Clark College students Kai Welch and James Simina volunteered at the event.
Clark hosted the Eighth Annual Pacific Northwest Japan Bowl on March 15. Organized by the Japan-America Society of Oregon (JASO), the event welcomed over 100 high school students from twelve schools across Oregon and Washington. This year was the largest Pacific Northwest Japan Bowl to date.
Clark College welcomed over 100 high school students from across Oregon and Washington for the 8th Annual Pacific Northwest Japan Bowl on March 15. Organized by the Japan-America Society of Oregon (JASO), this year’s competition was the largest yet, bringing together students to test their knowledge of Japanese language, culture, and history.
In addition to competing, participants attended a college fair, where Clark students, including volunteers Kai Welch and James Simina, shared their experiences and encouraged future language learners.
Not only do competing teams test their knowledge of arts, culture, geography, and language, but they get to attend a college fair to learn about schools and network with other students.
Two Clark students, Kai Welch and James Simina, volunteered at the event. James shared his experience learning Japanese at Clark with prospective high school students during the college fair.
2025 Results
Level 2 1st Churchill High School (OR) 2nd International School of Beaverton (OR) 3rd Woodinville High School (WA)
Level 3 1st Westview High School (OR) 2nd Woodinville High School (WA) 3rd Bothell High School (WA)
Level 4 1st Sunset High School (OR) 2nd Bothell High School (WA) 3rd International School of Beaverton (OR)
Organized by the Japan-America Society of Oregon (JASO), the event welcomed over 100 high school students from twelve schools across Oregon and Washington. This year was the largest Pacific Northwest Japan Bowl to date.
About the Pacific Northwest Japan Bowl
The largest regional quiz competition on Japanese language and culture, the Japan Bowl invites 100+ high schoolers across Oregon and Washington to compete together. It’s run by the Japan-America Society of Oregon (JASO). Every year, the top teams go on to compete at the national level in Washington, D.C.
Clark College presented its annual State of the College address in a new video format featuring messages from Clark College President Dr. Karin Edwards, members of the Executive Cabinet, and ASCC President Gurraj Singh Dhami. The address highlights key achievements across the college and reinforces Clark’s commitment to student success.
Looking ahead, Clark College remains steadfast in its mission to advance education and equity while nurturing student success and driving economic growth in Southwest Washington.
President Edwards said, “In light of the current challenges facing higher education, we must remain true to our mission, values, students, and the community we serve.”
Watch the State of the College Video
2024 Highlights
Enrollment
Increased by 1,000 students in 2024 and approaching pre-pandemic enrollment
Our five Bachelor of Applied Science programs have greatly exceeded predicted enrollment.
23% of Clark students are high school students enrolled in Running Start
More than 55% of our students plan to transfer to a four-year college, with the majority heading to Washington State University Vancouver.
Program Milestones
Bachelor of Applied Science in Teacher Education (BASTE) program celebrated the graduation of its first cohort in spring 2024.
Medical Assisting program earned accreditation in 2024.
On-campus student activities signaled the rebound of a vibrant student life, with the Associated Students of Clark College (ASCC) reporting a 54% increase in participation from 2023.
New Programs for In-demand Fields
Working with community employers and listening to our students, Clark has developed programs that are key for the growth and economic vitality of Southwest Washington. New academic and workforce program developments include new bachelor programs, healthcare pathways, and technology.
Three new programs and one new campus launching this fall include:
Surgical Technology — Students can begin taking foundational classes in spring and summer terms.
Bachelor of Science in Computer Science — Clark’s first Bachelor of Science degree.
The Advanced Manufacturing program will be housed in our new Advanced Manufacturing Center (AMC) at our Boschma Farms campus in Ridgefield. The program is undergoing final approval.
The AMC building will have a soft launch on April 7 and an official opening in fall term.
Supporting Success for Students
Clark College recognizes that our students need more than access to higher education. We also support our students through essential programs and wraparound services.
35% of Clark students are from low-income backgrounds
47% are the first in their family to attend college
To further support our students
Clark launched a new Basic Needs Hub in 2024.
Clark’s Penguin Pantry distributed over 54,000 pounds of food to 800 students’ families in 2024.
Other Initiatives outlined in the State of the College
Investments in improvements in technology provided data-driven decision-making and included a new, automated solution for identifying fraud, and the completion of a multi-year project for evaluating software accessibility.
Student financial aid support:Clark’s Financial Aid office distributed more than $31 million in federal aid to Clark students despite federal delays related to the FAFSA last year.
Stable college finances: In 2024 Clark earned more revenue and spent less than expected, contributing to an increase of $1.8 million in the available fund balance which allowed for funding 6 new positions, increasing the instructional adjunct budget, and adding funding for tutoring and security improvements.
