Biology student Lemman Gurre sat at a high bistro-style table next to the wall of windows in the new MESA Center on the third floor of the STEM Building. From her third-floor vantage point, she could see the campus, a ribbon of the Columbia River, and Portland’s hills. In the quiet study space, she took notes as she read from her laptop screen.  

Since the MESA Center opened fall term, the space has been well used by students. Director of MESA Román Lara said students use the center to study, plug in their laptops to work, use the center’s printer, check out textbooks from the lending library, or stop in for a snack and quiet moment between classes. The inner room offers large whiteboards and tables for students to study alone or to work on group projects. 

• In the reception area, MESA ambassadors, Maisy Pantua Sibayan and Karina Hottinger connect with students, welcome them to the space, and schedule students to use the space. Both are current Clark students pursuing STEM studies.  
• In the bright lounge, comfortable upholstered furniture in chartreuse, orange, and aqua invites students to sit in the quiet space to work on their classwork, study, or take a break. Students also can grab a snack in the kitchenette which includes a microwave, toaster oven, refrigerator, coffee pot, and hot water for tea. 

What is MESA? 

MESA (Math, Engineering, Science Achievement) is a national program designed to increase the number of historically underrepresented populations to succeed in STEM fields. This includes African American, Native American, Latino/Hispanic, and Pacific Islander/Hawaiian and women community college students who transfer to universities and earn STEM (science, technology, engineering, mathematics) bachelor’s degrees.  

At Clark, this includes a dedicated space for studying and creating community, as well as opportunities for mentorship, assistance with books and fees, conference participation, campus visits, and more. 

Clark College began its MESA program during the 2018-19 academic year. The program can serve up to 100 students and currently serves more than 80 students. Between 20 and 30 students are very active in the program. Others use the basic services, such as the textbook lending library. Learn more about Clark’s MESA program here. 

Campus and industry tours 

During fall term, Lara took a group of second-year Clark students to Seattle to attend a transfer student preview event at the University of Washington. Students learned about UW’s admission and application process, took a guided tour of the campus, and attended program-specific sessions, including a 3D printing demonstration. Some students had the opportunity to meet with academic advisors.  

Lara is planning to take MESA students to tour the campuses of Portland State University and Washington State University Vancouver during winter term.  

He also is planning industry tours for MESA students to visit local employers who hire STEM graduates. His wish list includes ABSCI, Boeing, Fred Hutch Cancer Center, and Oregon Museum of Science and Industry. 

He also promotes opportunities for undergraduate internships and research opportunities to MESA students and is always on the lookout for new opportunities. MESA students will be eligible to apply for undergraduate research opportunities at WSU Vancouver during the summer.  

Eligibility for MESA: 

• Belong to historically underrepresented populations in STEM, including Black/African American, Indigenous/Native American, Latino/Hispanic, Native Hawaiian/Pacific Islander, and women in STEM. 
• Be a first-generation college student whose parents did not receive a bachelor’s degree 
• Intend to earn a bachelor’s degree in a STEM major 
• Be a citizen or resident of the U.S., DACA eligible or undocumented 
• Come from an economically disadvantaged background 
• Do not hold currently hold a bachelor’s degree in any field 

Services MESA provides: 

• MESA Center in STEM Building Room 358 
• Academic advising and transfer planning 
• Academic excellence workshops 
• Textbook lending library 
• Internship, research, and scholarship opportunities 
• University campus and industry visits 
• Professional development workshops 

About Washington MESA 

The Washington MESA program is an educational pathway program administered by the University of Washington and established by the Washington State Legislature. Clark College is one of 12 community colleges in Washington that offers a MESA transfer prep program center for its students who plan to transfer to a four-year college to earn a bachelor’s degree. Learn more here. 

Would you like to hear from some of the 57 international students who are enrolled at Clark and hear about their experiences at Clark? 

Do you enjoy learning about the art, music, dance and martial arts of other cultures? 

Does your mouth water when you consider sampling delicious food from all over the world?  

Would you like to view the finished Clark College mural, “Coming Together for Art and Peace” and meet the artist, a Clark graduate, who designed it? 

If you answered “yes” to any of these questions, consider joining Clark’s International Programs for an International Day celebration geared for the entire family. 

What: International Day celebration presented by Clark’s International Programs 

When: Tuesday, February 13 from 11 a.m. to 2 p.m.  

Where: GHL 150 – Gaiser Student Center 

Who is invited: Clark College students, faculty, staff—and the community 

Activities: Free, family-friendly fun to learn about and celebrate cultures worldwide. It also is an opportunity to celebrate international education and exchange and to learn about the college’s International Programs department.  

Event webpage: Learn more here.  

Associate Director of International Programs Jody Shulnak said, “Bringing folks together to learn about a variety of cultures and celebrating global exchange are highlights of this annual event. It’s also an opportunity for international students and those in our ESL program to engage and share about their home countries. It’s a meaningful event all around.” 

International Day highlights 

• Unveiling the mural “Coming Together for Art and Peace” designed by artist Christian Barrios, a Clark College graduate. The mural was painted by Clark students, staff and faculty during a community mural project on campus during International Education Week last November. Barrios will be on hand to answer questions.  
• A panel of Clark College international students talking about their experience (video) 
• Kendo Dojo demonstration 
• Belly dancing demonstration by Clark alum, Ona Parker 
• Information about the Study Abroad program 
• Sampling of food from around the world 
• Henna tattoos by Glitter Ruby’s 
• Chinese drummers and dragon demonstration by Oregon Chinese Coalition 
• Story time by Clark College alum, Moses Korir, who will read his new children’s book, “Moses and the Impossible Piano” 

Schedule of Events

Time	Topic
11:05 a.m.	Welcome
11:05 a.m. – 11:15 a.m.	Art + Peace mural unveiling and remarks
11:15 a.m. – 11:25 a.m.	International student panel video
11:30 a.m. – 11:50 a.m.	Belly dancing demonstration
11:50 a.m. – 11:55 a.m.	Raffle drawing and announcement
12:00 p.m. – 12:20 p.m.	Chinese drummers, Oregon Chinese Coalition
12:20 p.m. – 12:30 p.m.	Dragon demo, Oregon Chinese Coalition
12:30 p.m. – 12:45 p.m.	Storytime: Moses & the Impossible Piano
12:45 p.m. – 12:50 p.m.	Raffle drawing and announcement
12:50 p.m. – 1:00 p.m.	TBD
1:00 p.m. – 1:30 p.m.	TBD
1:20 p.m. – 1:30 p.m.	International student panel video
1:30 p.m. – 2:00 p.m.	Kendo Dojo demonstration
2:00 p.m.	Closing remarks and final raffle draw

About Clark College International Programs 

International Programs provides support services and opportunities to foster a global perspective and cross-cultural competence for Clark College and the communities it serves. The program also offers an intensive English Language program. During the 2023-24 academic year, Clark College has 57 international students. Learn more here. 

