S. Floyd College of Medicine, said there are new discoveries at every step, sometimes making the journey stressful, frustrating and exciting all at the same time.

“During every aspect of your college experience, you are a pioneer,” Harrison said. “You are putting yourself out there with a lot of unknowns and without a lot of guidance. That’s incredibly courageous.”

Harrison was primarily raised by her father, who worked as a civilian at a governmental missile range in New Mexico. She was born with a determined mind and always took the initiative to learn. She remembers her dad had an old math textbook buried in his closet. To help prepare for a math placement exam, she dug it out one day and began teaching herself algebra.

Her drive to succeed and create a better life for herself eventually led to her earning three full-ride scholarships for college, believing that was the only way she could attend. She attributes that same work ethic for providing her opportunities to attend graduate school, earn a doctoral degree, and keep advancing in her career, never dreaming she would one day be senior associate dean at a medical school.

“A lot of times first-gen students are unable to see beyond their knowledge base or experiences,” Harrison said. “It often takes someone to show them all the different kinds of careers that are out there for them so they can dream beyond what they know.”

Anna McLeod

Looking back at her college experience, things would have gone much smoother for Anna McLeod had she received more guidance along the way. She remembers being frustrated trying to navigate her way through the bureaucracy of a university, feeling too intimidated to see her advisors, and was unsure how to go about choosing a major. It is because of these challenges that she decided to pursue a career in student affairs. She serves as associate director for student services at WSU Everett.

“I really struggled finding my way in college,” McLeod said. “I changed my major a lot and when I found out my advisor was a faculty member, I was too scared to see them. I ended up trying to advise myself.”

While neither of McLeod’s parents went to college, they were very supportive when they learned of her interest in going. Her dad, an auto mechanic, even drove her around the state to visit universities. But once she decided Eastern Washington University was a good fit, her parents no longer knew how to help her. For the most part, she felt like she had to figure everything out on her own.

With WSU Everett’s first-generation student population making up 44 percent of the student body, McLeod says there is no reason first-gen students should feel alone there. Being a smaller campus, she said it is easier for students to find helpful connections and the faculty and staff can spend more time getting to know them. She encourages each student to own their story.

“Each of our students took their own unique path to higher education and I sense that some of them are a little ashamed of their backgrounds,” McLeod said. “I want them to own their stories and be proud of who they are.”

Laura Lavine

As a self-proclaimed nerdy smart kid from rural South Carolina, Laura Lavine had her sights set on going to college at an early age. She didn’t want to join the military like her father and many other relatives did to escape poverty. She wanted to forge her own path. Even though none of her family had gone to college, they knew that Lavine, the chair of WSU Pullman’s Entomology Department, would find her calling there.

Lavine enrolled in a small, rural school called Lander University in her grandparent’s hometown of Greenwood. Although she originally aspired to attend a larger university, it was Lander’s intimate atmosphere that allowed her to thrive and receive the personalized attention she needed as a first-generation student. It was there that a biology professor noticed her curiosity for learning and interest in teaching others. He encouraged her to go to graduate school which ultimately changed the course of her life.

“He took a special interest in me and became my mentor,” Lavine said. “It’s really interesting how one person can have so much impact.”

As smoothly as her undergraduate years went, Lavine almost dropped out during her first year of graduate school. Her graduate advisor provided little guidance and she found herself struggling in school for the first time in her life. That same year she attended a workshop that opened her eyes to the institutional barriers many females face in higher education.

“In graduate school it matters who you know, if you have access to a network, and if you have an advisor who will introduce you to people to help give you a leg up,” Lavine said. “Once I learned that many women are being denied these crucial things, I became an advocate for women in STEM–even before it was a cool thing to do, and it stayed with me to this day.”

Inspiring the next generation

These WSU leaders encourage today’s first-gen students to ask a lot of questions even if it feels uncomfortable at first, and make connections with students, faculty and staff that have similar backgrounds or express a desire to help. A common thread in each of their experiences is the impact mentoring played in their success.

Just as these WSU trailblazers did when they went to college and are still doing years later in their careers, first-generation students inspire new generations to give college a try. In her family, Groves Price described it as breaking the cycle of thinking high school is the end of the line for education.

