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:
eL301-Introduction to Active Delivery
eL302-Equity-minded and Culturally Responsive Teaching for Student Motivation and Success
eL303-Presence in the Phases of a Course
eL304-Active Delivery Strategies
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 othereLearning professional development?
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.”
photo courtesy of Katherine Goforth
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!
Andra, fourth from the left, with other Office of Diversity, Equity, and Inclusion staff during an Opening Day event.
A warm congratulations to Andra Spencer, Equity Professional Development Program Manager from the Office of Diversity, Equity, and Inclusion, as the recipient of the Fall 2023 Classified Staff Excellence Award.
Excerpts from Andra’s nomination:
“Andra’s passion for equity and education is contagious. She dove into creating a PPI training on recognizing and disrupting antisemitism this summer and introduced many to a body of knowledge previously undiscussed at the college. Her sessions at Teaching and Learning Days and Fall Faculty Focus were packed and received overwhelmingly positive feedback and demands for a part two!”
“Equity is at the center of everything Andra does. Recognizing a gap in knowledge at the college, Andra spent time over the summer doing intense research on antisemitism and how to disrupt it, and developed a training for both Teaching and Learning Days and Fall Faculty Focus that was presented to PACKED rooms! Andra also developed training on creating inclusive learning environments, bringing her teaching expertise into her role here at ODEI and developing training specifically targeted to faculty, something that ODEI hasn’t done before.”
“Andra is well connected throughout the college – attending every event she can and volunteering to help out in any way. She collaborates with others on the team to execute projects and is always one of the first people there to set up and one of the last to leave after cleaning up. Her cooperative spirit is evident in her leadership on the Teaching and Learning Days Committee, the NWREC planning team, the O-Squad, Level Up, and many other cross-college initiatives.”
We also would like to acknowledge the contributions of the other nominees:
Becky Lindsay, Program Specialist II, Dental Hygiene
Nichole Maruca, Program Specialist II, Enrollment Services
Shelly Williams, Program Coordinator, Fine Art Division
Tani McBeth, Technical Training Consultant, eLearning
Teresa (Terry) Haye, Program Manager A, BASTE Bachelor of Teacher Education
About the Classified Staff Awards
The Classified Staff Excellence Award was established in 2005 and recognizes classified staff who have demonstrated exemplary work performance, a positive and cooperative spirit, special achievements or contributions to the college community, and supports individual and organizational diversity and inclusion. Through the support of the Clark College Foundation, the recipient will receive a $400 cash award.
Nominees must be a current classified employee who has been in their current position for more than six months. Award recipients will not be eligible to receive another award for three years.
Visit the Clark College Employee Recognition page to learn more about this award and other ways to acknowledge the value and dedication of our staff and faculty.
Quality Matters Award
Dr. Kathy Chatfield has been recognized for her outstanding efforts toward improving digital learning at Clark College.
Chatfield, who leads the college’s eLearning and instructional design department, has received the Ron Legon Leadership Award for Quality Digital Education bestowed by Quality Matters and MarylandOnline. The award is reserved for singular contributors to the mission of continuous improvement in digital learning.
Quality Matters is an international leader for quality assurance in online and innovative digital teaching and learning environments. Chatfield is among five award recipients who have demonstrated an exceptional dedication to quality in digital learning.
Chatfield’s work of improving online experiences for students includes building sustainable quality assurance processes at the institutional level. Clark College began offering online classes in 2005. Online classes were the first to fill and the first to put students on a waitlist.
Quality Matters stated: “The Ron Legon award acknowledges the impact Chatfield’s leadership has had on faculty, staff, students and the educational landscape at large through her steadfast devotion to the pursuit of quality assurance.”
In their recognition, Quality Matters added: “Chatfield represents a strong voice at both the college and state levels, where she helps sustain support for the importance of quality standards in online learning. At Clark College, she works to maintain the culture of professional development she has built among the institution’s faculty. As a member of the Washington State eLearning Council, she has championed statewide adoption of effective policy on digital learning.”
“I am very honored to have been selected as the recipient of this year’s Leadership Award for Quality Digital Education,” Chatfield said. “The rigor and dedication to quality that is involved in education and peer-reviewed course design through the Quality Matters organization inspires us to always strive for better, stay on a path of continuous improvement and seek greatness in our students’ learning. I am proud to represent Clark College in this endeavor.” Chatfield will accept her award at a ceremony during the QM Connect Conference Nov. 5-8 at the Radisson Blu Mall of America in Bloomington, Minn. She has been asked to speak about what the award means to her.