Clark College students who plan to transfer to Washington State University Vancouver will find a smoother, more intentional path, thanks to a new transfer agreement.

Clark and WSU Vancouver launched a new transfer agreement on January 22. The two institutions partnered to create a seamless guaranteed transfer pathway for students who are completing an associate degree at Clark and plan to transfer to WSU Vancouver to complete a bachelor’s degree.

The impetus for the agreement:

• To make pursuing a bachelor’s degree more accessible and equitable.
• To reduce barriers to a smooth transition to WSU Vancouver and eventually, to earning a bachelor’s degree
• Specifically targeted to reach underrepresented, underserved, and students of color.
• Long term: To increase the number of students who earn bachelor’s degrees in Southwest Washington.

The Guaranteed Admission program enables Clark College students to transfer seamlessly to WSU Vancouver and to reduce the time required to earn a bachelor’s degree. The reverse transfer agreement will make it easier for Clark College students to attain an associate degree if enrolled at WSU Vancouver prior to completing their program at Clark College.

“This agreement will create a clear path for Clark students transferring to WSU Vancouver,” said Clark College President Dr. Karin Edwards. “By removing barriers, more first-generation students and students of color can earn a bachelor’s degree and help close the equity gap.”

Clark’s Director of Advising and Career Services Emily Meoz explained that the previous system required students interested in transferring to make the first move by contacting either a Clark advisor or the admissions office at WSU Vancouver.

“This program takes the guesswork out of the transfer process for our students,” Meoz said. “Now, instead of waiting for students to come to us, we go to them. We will create intentional outreach to students to get them on the transfer pathway early.”

Q & A about Guaranteed Admission Program

Q: How does this transfer agreement benefit Clark students?

A: Here are the benefits to Clark students:

• Direct pathway to WSU Vancouver to pursue a bachelor’s degree
• Intentional, additional support and guidance with transfer process
• Guaranteed transfer advising at Clark at least twice per year
• Early connection and long-term plan review by WSU Vancouver at least twice per year
• Special events to guide and support transfer process
• Automatic reverse transfer opt-in to earn a Clark College credential even if the student transfers prior to completing Clark’s program

Q: How does a Clark student become eligible for this transfer agreement?

A: Any student who plans to transfer to WSU Vancouver must:

• Pursue a direct transfer degree at Clark College
• Complete a declaration of intent form
• Meet with Clark academic advisor at least twice per year
• Apply to WSU Vancouver
• Complete minimum 60 credits of college-level units towards an associate degree and earn a 2.0 minimum grade point average from 100-level and higher coursework, as calculated by WSU Vancouver. Some majors at WSU Vancouver require a higher GPA.

Q: What is the essence of this transfer program?

A: It provides intentional support and guidance for students so the credits they take at the outset will transfer to WSU Vancouver. That results in students saving money, reducing student debt and increasing graduation rates of transfer students.

Q: Wasn’t there already a transfer agreement between Clark and WSU Vancouver? How is this different from the previous transfer agreement with WSU Vancouver?

A: Yes. Clark graduates with a minimum 2.0 GPA already are guaranteed admission to WSU Vancouver, but it is not widely known or marketed directly to students. The previous system required students interested in transferring to make the first move by contacting either a Clark advisor or the admissions office at WSU Vancouver. Under the new transfer agreement, Clark will create intentional outreach to students to get them on the transfer path early.

Q: How was the transfer agreement developed?

A: This transfer program was developed by Advising leaders from both Clark College and WSU Vancouver who participated in a year-long Aspen Institute project focused on increasing transfer success and reducing inequitable graduation rates among underrepresented students. Learn about The Aspen-AASCU Transfer Student Success and Equity Intensive here.

Q: Does Washington State University have similar guaranteed admission agreements with other community colleges in the state?

A: Yes. WSU has similar agreements with three other community colleges:

• WSU Pullman with Spokane Falls Community College
• WSU Tri-Cities with Columbia Basin College
• WSU Everett with Everett Community College

Can you pass this quiz?

True or false:

1. Cavities (tooth decay) are the most common chronic disease of childhood, according to the Centers for Disease Control and Prevention.
2. Tooth decay is preventable.
3. February is National Dental Health Month.
4. Clark College’s Dental Hygiene program holds a free dental care day for children in our community every February.

If you answered “true” to all the above questions, you are right.

Were you shocked that question #1 was true? Untreated cavities can cause pain and infections that could lead to problems with eating, speaking, playing, and learning. Research shows that children who have poor oral health often miss more school and receive lower grades than children who don’t.

Please help spread the word about Clark’s free dental health clinic for children.

What: Free children’s dental health clinic
Who: Children ages 4 to 17
Presented by: Clark’s Dental Hygiene department
When: Saturday, Feb. 3 from 8 a.m.-2 p.m.
Where: Firstenburg Dental Hygiene Education and Care Center, Health Sciences Building
Cost: Free!
Make an appointment: Call the dental hygiene business office: 360-992-2158.
Address to navigate to Health Sciences building: 2232 E. Reserve Street, Vancouver
Closest parking: Brown Lot 1

The college’s dental hygiene students will provide free care under the direct supervision of licensed dental hygienists and dentists. Services will include cleanings, sealants, x-rays, doctor’s exams, fluoride, and select emergency treatments for children ages 4 to 17, regardless of insurance.

Kristi Taylor, program director of Clark’s dental hygiene department, said, “We are excited to offer our annual free children’s dental health day for children in our community between the ages of 4 to 17. If you have or know any children who would benefit from a free cleaning and exam, this would be a great opportunity for them. Call and schedule an appointment before the slots fill up.”

About Clark College’s Dental Hygiene program and clinic

The Clark College dental hygiene program is nationally recognized for excellence and highly regarded by dental professionals in the region. The Firstenburg Dental Hygiene Education and Care Center, located on the college’s main campus, offers affordable dental care for more than 2,000 patients annually. The center features modern technology and equipment to ensure quality care for patients. Patients in the Vancouver/Portland area receive high-quality, low-cost care from Clark College dental hygiene students under the direct supervision of licensed dental hygienists and dentists. Available time for patient treatment varies from term to term. Clinic days are Monday, Tuesday, and Thursday. Learn more about the clinic.