“My college graduation was a big deal in my family as many of my nephews and nieces have now gone on to attend college,” Groves Price said. “It is more of an expectation that they go to college and they know they can call me whenever they have questions.”

By Maegan Murray, ���سԹ�

RICHLAND, Wash. – Washington State University Tri-Cities will celebrate and highlight the accomplishments of students who are the first in their family to attend college this week as part of a range activities Nov. 4 – 8.

National First Generation Day occurs each year on Nov. 8, which is the anniversary of the signing of the Higher Education Act of 1965 that strengthens educational resources of colleges and universities and provides financial assistance for students in postsecondary and higher education.

���سԹ� has a large population of first-generation students – they make up 42 percent of campus enrollment. The university holds activities each year to highlight first-generation students as a way to support and recognize experiences of first-generation college students and the hurdles they overcome.

“The ���سԹ� events honor first-generation students in their journey of navigating college for the first time and all students who have also been the first to step out of their comfort zone on this journey,” said Stassia Feltes, program director of TRIO Student Support Services at ���سԹ�. “These events are for the entire campus and community to participate and to recognize students, staff and faculty for their accomplishments.”

Campus and Tri-Cities regional community members are invited to attend the festivities.

Monday, Nov. 4

Festivities will kick off Monday with a “First Generation” movie and popcorn from 12:30 p.m. – 3:30 p.m. in the East Auditorium. The movie starts at 1 p.m.

Thursday, Nov. 7

Thursday, Nov. 7, students will enjoy first-generation student stories and slime making from 11 a.m. – 4 p.m., with a student panel beginning at noon – all in Student Union Building room 120. Snacks will also be provided.

Friday, Nov. 8 – National First Generation Day

Friday, the campus will celebrate National First-Generation day in the Student Union Building. Presentations in the style of a TEDx format of first-generation community members and TRIO Alumni will begin at 1:30 p.m. Students, faculty and staff can also stop by anytime to make a print of their hand as a first-generation student as part of an art piece from 1 p.m. – 4 p.m. The art piece will be donated to the MOSAIC Inclusion Center. Appetizers and cupackes will be served.

For more information about the ���سԹ� first-generation events, contact Feltes at 509-372-7389 and stassia.feltes@wsu.edu.

The festivities this week are led by ���سԹ� TRIO Student Support Services, the Associated Students of ���سԹ� and the ���سԹ� Office of Student Affairs.

 

Media contacts:

Stassia Feltes, ���سԹ� TRIO Student Support Services program director, 509-372-7389, stassia.feltes@wsu.edu

Maegan Murray, ���سԹ� public relations specialist, 509-372-7333 (office), 619-403-3617 (cell), maegan_murray@wsu.edu

By Steve Nakata, Division of Student Affairs

While Washington State University Tri-Cities student Savanna Navarro Kresse is excited for the new school year, she is particularly happy September has arrived. The new Mosaic Center for Student Inclusion has opened its doors and a grand opening is scheduled for Thursday, Sept. 12. Located in the Floyd Building, the Mosaic Center is dedicated to diverse students of all kinds allowing them to gather, learn from each other, and seek support.

Navarro Kresse has a vested interest in this center for several reasons. A Chicana and first-generation college student who is passionate about helping the community, she played a leadership role in creating the center as vice president of the Associated Students of Washington State University Tri-Cities (ASWSUTC). She and ASWSUTC President Zachary Harper set the project in motion over a year ago and spent countless hours meeting with students, faculty, staff and administrators to make it happen.

“With over 41 percent of our student body being students of color and 44 percent first-generation, we have a very diverse campus,” Navarro Kresse said. “We need a place where students from different backgrounds, including women and LGBTQ, can learn more about their identities and meet others so they can form a support network.”

Chris Meiers, vice chancellor for Student Affairs at ���سԹ�, draws inspiration from Navarro Kresse every day and said her contributions to the Inclusion Center will be a lasting-legacy on campus for many years to come.

“Her energy, compassion, and drive to make the campus and community a better place personifies everything about what make the Cougar nation and the Tri-Cities campus special,” he said.