Clark College Foundationcelebrated 50 years of supporting Clark’s success. Clark College Foundation has contributed $90 million to Clark initiatives since its inception and rolled out two new funds to support student success and college innovation.
Clark’s accreditation renewalis happening this fall. More than a requirement for federal financial aid, accreditation is a rigorous evaluation of quality and continuous improvement, ensuring that our college fulfills its mission and meets the highest standards to deliver exceptional educational opportunities to our students.
Community invitation: President Edwards invited the community to visit our lovely campus with wildflowers in the bee gardens, cherry trees in the Japanese Friendship Garden, and a robust offering of arts, theater, athletics, and community events.
Thank You: On behalf of Clark College, President Edwards expressed gratitude to the board of trustees, students, faculty, staff, community partners, and legislative representatives for their contributions to the college’s mission to ensure that education remains equitable and accessible to all who seek to learn and grow. Through education, empowerment, and opportunity, Clark College continues to elevate individuals in achieving their personal and professional goals.
Clark Launches Surgical Technology Degree
The Clark Building at WSU Vancouver is home to many of Clark College’s allied health programs including the nursing program with its state-of-the-art simulation lab.
Clark College is expanding its health care offerings with a new Surgical Technology program, equipping students with the skills to assist surgeons and nurses in operating rooms. Developed in collaboration with Clark County health care providers, the program offers a direct pathway to family-wage jobs in high-demand medical careers.
The degree: This two-year program leads to an associate of applied technology (AAT) degree, preparing graduates for critical roles in surgical teams.
Timeline:
The first cohort will start in fall 2025, with space for 20 students
The first students will graduate in spring 2027
What does a Surgical Technologist do? The surgical technology program will prepare students to function effectively with surgeons and nurses in the operating room, performing duties that are vital for the safety and care of surgical patients.
Jim Reynolds, director of surgical technology and professor at Clark College is an experienced surgical technologist with years of working alongside surgeons in operating rooms. He explained that during surgery, a surgical technologist plays a crucial role by passing sterile instruments and supplies to the surgeon.
Reynolds said he is excited that Clark is offering this vital program.
“The hard work of bringing this program to Clark College has been shared by this college, the local community, and local hospitals,” Reynolds said. “I am thrilled to be a part of such an amazing team that knows not just about the need for more surgical technologists in the area but also has the resources and the passion to assist in the creation of the program and to provide assistance in the years to come. Our advisory committee has been working together to build this program. I can’t wait to bring in our first cohort in September.”
First in Southwest Washington: Clark’s Surgical Technology program is the first of its kind in Southwest Washington, with the closest Washington programs offered at community colleges in the Puget Sound region. In the metro area, the closest program is at Mount Hood Community College in Gresham, Oregon.
Prerequisites: Students can begin taking foundational classes this spring term, starting April 7. Before students are admitted to Clark’s program, they must complete prerequisite courses including microbiology, a sequence of two anatomy and physiology courses, and more.
Required certification: Prior to graduation, students will sit for the national certification exam for qualification as a certified surgical technologist, which allows surgical techs to practice in operation rooms nationwide.
“Graduates from this new program will meet a critical workforce need,” said Clark College President Dr. Karin Edwards. “This program will ensure that our hospitals will have well-trained surgical technologists. We are dedicated to preparing a trained workforce for our community to meet current and future needs.”
The surgical technology program joins a robust offering of allied health programs at Clark College: dental hygiene, emergency medical services, medical assistant, health information management and medical billing and coding, nursing, pharmacy technician, and phlebotomy.
Surgery stock photo.
Funding and partnerships
Clark College received a $141,260 Hospital Education and Employment Training (HEET) grant to develop the program to meet a critical workforce need in 2023. The grant proposal was developed in collaboration with PeaceHealth and the Oregon Federation of Nurses and Health Professionals (OFNHP).
The grant is administered by the State Board for Community and Technical Colleges (SBCTC). HEET funding is used to develop or expand innovative training programs in partnership with labor and employers that support incumbent health care workers to advance their careers in the health care field while meeting the rapidly changing workforce needs of our health care system.
In collaboration with PeaceHealth and OFNHP, the Surgical Technology HEET project has included developing the program, including curriculum; integrating worker voice to ensure accessibility for workers; developing an incumbent worker pathway; and leveraging industry resources for quality instruction.
Clark College is pursuing a second HEET grant to fully implement the first cohort. The expectation is that the program will be sustainable after initial implementation.
What Clark’s partners say
“Surgical technologists are in high demand, and play key roles on our clinical team,” said Chief Hospital Executive Cherelle Montanye, PeaceHealth Southwest Medical Center. “This program will be a critical resource to prepare students for an excellent career path at hospitals and surgery centers across our region.”