Photo: Clark College/Nick Bremmer

Welcome Week kicked off on Monday, January 8 with the first day of winter term and for the first back-to-school day of 2024. A popular feature of Welcome Week is the staffing of information tables set inside buildings all around campus with helpful volunteer staff answering students’ questions, helping them find their classes, and offering campus maps. The tabling to assist students would not be possible without so many staff and faculty volunteering their time to help Clark students. 

Just as in fall term, parking lots were crowded as thousands of students returned to classrooms and labs across the main campus, at the Clark College Building at Washington State University Vancouver, and Clark’s Columbia Tech Center after winter break.  

Unlike the beginning of fall term, when the weather invited students outside, students gathered indoors to greet friends and catch up before dashing off to their next class.  

Student Involvement Fair 

Later in the first week, Gaiser Hall’s Student Center bustled with activity as students, staff, and faculty gathered for Clark’s Winter Beach Party Involvement & Financial Wellness Fair in the Gaiser Hall Student Center on January 11. Students stopped at the tables that filled the hall to ask questions and to learn more about the college’s support services, student clubs, and programs. 

Clark College wants to ensure students know about and can access wrap-around services, including Penguin Pantry, Disability Support Services, Counseling and Health Center, and more. The Student Involvement Fair, which is held during the first week of every quarter, is an excellent way for students—particularly new students—to learn more about these programs, services, and opportunities. 

Students had the opportunity to learn more about the college’s student clubs, programs, on-campus jobs, and college and community resources. Students also connected with peers with shared interests—from learning Spanish to building a rocket to drawing comics, and more.   

To promote a fun atmosphere, students lined up for free fruit smoothies and snow cones.  

At Clark’s ASCC student government table, student leaders answered students’ questions and shared information about getting involved with student government. Read about ASCC here. 

Students stopped by the Activities Programming Board table to learn about upcoming opportunities to connect with fellow students—including Bingo, movies, trivia games, free pizza, and more. Read about APB here. 

At the Spanish Club table, students learned about opportunities to participate in field trips to learn more about the Spanish language as well as immersing themselves in Hispanic culture. 

At the Model United Nations Club table, students learned about the opportunities to participate in mock UN representations and delegations.  

 At the Columbia Writers Series table, students learned about the literary series and an upcoming opportunity to meet Anis Mojgani, the poet laureate of Oregon, on February 13. Learn more about CWS here.  

Students and graduates who have had their work published in The Iceberg, the art department’s annual student comics anthology, offered copies of the 2023 Iceberg as well as several past issues. They encouraged artists and writers to submit their work for the 2024 Iceberg. The deadline is May 1 for the 2023 Iceberg comics anthology that will be distributed in October.  

At the Korean Culture Club table, students saw traditional clothing and learned what the club offers: K-Pop, K-Dramas, Korean food, history, and more. The club kicked off the year with a dance event. Next, club members are organizing a Lunar New Year celebration in February. 

Several students crowded around the Clark Aerospace Club table to chat with aerospace club students to learn more about opportunities to help build a rocket. Behind them, their “Little Penguin” rocket they designed and built last academic year reached toward the sky. Over the summer, some of the students competed in the world’s largest intercollegiate rocket competition in Las Cruces, New Mexico.  

An increasing number of students have been requesting food assistance from the Penguin Pantry. But many students are not aware of a plethora of other food pantries offering food assistance. Students stopped by the Clark County Food Bank table to talk with volunteers who provided a comprehensive list of free food pantries available throughout Clark County.  

A student thanked the food bank volunteer, accepted the printed list of food resources, and tucked it into his backpack.  

Photos: Clark College/Susan Parrish

If you’re a fan of jazz, you’re in for a treat, thanks in large part to the dedication of Dr. Doug Harris and the intrepid Shelly Williams, who bring the Clark College Jazz Festival to our campus every year. 

Clark College will host the 60th Annual Clark College Jazz Festival in three full days of exhilarating big band jazz on Thursday through Saturday, January 25-27 in the Gaiser Student Center at 1933 Fort Vancouver Way.  

Middle and high school jazz ensembles from Washington and Oregon are scheduled to perform in addition to a new attraction, a ticketed fundraising concert by the Grammy-nominated The One O’Clock Lab Band^® from the University of North Texas on Wednesday, January 24. The Clark College Jazz Band will kick off the fundraiser event at 7:30 p.m. Tickets are $22 if purchased online through Jan 22 and $25 (cash only) at the door. All proceeds from the festival will go directly to student scholarships. View ticket info. 

“We are so excited to present this year’s Clark College Jazz Festival, now celebrating our 60^th anniversary. We are adding new attractions to this year’s festival,” said Clark’s Director of Bands and Festival Director Dr. Doug Harris. “We are thrilled to present the University of North Texas One O’Clock Lab Band^® directed by Alan Baylock. This band is recognized as the preeminent collegiate big band in the world—and has held that distinction for decades. It will be a performance no jazz lover will want to miss.” 

Special festival performances by the Clark College Jazz Band under the direction of Dr. Harris:

• 8:15 p.m. on Thursday, January 25 
• 7:45 p.m. on Friday, January 26 with guest soloist Yamaha trumpet artist Allen Vizzutti  
• 12:15 p.m. on Saturday, January 27 

Another new event is that legendary trumpet player Allen Vizzutti will appear with the Clark College Jazz Band on Friday night. Harris said, “I first heard Allen when I was a freshman at the University of Florida and was amazed, as I’m sure our audience will be.” 

The three-day event will culminate with last year’s Beacock Award-winning band, Mountain View High School Jazz I, directed by Sam Ormson performing on Saturday night. 

Competition Highlights  

During this year’s competition, 56 middle and high school jazz ensembles from Washington and Oregon are scheduled to perform in this year’s competition with trophies presented to the top three jazz ensembles for middle schools and division A through division AAAA high schools.  

Individual outstanding musician awards will be presented at the end of each division’s preliminary competitions. On Saturday evening, the Dale Beacock Memorial Sweepstakes Award will be presented to one outstanding band selected from the entire festival.   

Dr. Harris said the event is not just a competition, but also a learning opportunity for the young musicians to participate in “valuable clinics from an outstanding group of jazz educators.” 