Leading the way

Getting involved is nothing new for Navarro Kresse. She served as student body president at Yakima Valley College (YVC) in Grandview before transferring to WSU. Once here, she joined ASWSUTC as director of legislative affairs and was elected vice president last year, a position she holds again this year. Among Navarro Kresse’s many commitments, she serves on the Executive Policy (EP)-15 Working Group, a systemwide team dedicated to improving the policy that prohibits discrimination, sexual harassment, and sexual misconduct at all WSU locations.

She also became a strong advocate for Title IX, a federal policy that prohibits discrimination in education based on a person’s sex.

“I was serving as the vice president of diversity affairs for the  and felt as though I could make a positive impact through my position,” she said. “Title IX advocacy is essential for student safety and equity.”

She reached out to professors Katie Banks and Tracey Hanshew to create a special political science/history 499 course that taught the history of Title IX and how it evolved into the comprehensive policy we have today. After taking that class, Navarro Kresse teamed-up with the ASWSUTC Director of Legislative Affairs Akanna Poor to create an event called “Condoms, Consent, and Chicken Nuggets,” which provided students an opportunity to have difficult conversations about consent and ask questions to a panel of experts. At the same time, she worked with ���سԹ� Chancellor Sandra Haynes to create a committee to review Title IX compliance and commitment to equity in education.

In August, Navarro Kresse worked with Holly Ashkannejhad, director of WSU’s Office for Civil Rights Compliance and Investigation, to arrange training for student leaders on the university’s policy prohibiting discrimination, sexual harassment, and sexual misconduct, as well as WSU’s grievance and investigation procedures.

“Through this training, Savannah created another resource for students – campus leaders who are knowledgeable about these processes and who can help fellow students identify the best resource for them,” Ashkannejhad said. “Her leadership will have a ripple effect throughout the community, and we are already seeing the positive impact she is having on the Tri-Cities campus.”

Unexpected turns

For someone who has fully immersed herself in the student experience and has plans to attend law school after graduating from WSU, it is difficult to fathom that Navarro Kresse never gave going to college a thought while growing up in Sunnyside, Washington. She had never met anyone who had gone to college. At a young age, she and her two sisters were adopted by her uncle and aunt who already had seven children of their own.

“My uncle worked at a fruit processing plant during the night and joined us kids in the fields at five in the morning to cut asparagus before school,” Navarro Kresse said. “He taught me what it means to have a strong work ethic and to care for others.”

Navarro Kresse was a good student, but the birth of her son at the end of her senior year in high school completely changed her life. Not wanting to burden her family once her baby was born, she dropped out of school and moved out of her uncle’s house at age 17. Needing a way to support herself and her baby, she learned to be a welder and earned her certification. For the first time in her life, she was making decent money, enough to allow her to pursue a GED (General Educational Diploma) during her spare time. Then her life took another unexpected turn. One day at work a heavy beam crushed her foot. The injury was serious and prompted her to look for a safer line of work. Eventually she landed a job as a dental assistant. Money was a lot tighter then, but she continued to save whatever she could to be able to take the series of GED tests. It took her seven years to complete her GED.

“To this day I consider that to be my biggest accomplishment,” she said. “It showed me that if I set a goal, really work hard and not give-up, I can reach it.”

Deserve to be here

Inspired by her sister who enrolled at YVC and armed with a newfound confidence in her academic abilities, Navarro Kresse took the plunge into higher education and the rest is history. Now 30 years old, married, and a mother of four, her unique background helps motivate her to get the most out of her education at WSU, and she has this advice for other first-generation students.Grand opening

“If you were able to get through the doors of this university, you deserve to be here,” she said. “Your experiences and perspectives are important and deserve to be shared, you shouldn’t be afraid to share your struggles. Please know that you are not alone, we’re all trying our best to get that diploma.”

Each campus in the WSU system provides programs and services that help meet the unique needs of first-generation students. In May, the national Center for First-Generation Student Success, an initiative of the Student Affairs Administrators in Higher Education (NASPA), named WSU a First Forward institution for its dedication to service first-generation college students.

By Stephen Nakata, Division of Student Affairs

Washington State University has been selected as a First Forward Institution for its dedication to serving first‑generation college students.

WSU joins the inaugural cohort of 80 universities and colleges across the nation selected by the Center for First‑Generation Student Success, an initiative of the Student Affairs Administrators in Higher Education (NASPA) and The Suder Foundation.