“This is the type of program that OFNHP enthusiastically supports,” said Jonathon Baker, OFNHP vice president. “Programs like this will add to the skill set of our medical technicians, support health care in our region, and lift up our community.”
The 149th group of graduating nurses. Photo credit: April Williams.
Sixteen nursing students from Clark College’s 149th nursing cohort gathered with their loved ones on March 19 in the Gaiser Student Center to celebrate their achievement at the traditional pinning ceremony. These students earned their Associate of Arts in Nursing DTA/MRP during winter term, a significant milestone in their journey to becoming healthcare professionals.
During the ceremony, Professor Nicholas Luisi presented the Clinical Excellence Award to one outstanding student. Before announcing the recipient, he told the graduates: “I am so proud of each of you. It’s been an honor to watch you grow in confidence.” He then announced that Kimberly Hoover was this year’s award recipient.
Nursing graduate James Vanover is pinned by his mother Julie.
Faculty speaker Professor Halina Brandt-Zawadzki offered the new nurses advice including:
You are never alone. Health care is teamwork.
Ask questions. Stay curious.
Prioritize self-care.
You’ve been a support system for each other. As you enter your nursing career, find your support system.
Success is relative. Celebrate it.
Listen to your patients. Don’t forget that sometimes they are very scared.
Remember your “WHY” – Remember why you worked so hard to become a nurse.
Nursing graduate Kristie Castle poses with her children.
Class speakers Kristie Castle and Kim Hoover addressed their fellow students: “We are running on coffee, adrenaline, and sheer willpower. If we can handle nursing school, we can handle anything.”
Next, it was time for the pinning ceremony. In turn, each new nurse stood to be pinned by a special supporter who encouraged them over the finish line: spouses, partners, parents, siblings, children, and nursing professors crossed the stage to present a Clark College nursing pin to each new nurse.
After the new nurses had been pinned, they stood in unison and recited the nursing pledge — to uphold certain ethics and standards within their chosen profession.
The core principles of the nursing pledge are:
Dedication to service:Nurses pledge to dedicate themselves to the nursing profession and to provide compassionate, skilled care to their patients.
Ethical conduct:The pledge emphasizes adhering to the code of ethics of the nursing profession and maintaining the confidentiality of their patients.
Professional integrity: Nurses are committed to maintaining and elevating the standards of the profession.
Patient-centered care: The pledge emphasizes the importance of prioritizing the health and wellbeing of their patients.
Collaboration and teamwork:Nurses pledge to collaborate will all members of the healthcare team.
Nursing graduates have already applied for licensure in the state in which they want to work. They have one final step to earn an “RN” after their name. They must pass a rigorous exam, the National Council Licensure Examination, or NCLEX-RN. It is a nationwide examination for the licensing of nurses in the U.S., Canada, and Australia.
Four nursing graduates on the stage have already taken the exam and passed.
Many of these nursing graduates shared their plans to continue their education and earn their Bachelor of Science degree in nursing, or BSN at Washington State University Vancouver, Oregon Health & Science University, or Boise State University.
Several already have secured nursing jobs at a variety of Vancouver and Portland hospitals.
After the ceremony, nurses, their families, and supporters headed for the reception to celebrate with their loved ones. Although they have earned their degree Winter term, many students will participate in Clark College Commencement ceremony this year on June 18.
Nursing graduate Maria Arellano, center, with her sisters.Nursing graduate Josie Olson with her family.Nursing graduate Josh Dowdy stands with his parents.Nursing graduate Sarah Gish celebrated her achievement with her family.
Congratulations to Clark’s 149th Nursing cohort
Maria Arellanowas pinned by her parents. Plans: work in Legacy Salmon Creek Medical Center in the intensive care unit.
Danielle Carterwas pinned by her son. Plans: pursue her BSN at Washington State University Vancouver.
Kristie Castlewas pinned by her husband and daughter. Plans: work at PeaceHealth Southwest Washington Medical Center.
Joshua Dowdywas pinned by his girlfriend, Jennifer. Plans: pursue continuing education in wound care.
Kaylee Elizabethwas pinned by her mother. Plans: work in labor and delivery or a neonatal intensive care unit (NICU).
Sarah Gish was pinned by her husband and her sister-in-law, a nurse in Tennessee. Plans: pursue her BSN at Boise State University.
Kim Hoover was pinned by her husband and her oldest daughter. Plans: work at Legacy Salmon Creek Medical Center’s residency program; will complete her BSN at WSU Vancouver.
Saharah Knittlewas pinned by her husband. Plans: work at Oregon Health & Sciences University.
Nukolai Kolobovnikovwas pinned by Professor Halina Brandt-Zawadzki. Plans: work in the ER at Legacy Good Samaritan in Portland.
Kayla Lindsey was pinned by her father. Plans: pursue her BSN at OHSU and work as a critical care nurse in an ICU.