The clinicians are Dr. Nate Jorgensen, Director of Jazz Studies at the University of New Hampshire on Thursday, and Seattle-based Yamaha artist Allen Vizzutti on Friday. 

Overview – Clark College Jazz Festival

(Complete Jazz Festival schedule) 

• Special! Wednesday, January 24: The festival will kick off with a 7:30 p.m. ticketed fundraising concert by The One O’Clock Lab Band from the University of North Texas 
• Thursday, January 25: Middle school bands and Division A high school bands 
• Friday, January 26: Division AA high school bands  
• Saturday, January 27: Division AAA high school bands and Division AAAA high school bands 

Admission is $10 per day. Clark College students and children under 12 accompanied by an adult will be admitted free of charge.  

About Guest Artists   

Yamaha Artist Allen Vizzutti has performed in 70 countries and every U.S. state with notable artists and ensembles including Chick Corea, Doc Severinsen, NBC Tonight Show Band, Army Symphony Orchestra, Chuck Mangione, Woody Herman, New Tokyo Philharmonic, Budapest Radio Orchestra, Saint Paul Chamber Orchestra, Leipzig Wind Symphony, and Slovenian National Orchestra. The Seattle-based musician is also a composer and recording artist. 

Nominated for seven Grammy Awards, The One O’Clock Lab Band^® from the University of North Texas jazz studies program is noted for its exceptional individual musicianship and tight ensemble performance. The band has performed throughout the U.S. and in 18 countries. The band also has performed at major jazz festivals, including Monterey, and at major jazz venues, including Birdland in New York City.  

About Clark College Jazz Festival   

Dr. Doug Harris has been director of bands at Clark College since Fall 2018. Previously, he was assistant director of bands at Western Kentucky University, director of bands at Santa Clara University and Southern Utah University and a high school band director in Florida. Harris received his Bachelor of Music Education from the University of Florida and his Master of Arts and Doctor of Arts degrees from the University of Northern Colorado. As a freelance trumpet player, Dr. Harris has performed with the Madison Scouts, Sacramento Mandarins, Teal Sound and Suncoast Sound Drum and Bugle Corps. He is an active clinician, adjudicator, composer, arranger, and transcriber.  

History of the Clark College Jazz Festival  

• 1962: The beginning: Hud­son’s Bay High School band director, Don Cammack, organized a one-day high school stage band invitational, the Southwest Washington Jazz Festival, for schools from Clark and Skamania counties.  
• 1962-1969: The festival was organized by Vancouver and Evergreen public schools. Fort Vancou­ver High School and Evergreen High School took turns hosting. In the early days, trophies were made by middle school band director Jack Ager, who constructed musician figures from miscellaneous hardware and car parts. 
• 1965: The festival grew to include bands from 8 high schools and 3 junior high schools. The program, called Jazz at the Fort, was directed by music educator Dale Beacock. 
• 1970: Dale Beacock, then band director at both Clark College and Fort Vancouver High School, held the invitational Clark Stage Band Contest for the first time at Clark College. This inaugural event hosted 17 high school jazz bands with preliminary competitions held in the Gaiser Hall dining area, with finals in the gymnasium. Beacock’s vision of a competitive jazz showcase for schools throughout Washington and greater Portland promoted the growth of the festival.  
• 1971: The festival grew to 32 bands held over two days.  
• 1976: The number of participating bands grew to 52, welcoming bands from Oregon and Idaho. 
• 1985: Chuck Ramsey became festival coordinator, a position he held for 22 years. He brought consistency to festival operations, increased student involvement, set the ground­work for the educational enhancement, leadership, teamwork, and a sense of ownership by Clark student volunteers.  
• 2008: Richard Inouye became festival director. His professional and educational experience brought a new dynamic by encouraging a focus on jazz education and using technology to promote community awareness, public support, and streamline festival operations.  
• 2012: Clark College Jazz Festival celebrated it’s 50th anniversary. Highlights included the Clark College Alumni Band directed by Chuck Ramsey featuring Clark band alumni from three generations of Clark band directors. Beacock and Ramsey were presented Legacy Sweepstakes Awards for their historic contributions to the festival.  
• 2013: The festival went international, welcoming two bands from Tsawwassen, B.C. 
• 2021-2022: The festival was on hiatus during the COVID-19 pandemic. 
• 2024: The 60^th Annual Clark College Jazz Festival welcomes 56 middle and high school jazz ensembles, more than 1,200 student musicians and more than 3,000 people during the three-day event.  

For Jazz Festival details, contact Shelly Williams, 360-992-2662 or sjwilliams@clark.edu 

Useful links: 

• Purchase Jazz Festival tickets here 
• University of North Texas’ The One O’Clock Lab Band^® (Jan. 24 fundraising concert) 
• Clinicians Nate Jorgensen (Thursday) and Yamaha Artist Allen Vizzutti (Friday) 
• 60^th Jazz Festival memorabilia merchandise 
• Donate to the Clark College Jazz Festival here 
• View the schedule for all Clark College Music Department 2024 concerts. 

Photos (unless noted): Clark College/Jenny Shadley

Nine Clark College faculty members have completed a new professional development certification for online teaching. The certification was designed by the college to address U.S. Department of Education requirements for regular and substantive interaction (RSI) in online courses. This certification was created, implemented, and awarded by Clark College, not the U.S. Department of Education.  

Congratulations to the following faculty who completed the Clark eLearning Active Delivery Certification as of November 21, 2023: 

• Patricia Atkinson, Economics 
• Kimbree Brown, Psychology 
• Adam Coleman, Computer Technology 
• Kate Cook, Mathematics 
• Harold (Chris) Kernion, Communication Studies 
• Mackenzie Loyet, Biology 
• Richa Sharma, Communication Studies 
• Charlie Sheese, Communication Studies 
• Jennifer Stone Hill, English 

In addition to the above faculty, 20 more Clark faculty have completed one or more of the workshops and are on the path to earn the certification during 2024. 

Clark’s eLearning Active Delivery Certification launched Fall 2022 in its current iteration. The certification takes about 15 months to complete and consists of five online workshops: 

1. eL301-Introduction to Active Delivery 

2. eL302-Equity-minded and Culturally Responsive Teaching for Student Motivation and Success 

3. eL303-Presence in the Phases of a Course 

4. eL304-Active Delivery Strategies 

5. eL305-Active Delivery and Scaffolding 

“It’s a badge of pride to earn this certification,” said Kathy Chatfield, eLearning Instruction and Design at Clark College. “What these instructors have achieved is a big deal. This RSI is the Department of Education’s way of regulating what is expected when teaching online courses.” 