WSU and the University of Washington are the only institutions in Washington to receive the designation.

“Being named a First Forward institution recognizes the foundational work we have done at WSU to support first‑generation students,” said Lucila Loera, executive director of the Office for Access and Opportunity under the Student Engagement pillar in the Division of Student Affairs. “It also gives us a push to explore where we can go in the future as we continually strive to improve and be innovative in meeting the needs of first‑generation students.”

A community of professionals

Sarah E. Whitley, senior director for the Center for First‑generation Student Success, is pleased to welcome WSU to the inaugural cohort of institutions.

“Through the application process, it was evident that WSU is not only taking steps to serve first‑generation students, but is prepared to make a long‑term commitment and employ strategies for significant scaling and important advances in the future,” Whitley said.

A key benefit of being selected is being able to engage with a broad cohort of peer universities that are willing to consult on challenges and celebrate program successes. Institutions also will be offered professional development that strengthens the campus knowledge base and are encouraged to develop a blog for the Center’s website.

“First Forward is an exciting opportunity for WSU to join an elite community of professionals prepared to share evidence‑based practices and resources, troubleshoot challenges, generate knowledge, and continue to advance the success of first‑generation students across the country,” NASPA president Kevin Kruger said. “We are excited to see a groundswell of activity from the First Forward cohort and know WSU will be a significant contributor.”

A strong contender

TRIO Student Support Services Program Director Angie Klimko led the preparation of WSU’s application, feeling confident it would be a strong contender.

WSU has been focused on serving first‑generation students for over 20 years through TRIO programs such as Upward Bound, Student Support Services and McNair, along with others like Multicultural Student Service’s Smart Start, College Assistance Migrant Program and First Scholars.

The university has been a leader in experimenting with new and creative ways to help first‑generation students. Examples include having established a living and learning community for first‑generation students called Lead the Legacy, hosting a first‑generation conference to share best practices in serving them, implementing the “I was first, too!” button campaign, and creating the First‑Generation Study Abroad Program, which is sending 25 students to Seville, Spain this summer.

WSU also has a long‑standing partnership with the Suder Foundation, which helped establish the First Scholars Program on the Pullman campus as part of the early cohort of universities. WSU President Kirk Schulz is a member of the board of directors for NASPA’s Center for First‑Generation Student Success.

“I’m thrilled about WSU becoming a First Forward institution,” Klimko said. “While we have served first‑generation students for a while, I think it’s going to bring a lot of innovative ideas to our community and will help create more awareness of this important population.”

Klimko and a member of her team will meet leaders from the other First Forward Institutions at a mandatory workshop on June 15 in Orlando, Florida.

By Maegan Murray, ���سԹ�

RICHLAND, Wash. – Student Maria Fernanda Vargas discovered her future career almost by accident after attending Washington State University Tri-Cities while still in high school.

As a senior high school student in the running start program, Vargas was initially interested in nursing, but after performing an internship in the medical field and working in the GEAR UP program and as a student ambassador at ���سԹ�, she realized her true calling lie in helping students achieve their full potential.

“Working with GEAR UP, I was able to assist seniors in high school with their college and financial aid applications. I also gave a few presentations providing more information on important deadlines and scholarships available.” She said. “I realized I love working with students.”

As the first in her family to attend college, Vargas said she had a lot of questions about the college process and procedures where her parents weren’t able to help as much because they hadn’t been through it, themselves.

But through the acceptance, help and support that she experienced as a student at ���سԹ�, she was able to navigate the process successfully.

“One day I hope to give back and make a difference for our future generations,” she said.

As an education student, Vargas said she learned from professors who really take an interest in their students, working with them to make sure they are successful. The opportunities for networking at ���سԹ�, she said, have also been huge.

“Through events like our Etiquette Dinner, where students get to interact with prospective employers, and the career fair, where you can meet a lot of people from out in the community – those events are great for networking,” she said. “And the staff and professors here on campus are also great with connecting students to individuals out in the industry and are always willing to help.”