Desiree MacPhersonwas pinned by her daughter. Plans: pursue her BSN at Boise State University.
Jenn McMillanwas pinned by her daughter. Plans: pursue her BSN at WSU Vancouver.
Bridgett Moodywas pinned by her husband. Plans: pursue her BSN at WSU Vancouver.
Josie Olsonwas pinned by her parents and her sister. Plans: pursue her BSN at Boise State University.
Jamie Perezwas pinned by her husband as her three young children looked on. Plans: pursue her BSN in the fall and work in labor and delivery.
James Vanoverwas pinned by his mother, Julie. Plans: work on the PeaceHealth Southwest Washington Medical Center surgical floor.
Nursing Pledge
Graduate Kaylee Elizabeth, left.
In full knowledge and understanding, I dedicate myself to the profession of nursing. I promise to provide compassionate care with all of the skill and understanding I possess, without regard to race, creed, color, politics, or social status. I will spare no effort to preserve quality of life, alleviate suffering, and promote health.
I will respect at all times the dignity and beliefs of those within my care. I hold in confidence all personal information entrusted to me, and refraining from any action, which may endanger life or death. I will endeavor to keep my professional knowledge and skill at the highest level, and work in collaboration with all members of the healthcare team. I will do my utmost to honor the International Code of Ethics applied to nursing and uphold the integrity of the nurse.
Learn more about Clark College’s nursing program here.
Photos: Clark College/Susan Parrish
Mission Possible
The anticipation was sky-high in the Clark College STEM Building on March 11. Engineering students gathered near the drop tower in the three-story foyer and waited.
Students gather around the drop tower in the STEM building to watch the tests.
“Doors closing,” announced a student with a clipboard. The countdown began: “5, 4, 3, 2, 1!”
All eyes turned upward.
Then—whoosh! A robotic lunar rover plummeted from three stories above. Gasps filled the air as its parachute deployed, sending the rover gliding gently toward the ground.
Now for the real test: Would it land in one piece? Could it navigate the terrain, scoop up moon rocks (a.k.a. plastic balls), and cross the finish line—all on its own power?
Every term, engineering professors Tina Barsotti and Carol Hsu pose a real-world problem to their students and instruct them to design and build an object that solves the problem. Teams of students work together. At the end of each term, teams present their prototype to their peers, explaining their process and materials used. Finally, teams test their designs.
The Project Artemis Challenge
Engineering students were given this challenge during winter term:
Design an autonomous device that can withstand a three-story drop, collect as many gumballs as possible, and move to a designated end zone within the time limit.
Designed with NASA’s Project Artemis in mind, the purpose of this device is to collect geological samples from the moon’s surface.
To simulate landing on the moon, student engineers dropped their rovers from the STEM Building’s three-story drop tower. Most teams designed a parachute to slow the fall. If the vehicle survived the drop, its mission was to pick up as many gumballs as possible (simulating moon rocks) and cross the finish line—without human intervention.
Team The Unnamed protected their robot rover from the fall with thick padding inside a cardboard box.Team The Unnamed explains that an Elegoo board is the brains of their robot rover.
Professor Carol Hsu said, “This project is particularly challenging as it requires withstanding a drop before completing a task. However, students consistently rise to the challenge and gain invaluable experience.” She added, “One of my students shared, ‘My daughter became interested in learning more about robotics after watching the competition!’”
During the winter engineering challenge, some teams’ projects succeeded and made it across the finishing line with “lunar rocks.” But a larger number didn’t survive the three-story drop. One of those teams, Isaac Newton’s Dog Diamond, gathered the pieces of their broken lunar rover and carried them back to a table to assess the damage.
One group reported: “We learned that the trial-and-error process does, in fact, involve error. These experiences taught us the importance of adaptability and persistence in problem-solving. If we were to do this project again, we’d spend more time on testing and making prototypes to improve the design.”
Designing within Engineering Parameters
Each team was required to design and build their vehicle to adhere to strict parameters.
Design specifications:
Size: Must fit within a 35 cm x 35 cm x 35 cm box
Weight: Must weigh less than 2.0 kg
Power source: Must be self-contained in the device
Mobility: Must be fully autonomous
Design: Must be students’ own design, outside of motor components
Cost: Must cost less than $100
Materials: Student engineers used a variety of materials including 3D printed filament, balsa wood, CDs, modeling clay, threaded metal rods, and various kinds of wheels and axles. Designs also incorporated electronics or a motor and power box within the body of the robot, and a parachute to reduce the descent speed.
Teams: Engineering students comprised 18 teams including The Argonauts, Imperfectly Designed, Robo Legs, Robo Rangers, Sisters in Science, Innovation Nation, Safety Hazards, Blue Moon, and Isaac Newton’s Dog Diamond.