Chatfield added, “This professional development certification is a critical aspect for Clark College accreditation. We’ve been very successful with our professional development, incrementally adding more advanced andragogy and skills for teaching more effectively with instructional technology.” 

The learning objectives for Active Delivery Certification are: 

• Assess determinants of presence and related instructor roles 
• Plan and develop formative feedback focused on student achievement of learning objectives 
• Evaluate and apply universally designed, equity-minded, and culturally responsive active delivery strategies 

Originally, Clark began offering the certification during summer 2017, but it was in one lengthy institute that was offered just once per year. When COVID hit and forced all instruction to go online in spring 2020, the college redesigned the certification to divide the content into more manageable pieces and offer it as part of the regular eLearning workshops. 

Chatfield said, “We quickly realized it was too much for an individual to accomplish in a condensed format. So, we took the material and created five workshops, each taking two weeks of participation and a third week of submitting deliverables. We also designed the modular workshops so they don’t have to be taken in order.” 

Faculty do not pay to take the workshops or to earn the certification. In fact, faculty who complete the certification are provided a $500 stipend from the college. Additionally, those who recently earned the certification received another $500 stipend provided by the Faculty Excellence Committee via Clark College Foundation. Chatfield said the extra $500 provided by the Foundation likely will not be available after June 2024.  

Faculty register for professional development via Eventbrite. These 300-level workshops use the asynchronous online modality. All are facilitated by eLearning instructional designers. The workshops have had waiting lists.  

Chatfield said, “We’re not offering this professional development certification to follow the rules. We’re doing it because it’s just good teaching and learning. The research has been overwhelming that these are the best practices. Rather than just meeting the rules, Clark has always gone above and beyond to ensure our students are receiving the best teaching and learning experience possible.” 

Q & A about Active Delivery Certification 

Q: When did Clark College begin providing professional development for faculty who teach in eLearning modalities?  

KC: Clark College launched distance learning in 2005. We’ve been providing professional development since 2006. With every continuing year, we provide more advanced certification. We’ve been very successful with our professional development.” 

Q: Who are the people designing the components for this certification? 

KC: All instructional designers for the certification are adjunct faculty at Clark who currently teach at Clark. All have long-term connections with Clark. 

Q: Why create this certification?  

KC: The effort is designed to address Department of Education requirements for RSI (Regular and Substantive Interaction) in online courses. The underlying reason for more faculty to earn the certification is that we want Clark College to be the leader in quality online education. Clark College is currently offering about 13 degrees that students can earn fully online. We want Clark College to have a reputation for doing online learning well.  

Q: How can Clark College faculty register for Active Delivery Certification and Clark’s other eLearning professional development?  

KC: Clark College eLearning Events | Eventbrite 

Professor Katherine Goforth, who teaches voice lessons at Clark College, has been named the inaugural recipient of The Washington National Opera’s True Voice Award for transgender and nonbinary singers. Goforth will perform at the Kennedy Center’s Millennium Stage in Washington, D.C. in May 2024.

A talented, celebrated opera singer, Goforth has performed in several countries and in several languages. For years, Goforth had been singing tenor in male roles, but it was a struggle to identify with the male characters.

While an undergraduate at St. Olaf College, a private Lutheran college in Minnesota, Goforth reached self-realization that she was queer and that this included her gender identity.

However, Goforth was unsure how to move forward in an authentic way. From where she stood at the time, transgender and other gender-diverse people did not get to participate in the world of classical music or opera. She had so many questions: How could she continue pursuing her dream of singing classical music and opera? Would she ever be offered roles again if she presented as a woman?

Eventually, Goforth told a small number of people she trusted. But she continued presenting male, using her birth name, and singing male roles, even though it did not feel authentic.

A decade passed before Goforth started to live her life authentically. She came out publicly as a woman January 2020, shortly before the pandemic lockdown.

Her Beginning

Goforth grew up in Vancouver in a home where “music wasn’t art—it was a part of everyday life. Part of my family’s life,” she said.

Encouraged by her parents, especially her musician father, Goforth began singing before she could remember and she first performed at 3 years old. She loved singing and she enjoyed performing, whether hymns at church or in a variety of choirs.

She explained: “I got serious about singing because I liked the positive attention I received from adults, especially from people outside of my family. Participating in music was how I navigated social situations, how I made friends, how I felt like I was worth something.”

At 14, when Goforth was a student at Vancouver School of Arts and Academics (VSAA), she started taking private voice lessons at her choir teacher’s recommendation.

“VSAA gave me the space to develop my own creative voice,” Goforth said. “We did tons of concerts and performances, but the projects that we designed ourselves are what most sticks with me, and the teachers who taught me to think critically and creatively.”

She said, “As I work to make spaces where we can deconstruct white supremacy and patriarchal domination, where all artists can show up authentically, I’ve found myself using those creative skills – creating opportunities where I can thrive, where others can thrive.”

At VSAA, she participated in vocal music, theater, and she played the clarinet. She also co-created a mural and wrote an opera for her senior capstone project. She graduated from VSAA and went to college to focus on singing. She received her bachelor’s degree from St. Olaf College, Minn., and her master’s degree from The Julliard School, N.Y.

Since then, Goforth has performed around the U.S. and in Germany, France, and the United Kingdom. She has performed in French, German, Italian, Mandarin, Russian, and Polish.

Goforth has excelled at thriving—despite the barriers.

Her Accomplishments

In the Pacific Northwest, Goforth has performed with Portland Opera, Bozeman Symphony, Walla Walla Symphony, Vancouver Symphony Orchestra, Opera Bend, Harmonia Seattle, Opera Theater Oregon, Sound Salon, Artists Repertory Theatre, Fuse Theatre Ensemble, Pink Martini and more.

She was a member of the International Opera Studio of Opera Köln. She attended the Franz Schubert Institut in Austria, Britten-Pears Young Artist Programme in England, Heidelberger Frühling Liedakademie in Germany, Georg Solti Accademia in Italy, and the Boston Wagner Institute in the U.S.

Goforth received the Career Advancement Award and was a featured speaker and performer at the Dallas Symphony Orchestra’s fourth Women in Classical Music Symposium, 2022.

Outside of opera, she played the role of Rebbetzin Tzurris in a reading of Dan Kitrosser’s “Why This Night?” for Artists Repertory Theatre Mercury Festival and played Emily Webb in Thornton Wilder’s “Our Town” for Fuse Theatre Ensemble, both in Portland.