While Vargas is still young in her education program at ���سԹ�, she said she looks forward to the practicum experiences that she will gain through the program. Through the experiences, Vargas will have the opportunity to work out in local school districts to receive real-world opportunities in the classroom.

In addition to her studies, Vargas also works in the admissions office as a student ambassador and serves as part of the MEChA Club and the Compass Christian Club. She is also a member of the TRIO program, which provides academic and social support for students who are first-generation, economically disadvantaged or have a documented disability.

Her involvement in various student and campus-led initiatives and programs, she said, has made for a wonderfully well-rounded student experience.

“I love it here and if I had a chance to pick a college again, I would make the same choice,” she said. “I feel like we have every resource available for every single student to be successful here at ���سԹ�.”

After graduating the year after next, Vargas hopes to work for the Pasco School District, which is where she grew up going to school. She aims to become a math teacher working with middle school students or with second-grade students – possibly in a bilingual program.

By Maegan Murray

RICHLAND, Wash. – Washington State University Tri-Cities alumnus Geoff Schramm never thought he would go to college.

Coming from a family where no one before him in his family had gone to college, he said it was sort of a family tradition that he goes straight into the workforce after high school.

“That’s just what you did in my family,” he said. “I didn’t have a blueprint for college or someone that could tell me about the experience. In some odd way, I felt it wasn’t for me when I was young.”

However, when the recession hit in 2008, he started thinking more about his future and the uncertainty that detailed the availability of jobs that were opened to him without an undergraduate degree. That same year, he applied to Washington State University Tri-Cities, got in, but couldn’t muster up the courage to start his classes. Then in January 2011, with his wife’s hand in his, he walked up the entrance steps to campus to begin his first semester at ���سԹ�.

As the first person in his family to attend college, the beginning of this new college process was daunting. Often times, he said he didn’t feel he was smart enough. But through getting involved with campus programming, student clubs and especially through the development of professional relationships with faculty and staff, he said he found his place and really excelled in school.

“I decided to really submit and give myself to the process,” he said. “Once I started to do that and get involved with things on campus, everything changed.”

Finding his feet

While going to school, Schramm worked in the career development office as a career coach and then as a student mentor. He was also involved with several student clubs and served as a member of TRIO, which provides support services for students who are first-generation, disabled or economically disadvantaged.

Meanwhile, Schramm worked heavily with his environmental science faculty mentors to get a grasp of his school work, learning everything he could about his future field. Those same individuals then helped him connect with external professional learning opportunities that paired directly with his coursework.

As an undergraduate student, Schramm completed a number of internships in his academic field. His first was with the U.S. Fish and Wildlife Service, which was followed with an internship with Mission Support Alliance doing biological monitoring. He also did a six-month internship with the U.S. Environmental Protection Agency.

As his combined school and career participation grew, so did his confidence, he said.

“I realized you may not get a degree because you’re smarter,” he said. “You can achieve a degree because you’re persistent enough to see yourself excel and you see it through. You have to put yourself out there and take opportunities as they come. I grew as a person mainly because I put myself out there.”

Prior to the end of his senior year, he decided to pursue a master’s program in environmental science. Through this opportunity and combined with his regular courses, he got the chance to teach several undergraduate lab courses, which opened his eyes to his love for teaching. He spent the past several summers helping instruct science courses for middle and high school students. He also completed an additional internship, this time with CH2M.

After graduating with his master’s in environmental science last spring, Schramm now works for Washington River Protection Solutions as an environmental quality lead. In addition to his full-time position, and as a way to give back to his time at ���سԹ�, he also continues to teach science courses at the university.

Inspiring a new generation of college graduates

As he looks back on his college years, he said they were the ones that really prepared him for the best version of his professional self that he could be.

“I love being here,” he said of ���سԹ�. “It was hard for me to leave as a student because I did see this place and the people here as family. The personal gratification that I felt through this place, which helped me reach my own desires, dreams and aspirations, stays with me.”

Schramm said he now hopes to inspire in his children, as well as other men and women, to achieve their own aspirations through obtaining a college education. He asked his son recently if he was thinking about college.

“Heck yeah, I think about college all the time,” his son replied.

“I hope to build a legacy for my family and show them that education is important, life-long learning is important and giving back is important,” he said. “Hopefully through this experience, I’m giving them that.”