Team PAALM presents their robotic rover design before testing it.
Throughout the morning, all 18 teams presented their designs and then climbed the stairs to test their projects in the drop tower. After testing their autonomous vehicle, students examined what worked, what didn’t, and how they would improve it.
One group reflected: “Looking back on this project, we learned that we are all very early in our engineering careers and there is still a lot to learn. Designing and building a fully autonomous vehicle is difficult and an intricate process. Also, Open AI is a very useful tool…that can be used to create code for the purpose we need. If we were to do this project over again, we would have learned about our team members’ knowledge and backgrounds before assembling the team so we could create a team with more diverse skills and experience.”
Another group reported: “We utilized our engineering knowledge and available tools to optimize our machine’s efficiency. As we deepen our understanding of engineering coding, we recognize that programming could significantly improve our design.”
Far left: Carol Hsu and Tina Barsotti listen to the student presentations.
Early Pi Day Celebration
After all the tests were completed, the students celebrated Pi Day early—with free pizza followed by apple and cherry pies baked by students in Clark’s McClaskey Culinary Institute.
Professor Tina Barsotti said, “True engineering talent emerges from embracing failure, learning from it, and using it to build something stronger, smarter, and more resilient. We must celebrate our failures as they are our connection to innovation.”
Photos: Clark College/Susan Parrish and Carly Rae Zent
Connecting Pathways to Health Care Careers
Dean of Business and Health Services at Clark College, Scot Headley introduces a panel.
More than 75 healthcare professionals, educators and workforce development experts gathered for an inaugural Healthcare Pathways Education and Industry Summit at Clark College Columbia Tech Center on March 7. With a shared goal of expanding healthcare career pathways and partnerships in Southwest Washington, the event buzzed with new connections, strategic discussions, and plans for future collaborations.
Host agencies included Clark College Health Sciences unit, Washington State Allied Health Center of Excellence, Workforce Southwest Washington and Career Connect Southwest, a program of Educational Service District 112.
A panel speaks about workforce and educator partnerships.
Building pathways with partners
Scot Headley, dean of Business and Health Services at Clark College, said, “We view this event as the next step in bringing more collaboration and alignment in raising awareness and building pathways into healthcare careers amongst the various educational agencies, colleges, community organizations, and employers. I am grateful for our partnership with ESD 112 and Career Connect Southwest and for the faculty and staff at Clark who are willing to invest their time, energy, and creativity into building these pathways.”
This cross-sector gathering addressed the following objectives:
Share successes and challenges of existing programs
Develop a regional roadmap for healthcare career awareness
Plan community engagement strategies
Identify quick-turn and long-term solutions to workforce challenges
The event included two panel discussions. Additionally, during a collaborative small-group work session, group members considered these questions:
Given the current healthcare workforce shortages, what innovative strategies or partnerships have you seen succeed in attracting and retaining talent, including in rural areas?
How can the healthcare industry collaborate more effectively with educational institutions to ensure students are graduating with the skills and certifications needed to meet immediate labor demands?
What emerging trends in healthcare (e.g., technology, aging population) do you foresee having the most significant impact on the types of roles and skills needed in the next 5-10 years, and how should education systems adapt to these changes?
What resources and opportunities could be made available to educators and students to acquaint them with opportunities and needs within healthcare?
A panelist answers a question.
Summit discoveries
Groups collaborated and wrote their answers and ideas on whiteboards, including these:
Build strategic partnerships for developing allied health programs
Create incumbent worker pathways
Provide resources to K-12 faculty to understand and present health care pathways to students
Lack of capacity from employers and education to build and deliver systems for career exploration and preparation
Clinical experience is valuable
After robust discussions, it was clear what is needed in moving forward:
More partnerships between education and industry
Improved communication between education and industry partners
More clearly defined career pathways for students, including those who do not plan to earn a four-year degree
More hands-on opportunities for students, via career days, externships, paid internships, and more
Left to right: Event organizers Chad Mullen, Scot Headley, and Vickei Hrdina.
Partner feedback
Vickei Hrdina, Director of K12 Workforce and Higher Ed Partnerships, Educational Service District 112 and executive director of Career Connect Southwest: “This Summit has been instrumental in strengthening collaboration between K-12, higher education, and industry leaders. By developing a clear roadmap for aligning high school Career and Technical Education with post-secondary training and real workforce needs, we’ve taken a significant step toward building a more seamless talent pipeline. This model will not only guide regional efforts but also serve as a framework for other high-demand sectors.”
Chad Mullen, Career Connect Southwest network manager: “The need for strong and reciprocal relationships between industry and education was clear at this summit. When we work together to increase our efforts to help our students explore, prepare for, and launch into many career pathways in healthcare, we can help those students envision and pursue their future in the field.”