Most recently, she appeared in Philip Venables and Ted Huffman’s The F****ts and Their Friends Between Revolutions that premiered Summer 2023 at Manchester International Festival, Festival d’Aix-en-Provence, and Bregenzer Festspiele, some of the biggest arts and opera festivals in the world.

Goforth advocates for the self-determination of trans and nontrans people. A member of the Trans Opera Alliance, she has lectured for Renegade Opera, published an essay in Opera Canada Magazine, was quoted in Opera America Magazine, and been a guest speaker for Boston Conservatory and the League of American Orchestras, among others.

In the years since Goforth the undergraduate student realized her authentic self, she says there are more transgender opera singers now.

“More people had the courage to come out during/after the pandemic lockdown, but they aren’t necessarily working in the industry yet,” Goforth said. “Now I’m working on coalition building. We aren’t organized enough to change the industry yet.”

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We met up with Professor Goforth during Fall term finals week. She made time in her schedule to sit down with us in Penguin Union Building to talk about her journey, her passion for singing opera, and her values she shares with her students.

Q & A with Katherine Goforth

Q: What was it about opera drew you in and made you say, “Yes, I will sing opera!”

KG: Because I was good at it. I wish that my answer was more about how much I loved it. I was definitely obsessed, especially at first, but I got a lot of privileges when I started winning singing competitions. I didn’t learn to love classical music until much later, when I was in my early twenties.

Q: In your biggest and bravest dreams, did you ever imagine you’d be singing at the Kennedy Center?

KG: Always. Not necessarily the Kennedy Center, but I always imagined that I’d be on the biggest stages. That was what made singing feel valuable to me. That’s also what made it hard to come out. What if I lost access to these big stages, the reason I’d been pursuing music in the first place? Who am I without the privileges that music has given me? Those were really important questions for me to ask myself and working (continuing to work) on my answers to them has finally helped me grow.

Q: What was your reaction to receiving this award—and being the first recipient?

KG: It’s very difficult to be the first person to do something. There are opportunities, but there are also limitations. It’s felt important to push for the True Voice Award to be as expansive as possible, so that the next winner doesn’t have to be anything like me, so that they can push on the award to make space for them. It’s felt like a huge opportunity, because representation can be validating, but it can also be a way of limiting, of saying, this is the one acceptable way to be this kind of marginalized person. Especially as a white trans person, it’s important to me to push back on that. To say, I’m not the definition of what it means to be trans, I’m one of many.” Q: How long will you be at Kennedy Center? What are your criteria/thought process for choosing the pieces you will perform at The Kennedy Center?

I’ll be in residence at the Kennedy Center for a week, and I want my performance to lay a foundation that is going to be broadening instead of narrowing. We have a narrative in the opera field that when trans women participate, they sing male parts and present as male onstage. I want people to know that there’s no such thing as one kind of trans woman, and we’re not all okay with playing male roles, so I want to present a variety of other images. Definitely female roles, but maybe a male role in female presentation. Some songs that don’t require the singer to have any particular gender identity.”

When I was at Juilliard, Melissa Harris-Perry came to give a talk for Martin Luther King Day. She talked about the “I Have a Dream” speech and told us that one reason King spoke at the Lincoln Memorial was because of Marian Anderson’s performance at the same place in 1939. Anderson sang at the Lincoln Memorial because the Daughters of the American Revolution would only allow white artists to perform at D.C.’s Constitution Hall, where Howard University wanted to host her concert. I will never forget the way Professor Harris-Perry described Marian Anderson as “preparing the Lincoln Memorial as a site of resistance.” I may only be able to resist in tiny ways, but my dream for my performance at the Kennedy Center is that it might prepare the True Voice Award as a place of resistance against all that is imperialist, white supremacist, capitalist, patriarchal in our lives.

Q: In the last year, you decided you will no longer perform male roles. You said you came to this conclusion after having the opportunity to play female roles, including Emily Webb in “Our Town.” How did you come to this decision? How did playing female roles resonate with you?

KG: When I came out, I expected to keep playing male roles. That was the space that existed for trans women in opera. But when I had my first chance to play a male role with a major company after coming out, it was a painful experience. And then I had my first chance to play a female role, and it was so easy. I could relate to the character, I could react intuitively to my scene partners and my emotions, and for once, no one told me that I looked or sounded wrong. And in 2022, it became increasingly clear to me that I couldn’t continue to have parts of myself stuck in the pre-coming out and parts in the post-coming out. I would need to step forward with every part of myself, and I would have to leave behind the things that were holding me back, or I was never going to be able to move forward.

Q: What is your essential message—as an opera singer and as a voice teacher?

KG: First, the question: When we have a stage, what do we do with it? And when I say that, it comes with the understanding that every action, every conversation is a platform as much as any concert program. That we can act consciously or unconsciously just like we can choose the song we want to sing both consciously and unconsciously. That our choices in music and in life can be made in or out of alignment with our values.

And also, that we always have the power to think for ourselves. It’s like when bell hooks discusses the book, Powers of the Weak in Feminist Theory: From Margin to Center: we have the power to disbelieve what others tell us about ourselves, and to believe our own stories. We have the power to think critically, and to develop our critical thinking skills. We have the power to listen to our bodies and to act on that information.

Q: What are the values behind your career and your teaching?

KG: I’m always reading Black feminist and liberation theory and try to choose actions that are in alignment with what I’ve learned. For me, there’s no point in living if your life isn’t yours, and I found that my life wasn’t mine when I didn’t come out, when I don’t tell my truth. I think about when Audre Lorde’s daughter said, “Tell them about you’re never really a whole person if you remain silent,” and Lorde wrote, “the machine will try to grind you into dust anyway, whether or not we speak. We can sit in our corners mute forever while our sisters and ourselves are wasted, while our children are distorted and destroyed, while our earth is poisoned; we can sit in our safe corners mute as bottles, and we will still be no less afraid.” I think about this quote because that has been my experience. That reminds me of what it felt like to be closeted.

So, I’m always hoping that I can connect my teaching to my real life, and to my students’ real lives. Maybe they don’t realize it now, but they’ll realize it in ten years. I’ve had that experience, where I only realized what I learned in retrospect. And maybe they’ll never realize that I had a positive impact on their

thinking, and that’s good too, because what’s important is that the impact happens, and they think for themselves, and live a life that they feel is worth living. And even if I have a negative impact on an individual, maybe they learn what they don’t want, and how to be in a better situation in the future, or they learn to walk away from a situation that doesn’t work for them. Because my negative experiences can be important to my learning as well, and I have struggled to walk away from detrimental situations, and helping a student learn to do that might be the most important thing they learn at all.

Q: How do you instill the love of singing in your students? Is this different from how you were taught?

KG: This is a very complex question. To begin, I don’t think I was taught to love in any facet of my life. I hope that wouldn’t be hard for anyone who has been part of my life to hear, and I’m sorry if it is, but I don’t think love was part of the majority of my life.

To talk about love, we have to start by defining what we’re talking about. I find that, over and over, when I talk about love with another person, it means something different to each of us. bell hooks had two main definitions of love: that it is “a combination of six things: care, commitment, knowledge, responsibility, respect and trust,” and, quoting M. Scott Peck, that it is “the will to nurture our own and another’s spiritual growth.” When we look at love like this, it might not apply as directly to singing.

In addition, we have to talk about what we mean by the word “singing.” If you had asked me at 18 whether I loved singing, I would have said yes. But what I would have meant was that I was addicted to how good it felt to be onstage, to be applauded, to feel superior to others, to feel a sense of self-worth through my accomplishments.

So, I would say that I hope I’m teaching my students not to get addicted to adulation, and instead to develop a personal relationship with singing. To me, singing isn’t something that we do on a stage. It’s something that’s done in private, alone, day in and day out, when it’s easy, when it’s not. It’s connected to forming a relationship with one’s own body: how do I feel today, how does my voice feel, can I understand why I’m feeling those things, what do I like, what do I not like, what do I want to change, what changes can be immediate and what changes will take time? It’s not only how I feel in this moment, but it’s connecting what I experienced today to what I experienced a week ago, next week, etc.

Q: What’s next for you (not including Kennedy Center)?

KG: I’m going to Boston in March to give a recital for the Boston Wagner Society, returning to Opera Bend to do a production of La traviata where we’ll adapt a tenor role into some kind of female and/or trans presentation, Beethoven’s 9th Symphony with Vancouver Symphony in June, and work on creative projects. And hopefully some other projects that I can’t announce quite yet!

Learn more about Katherine Goforth

• Katherine Goforth’s website
• The Kennedy Center’s news release announcing Katherine Goforth’s award
• Washington Blade: “Washington National Opera honors Katherine Goforth”
• Read Katherine Goforth’s 2020 essay, “Lived Experience: Transgender Opera Singers Still Fear Coming Out and Losing Work” published in Opera Canada Magazine
• Bryce McClendon’s Beyond Travesti podcast: Katherine Goforth presents “The Revolution We Need”

Did you know that Clark College collaborates with universities in our region to host interns to assist our students while gaining valuable real-world experience? Dean of Student Engagement Cath Busha organized the internship program five years ago and has been supervising interns ever since.

This academic year, Clark is hosting three social work interns with Busha providing their social work supervision. The interns fulfill their university practicum requirement by completing 12 hours per week at Clark. Their internships are nine months and span the academic year.

Busha works with Portland State University’s School of Social Work and other local universities to build internship opportunities with students working toward either a bachelor’s degree or a master’s degree in social work or working toward a graduate certificate in Student Affairs in Higher Education.

Busha said the result is a win-win for everyone: “The students earn credits and gain real-world experience. Clark benefits from what the interns bring to the table.”

Busha added, “The interns are in school, so they bring us cutting-edge learning and ensure best practices. They build connections with our students and external partners. We learn as much from the interns as they learn from us. Clark is a great place for the social work students to immerse themselves in their field of study.”

During the 2022-23 academic year, Busha supervised two PSU interns. Alexis Washram focused on the Penguin Pantry. Cassandra Walsh worked in the office of Student Care and Conduct and worked as part of the CARE team. Both interns were graduate students in Portland State University’s School of Social Work.

Christi Williams, Associate Director of Student Care, Conduct and Complaints at Clark College, works closely with Busha and the interns. Her connections with Clark are many. First, she graduated from Clark. Second, when she was earning her master’s degree in social work at PSU, she was a Clark intern during the 2021-22 academic year and worked with Busha. After she graduated, she was hired in her current permanent position.

Williams said her internship at Clark provided a “safe environment to learn and make mistakes. I was encouraged to ask questions and learned about how not only my department runs, but how Student Affairs collaborates to ensure student success. I learned about code of conduct, community standards, and supporting the needs of our students. During my internship, I improved my skills in communication and active listening.”

Williams has come full circle. This academic year, she is providing task supervision to interns Kepler Smith and Maria George.

Meet Clark’s 2023 Social Work Interns

This academic year Busha is supervising three social work students who are completing their internships at Clark College.

Maria George (she/her) is studying social work and psychology at the University of Portland. She is completing her practicum at Clark as an intern in the Department of Care, Conduct, and Complaints.

When a faculty member refers a student for a code of conduct violation, George and her supervisor reach out to the student and ask them to schedule a meeting to discuss their options. During the 2022-23 academic year, their office mitigated 108 alleged violations. The most common were cheating and plagiarism.

George said, “In my internship at Clark, I get to take the theories and framework I’m learning in class at University of Portland and then apply that knowledge in real situations. We’re trying to understand where students are coming from and help them be successful.”

Kepler Smith (they/them) is a fulltime student at Portland State University who is pursuing a master’s degree in social work and has a passion for service. They completed their Bachelor of Arts degree in psychology at the University of Oregon in 2021.

Busha said, “With an interest in serving queer and disabled communities, Kepler hopes that their combined personal and professional experience will make them an effective and approachable partner for a wide range of people.”

In their internship, Smith reaches out to students who may be struggling and helps connect them with resources. In short, it’s about recognizing a student’s needs and finding resources through Clark or the service district to meet that need. For example, a professor notices a student has stopped coming to class or a student tells a faculty member they are at risk of living in their car.

Smith said, “Sometimes Clark doesn’t have the tools to meet these needs. However, Clark is well connected with Vancouver, and it’s all about community.”

Smith and Williams recently met with local resources including Lifeline Connections and the Recovery Navigator program via Recovery Café to learn about available resources.

Smith said, “There’s crossover between houselessness and recovery. It’s an encouraging feeling to connect people with what they need.”

Jill Forgash (she/her) has worked at Clark as a student success coach since January 2022. She also is in her second year of a master’s in social work program at PSU pursuing a goal of becoming a licensed clinical social worker/therapist. Forgash was able to stay in her success coach role and work with Busha to complete her employed social work internship at Clark as part of her PSU program.