Sean Moore, senior project manager, healthcare, Workforce Southwest Washington, also is a member of several health care advisory boards at Clark College: “By bringing together employers, union representatives, community partners, high school and college educators ensures we are all focused on developing in-demand, career pathway/living wage opportunities for emerging talent to meet the needs of our Southwest Washington healthcare workforce.”
Paul Huddleston, dean of students at Cascadia Tech Academy: “Getting industry and education in the same room is fantastic. I’m looking to improve our program, to provide our students opportunities to explore careers, and to equip our students with the skillset industry is looking for.”
John Armerding, health sciences teacher, Columbia River High School, Vancouver School District: “My primary goal here is to figure out next steps for my students. It’s important to recognize that four years of college is not for everyone.”
Andrew Goss, health sciences teacher, Heritage High School, Evergreen School District: “I want to find more opportunities for my students. I want to learn what gaps do I need to focus on to prepare my students?”
Kelly Stellrecht, Washington State Opportunity Scholarships: “We are trying to make more connections with employers and students.”
Jess Friason, Legacy Health: “How can we provide more opportunities to middle school and high school students? How can what we offer complement a high school’s needs?”
Participate in a future summit
Contact Scot Headley, dean of Business and Health Services at Clark College
Left to right: Admissions Recruiter Gaby Posteuca, keynote speaker Vita Blanco, and Entry Services Program Manager Amy Tam.
Clark College Entry Services and the Office of Diversity, Equity and Inclusion welcomed approximately 160 students from local high schools to the annual Discovering College Confidence event on March 11. This annual event provides opportunities for BIPOC high school students to participate in a series of activities meant to:
Address the excitements and fears around college
Explore pathways and supports available in the college environment
Discover how embracing your identity can enhance your college experience
The day kicked off with a powerful keynote from Clark College alumna Esmeralda “Vita” Blanco, who shared her inspiring academic journey from high school diploma to higher education success. Students then participated in interactive workshops, engaging activities, and prize giveaways—all designed to help them envision a future in higher education.
The event’s workshops included:
Navigating Financial Aid & Scholarships with Confidence
Your Well-Being, Your Power: Taking Charge of your Mental & Physical Health
Empower Your Voice: Choosing Careers That Align with Your Values
Success in College: Learning Your Voice
Running Start: Own Your Voice, Own Your Future
Participating schools in Clark County included Battle Ground, Evergreen, Fort Vancouver, Henrietta Lacks, Heritage, Hockinson, Hudson’s Bay, Mountain View, Prairie and Union high schools.
Amy Tam introduces Vita Blanco as she comes to the stage.
Keynote Address
Vita Blanco, a Latina, single mom, and woman of faith addressed the high school audience with her academic story that started at Clark College as an adult student in the high school diploma program, continuing for an associate of applied science degree, then transferring to Washington State University Vancouver to earn a bachelor’s degree.
Here are excerpts from Blanco’s address:
“On my third day [at Clark College]…I shared with Sam [May-Varas], ‘I’m not returning tomorrow. Thank you so much.’ And that was such a pivotal moment because I was able to be open and real—even though I didn’t want to, and I was very ashamed, and that I didn’t know how to do the homework. He sat with me, he told me that he believed in me, and that what I did in that homework was the reason why I needed to be here…It took just one teacher, one person to believe in me, in the classroom…I knew that I was supposed to be here.”
“I had a high school GPA of 1.7. I was a dropout. Fast forward to when I graduated with my high school diploma with a 4.0—but better yet, I was able to help my youngest daughter. She asked me the week before I was going to graduate. ‘Mom, will you help me with my eighth-grade essay,’ and for the first time, I was able to show up for her and help her with her homework. That was such a joy to remember.”
Blanco continued studying at Clark College and worked as a Student Ambassador. In 2019 she graduated with an Associate of Applied Science degree in Business Administration and was awarded the Community College Presidents’ Scholarship to attend Washington State University Vancouver. Read her story here.
She said, “I started that fall…to get my undergraduate degree—I thought, yes, I learned everything at Clark College, but I had learned in a few months in that I had imposter syndrome. I thought, ‘man, this is hard, this is harder than I thought,’ but I began to persevere as I learned about imposter syndrome. Maybe it was some of my voices of upbringing, my community, my voices inside of me, and not feeling that I belong there. But I kept showing up.”
“I believe that Clark College has really, really been able to help me overcome those fears and doubts and barriers that I faced.”
Blanco ended her speech by asking the audience to stand up.
“Stand up because your worth being seen and heard.… your story matters, your voice matters, you matter, and your work is being seen and heard.”
After graduating from Washington State University Vancouver with a bachelor’s degree in integrated strategic communication, where Blanco served as student body president, she is now working for a local dentist managing a team of employees. She credits her time as a Student Ambassador working under Amy Tam as valuable experience.