Forgash explained how her work at Clark complements her classes at PSU: “My role as a success coach includes elements of macro and micro social work. I connect students to resources and help them develop tools to be successful in college.”

She works full time at Clark and is taking 8 credits at PSU. In her classes she has been learning the names of the skills she already has been doing in her work as a success coach.

“In class, we’ve been practicing skills like reflective listening and motivational interviewing—things I’m already doing as a success coach,” Forgash said. “It’s a good feeling to have a confluence of your work and what you’re learning.”

Q & A with former intern Gabriela “Ella” Santoyo Gutierrez

Gabriela “Ella” Santoyo Gutierrez was earning a master’s degree in social work at PSU when she was a social work intern at Clark working in the Student CARE, Conduct and Complaints for the Office of Vice President of Student Affairs. During her internship she helped coordinate, plan, and manage student conduct and care cases concerning students’ mental health and well-being, behavioral intervention, and academic dishonesty. She also attended and participated in national and local DEI training.

Q: How did your internship at Clark prepare you for your career in social work?

GSG: My internship at Clark helped me learn what it means to center trauma-informed practices in intervention, prevention, and wellness meetings while holding direct conversations with students. Attending DEI conferences and training were also so helpful in expanding my equity acumen and learning to tailor training to reach different audiences.

Q: After you completed your Clark internship, what other work did you do while you were still a student at PSU?

GSG: Last academic year I worked part time as an equity and civil rights coordinator for the Oregon Department of Transportation (ODOT).

Q: When did you graduate from PSU? Where are you working now?

GSG: After graduating from PSU spring term 2023, I was hired in a full-time role as an equity and inclusion coordinator for the City of Milwaukie, Oregon.

Q: What would you consider your dream job? What are your career goals?

GSG: This new position in Milwaukie is my dream job. I hope to gain more experience in working on community engagement and workforce development to hopefully become a director of DEI at a nonprofit or state level.

Q: What is your advice to students considering an internship opportunity at Clark College?

GSG: Be clear about what skills they want to work on, their communication styles and feedback preferences. I also highly recommend getting involved at Clark and community events whenever possible. Specifically, Clark’s office of Diversity, Equity, and Inclusion (ODEI) offers monthly B.U.I.L.D. and PPI training, but there are also opportunities to join committees (curriculum, budget, Caring Campus, etc.). Build as many networks at Clark as you can—and enjoy the bakery!

Photos: Clark College/Susan Parrish

Two children sat on the floor of Gaiser Student Center and examined their treasures: a box of various toys and stuffed animals, a Star Wars coloring book, and a bag of clothing including pink pajamas with animals dancing across the fabric.  

All around the room, 51 large tables were laden with new or gently used gift items available for Clark students and their families to choose as holiday gifts—at no cost. All items were graciously donated by Clark faculty and staff.  Before the students arrived, everyone excitedly arranged their gift articles, trying to make room for new items on their assigned tables as more donated items arrived. 

Clark College hosted its first-ever Free Holiday Market for students and their families on December 6 from 3 to 5 p.m. in Gaiser Student Center. Hosted by faculty and staff, the event provided an opportunity for students and up to four family members to “shop” from new and gently used items at no cost to them.  

The event was sparked by Chef Alison Dolder, head of the Professional Baking & Pastry Arts program, who first had the idea to host a free student holiday market. The pandemic lockdown had dragged on for so long. As classes began meeting on campus again, she thought it would be fun to do something for the students. 

With inflation, skyrocketing prices for food, housing and other essentials, how would students have money left over to buy holiday gifts for their families, and maybe even buy a little something for themselves?  

Dolder explained, “I thought it would be great to get the students together on campus after so long away. But we couldn’t find any organization or group on campus that had the bandwidth to take on the event.” 

Later, Dolder shared her idea with her colleagues in Culinary: Fay Shorten, Lucy Winslow, and Stephanie Hall. They decided to get the event going themselves. When other departments heard about the event, they eagerly joined in.  

A gift for everyone 

A few minutes before the doors opened, the line of students and their families reached down the hall past the culinary kitchen and café. Clearly, people were excited about this opportunity to choose holiday gifts for their families—and even for themselves.  

The faculty and staff stood at their tables, ready to assist shoppers. Dolder stood behind a table. So did Dr. Edwards. They were joined by Tina Barsotti and Carol Hsu from STEM—and dozens of other faculty and staff at their own tables.  

The tables were piled high with classic board games: Scrabble, Jenga, Clue, Operation, Pictionary, and Mastermind. Other tables were stacked with jigsaw puzzles—from kid-sized to 2,000-piece puzzles that a family might spend several days putting together.   

Clothing racks displayed all types of clothing and coats, including shoes still in the shoeboxes. 

Other tables had kitchenware, household items, books, toys, holiday décor, and even propagated live plants and rosemary boughs. Some Clark employees shared their handiwork from their hobbies including sewing, knitting, crocheting, photography, and woodworking.   

Penguin Pantry was ready with 600 meals to distribute. 

The doors opened, and students and their families flooded in, ready to shop. In all, 195 student shoppers brought 198 guest shoppers, with almost 400 people shopping. 

Dolder added, “The students and families were so happy to be there.” 

Lucy Winslow, one of the event organizers, said, “It was so great to see our campus come together in support of students. It made me proud to be a penguin!” 

A student spied a pair of leather cowboy boots on a table and asked, “How much for the boots? And what size are they?” 

The answer: “One ticket. Size 8. Just polished with black shoe polish to bring out the shine.” 

She smiled. “I’ll take them. My sister will love these!” 

That kind of happy transaction happened again and again during the two-hour event. No money was exchanged. Only red tickets, which shoppers received at no charge when they entered the room.  

Before the event started, Dolder worried if the event would be successful. Would students come? Would they bring their families?  

“Looking around at everything on the tables, there was a moment of panic that these volunteers would have to take everything back if no students came,” Dolder said.  

She added. “At the end, there was nothing left! I think we need to have it again next year. It will be bigger and better. We had 51 tables—and could have used more! It far exceeded our expectations.” 

Ongoing opportunities to give to students: 

• Career Clothing Closet: Donate career clothing for students and new graduates starting their careers. Contact careerservices@clark.edu or call 360-992-2902. 
• WES Giving Tree: Donate new hats, gloves, scarves, hand warmers, socks, and throws for students and their families through January 5 in GHL 215. 

Photos: Clark College/Susan Parrish