“Amy [Tam] was my boss, and it was the grace that she showed me over and over again that I thought, what am I doing? How I’m showing up, I don’t even know what I’m doing. And it was pretty amazing. I knew I knew how to help and love people, but she showed me grace over and over and that grace today still just reminds me how to show grace to others.”
Schools can contact the Welcome Center at start@clark.edu to learn about future events, inquire about campus tours, and how to get started at Clark College.
Photos: Clark College/Jenny Shadley
Winter Students with Disabilities Luncheon
Left to right: Leonardo Gallardo, Alyssa Montminy, Rosalba Pitkin, Zach Lattin, Mike Law, Andra Spencer, and April Pereira.
Zach Lattin, Clark College’s IT accessibility coordinator, engaged the audience with his thought-provoking presentation (including playing his guitar!) at the winter Students with Disabilities Luncheon on March 6. Hosted by the Office of Diversity, Equity, and Inclusion, the free, public event provided both meaningful conversation and a delicious free lunch. This time, students from the small-group communications class served the food.
Lattin, who tests software for accessibility standards and teaches students how to use assistive devices, spoke plainly about the advances and challenges of making a college education accessible for all.
Drawing from his own experiences navigating accessibility challenges as a student at the University of Washington, Lattin emphasized the importance of equitable access in higher education.
He said, “I didn’t always have access at UW.”
Students from the small group communications class served food at the luncheon.
Pushing Back on Inspiration Porn
Lattin discussed how historically, the stories of people with disabilities have been used for “inspiration porn”—a term coined by disability activists Stella Young and Lydia X. Brown.
The three types of “inspiration” stories identified as “inspiration porn” include:
Disabled person does something extraordinary, and it’s presented as inspiring because the person is disabled, not because 99% of the general population could not have achieved it.
Disabled person does something mundane, and it’s presented as inspiring because it’s assumed disabled people are incapable of doing anything at all.
Disabled person does something not overtly negative to disabled person, and it’s presented as inspiring because it’s supposedly magnanimous and saint-like to be nice to someone with a disability.
He said, “It’s about framing how our stories are told… If a story of yours is being framed in one of those three ways, feel free to push back on it.”
Zach Lattin played his guitar and sang during his talk, and the audience clapped along.
Understanding Models of Disability
Lattin discussed the issues with the charity model of disability and the medical model of disability, and talked about why we should push toward the social model of disability.
In the charity model, people with disabilities are treated as objects of charity and pity.
In the medical model, people with disabilities are viewed as sick with a need to be cured.
Meanwhile, the social model focuses on how systemic and environmental issues create the primary barrier to success for people who are disabled.
On the social model, he said, “I personally believe this is what we should be moving towards.”
Lattin added, “I personally do not view my blindness as something to be cured. I see it as a lifestyle, a way that I exist, and part of my identity.”
Challenging Assumptions
To illustrate the importance of social models of disability, Lattin shared a story about his team testing the accessibility of automotive software in Clark’s mechanic shop. He asked the luncheon attendees what percent of the software they thought was accessible.
The guesses were similar: “None! Five percent!”
Surprisingly, Lattin said, the software was 95% accessible. “This tells me that the barriers to access for automotive are not technology—it’s other barriers.” It challenged even his own assumptions.
Lattin with his guitar and amplifier.
He used to have techno-utopian attitudes, believing that technology would solve access problems. But now he believes “we need to be doing more than solving problems with technology… We need to address systemic barriers.”
Ending on a High Note
Lattin gave a mini concert, playing his guitar and singing an original song. Laughing, Lattin explained the song was written for two folks on a bus who, speaking in Spanish, thought he couldn’t understand them when they said demeaning things about his disability. When they both arrived at the courthouse, they found out that Lattin would be their translator.
Further Reading
Lattin suggested multiple texts for further reading, including:
Veterans Carrol Stripling, Veronica Roberts, and Julz Carey were enthusiastic about this inaugural event for women veterans.
More than 30 women veterans from various military branches gathered at Clark College on March 4 for an inaugural listening session designed to cultivate connections, share their struggles, and address their unique needs.
Hosted in partnership with the Clark College Veterans Center of Excellence, Clark County Veterans Assistance Center and the Washington State Department of Veterans Affairs, the event provided a space for open dialogue, with additional participation from veterans via Zoom.
The idea for the session emerged from last fall’s Veterans Resource Community Fair, where women veterans voiced the need for dedicated spaces to share their experiences and available resources, and access support.
Additionally, representatives from various Veterans Affairs departments joined via Zoom to listen to the women and to offer information about available resources.
Event organizers include veterans Katherine, Veronica Roberts, and Sonja Wood.
Veteran Sonja Wood, who works at Clark County Veterans Assistance Center, was one of the organizers. She said, “For four or five years, I wanted to do a women’s symposium where women vets could meet other women vets in their community and talk about issues women vets have faced.”
The organizers listed issues experienced by women veterans, from believing they do not have a voice or a place at the table to knowing what benefits and services might be available to them and to their families.
Wood added, “Our goal is to listen to you, and work to find solutions and resources.”
Veteran Veronica Roberts, Washington Department of Veterans Affairs, said, “Knowledge is power. Some women who served in the military do not believe they are veterans. They do not realize they qualify for benefits.”
Veteran Veronica Roberts, Washington Department of Veteran Affairs Women Veterans Advisory Committee welcomed women vets to the event.
She stood at the front of the room and encouraged women veterans to share their stories, ask their questions, and find their voices.
Donna Larson, Associate Director of the Veterans Center of Excellence at Clark College, said, “I am so pleased that so many women veterans participated in this opportunity to build community and share useful resources across all service branches and ages.”
Larson, who is a veteran, added, “It was fulfilling to witness the connections formed at this first community roundtable. I look forward to our next gathering and anticipate this group of women veterans will continue to forge relationships, build community, and help one another find resources that can enrich their lives.”
By Malina Siharath, PTK Director of Public Relations
Left to right: 2024-2025 Phi Theta Kappa leaders: Malina Siharath, Lindsey Quiroz, Jude Georgeades-Tambara, and Mary Chavez
Congratulations to the 23 Clark College honors students who became members of Alpha Sigma Phi, the college’s chapter of Phi Theta Kappa (PTK) during this winter term. PTK celebrated these new members at the 2025 Winter Induction Ceremony on March 4.
The official honor society for two-year colleges, PTK recognizes the academic achievement of college students and provides opportunities for its members to grow as scholars and leaders. Clark’s first PTK induction ceremony was in 1991.
Students are invited to join PTK when enrolled in at least 12 credits per term and achieve a minimum 3.25 grade point average.
“Phi Theta Kappa is all about recognition,” said Darci Feider, PTK advisor. “During our induction ceremony, we recognize people for being scholars, for their achievements, and for being a part of our community.”
Additionally, Feider spoke on the importance of storytelling and connecting with the Honors In Action project that Phi Theta Kappa submitted in December 2024. Presented by Vice President of Service Jude Georgeades-Tambara, the Honors in Action project is a PTK program that combines academic research and service to address issues within students’ communities. The project’s 2024-2025 theme, The Power of Storytelling, was encapsulated in the induction.
2024-25 PTK Officers
The 2024-25 PTK officers are Mary Chavez, Vice President of Scholarship; Lindsey Quiroz, Vice President of Fellowship; Jude Georgeades-Tambara, Vice President of Service, and Malina Siharath, Director of Public Relations.
Officer Applications Open
Officer applications are now open for the 2025-2026 school year. Benefits include professional development, public speaking skills, networking, training, and travel opportunities.
All-Washington Academic Team
PTK scholars representing Clark College will join PTK scholars from all the state’s 34 community and technical colleges to be recognized at the 2025 All-Washington Academic Team ceremony on April 24 at South Puget Sound Community College in Lacey.
The All-Washington Academic Team program recognizes and honors the state’s finest higher education students attending two-year colleges. The program has become the showcase for Washington’s community and technical colleges because it honors the academic high achievers, the individuals who have demonstrated a commitment to success in their classrooms and in their communities. This recognition demonstrates the state’s commitment to scholarship and community service on the part of those attending the state’s public community and technical colleges. Learn more here.
About Phi Theta Kappa
Q: What is Phi Theta (PTK)?
A: Phi Theta Kappa is the international official Honors Society for two-year colleges.
Q: How does PTK benefit students?
A: Phi Theta Kappa recognizes the academic achievement of college students. It provides opportunities for its members to achieve academic and career success through scholarships and leadership training.
Q: Where are PTK chapters?
A: PTK has a presence at almost 1,300 community college campuses in 11 nations.
Q: What is the history of PTK?
A: PTK was established in 1918. Later, the American Association of Community Colleges recognized Phi Theta Kappa as the official honor society for two-year colleges in 1929.
Q: How many students have been inducted into PTK?
A: More than 3.5 million students have been inducted into PTK.
Q: How many active PTK members are there?
A: There are about 250,000 active PTK members in the nation’s community colleges.
PTK at Clark College
Clark College has recognized Phi Theta Kappa as an official honor society since 1991. PTK doesn’t just recognize students’ academic success. It also provides them opportunities to develop professional and leadership skills, earn scholarships, explore career paths — and make their worlds a lot bigger. Clark College’s Alpha Sigma Phi Chapter Contact: ptk@clark.edu