“I’m diligently working on my speech,” Chatfield said. “My aim is to inspire others to leadership in eLearning and to recognize Clark College as being a leader, itself, in this field.”
Chatfield has served in higher education for 34 years at eight institutions. She has worked at Clark College since January 1995. She has taught part-time in person and online. She has served full-time in the eLearning and Instructional Design department since 2006.
About Quality Matters
Quality Matters is a global organization leading quality assurance in online and innovative digital teaching and learning environments. It provides a scalable quality assurance system for online and blended learning used within and across organizations. QM certification marks on courses or programs means they have met QM course design standards or QM program review criteria in a rigorous review process. Learn more at here.
Fulbright Scholar
Congratulations to Clark College adjunct piano instructor Melissa Espindola Terrall, who recently received a Fulbright grant for the 2023-2024 academic year.
Melissa will travel to Mexico to study and conduct research in piano at Conservatorio Nacional in Mexico City. Her research will focus on Mexican classical piano repertoire as she works to publish an anthology of music from this era. While abroad, Terrall will also perform recitals featuring the work of Mexican and American composers.
The Fulbright program is the flagship international educational exchange program sponsored by the U.S. government and is designed to increase mutual understanding between Americans and people of other countries. The U.S. Student Fulbright program operates in more than 160 countries worldwide. Recipients of Fulbright grants are selected based on academic or professional achievement, as well as their record of service and demonstrated leadership in their respective fields. Fulbright grants provide funding for round-trip travel, maintenance for one academic year, health and accident insurance and, where relevant, tuition.
Terrall lives in Portland. She earned a master’s degree in piano performance from the University of Kansas in 2022.
The Mathematics Department is excited to announce the recipients of this year’s Sigma Scholarship. This scholarship was established in summer of 2020 to support and encourage students who are traditionally underrepresented in STEM fields to pursue higher-level mathematics.
Congratulations to our 2023 Sigma Scholarship recipients:
Abou Bakar Berthe
STEM field: Mining Engineering
2023-24: Clark College
Oliver Rosas
STEM field: Civil Engineering
2023-24: Clark College
Spencer Henwood
STEM field: Computer Science
2023-24: Portland State University
Isaac Osorio Beltran
STEM field: Computer Science or Engineering
2023-24: Clark College
Post and photos contributed by Kayoko Barnhill
Dental Hygiene
Bachelor of Applied Science in Dental Hygiene, Class of 2023.
Congratulations to the 24 seniors of Clark College’s Dental Hygiene program, who presented their community oral health group projects via Zoom on June 5.
Over the course of eight months, students worked with various community groups to create and implement oral health projects for an identified need in that group. They assisted oral health patients at Kamlu Retirement Inn, Washington State School for the Blind, Clark College Child & Family Studies, SeaMar Community Health Centers Women’s Clinic, and Truewood Senior Living. The presentations via Zoom presented the group they worked with, the project they created and implemented, and what they learned.
Students get ample hands-on experience in the Firstenburg Dental Hygiene Education and Care Center on the college’s main campus. Under the direct supervision of licensed dental hygienists and dentists, students provide affordable dental care for more than 2,000 patients from the community annually.
“This year’s senior class has worked diligently to gain all the skills needed to work in our community to improve oral and overall health,” said Kristi Taylor, Dental Hygiene department chair and program director. “I am proud of each of them for their perseverance and dedication to learning the profession and providing compassionate care to our community.”
Professor Taylor added that the job placement rate for Clark’s Dental Hygiene graduates is 100%. Many of the graduating seniors already have been offered a position or have accepted a position.
Student Projects:
Group 1: Stephanie D., Aria B., Valentyna S., Ilona S., Arnoldo P.
Project: Community Oral Health Project with Older Adults (age 60+)
Description: Provide oral and systemic health education for residents (age 60+) at Kamlu Retirement Inn
Group 2: Lauren D., Rebecca H., Andrea A., Jennifer G., and Stephanie B.
Project: Community Oral Health Project with Visually Impaired Adolescents
Description: Provide oral health education and nutrition information for visually impaired adolescents at the Washington State School for the Blind
Group 3: Nicole F., Mackenzie C., Ceaira J., Savannah G., Mallary V.
Project: Community Oral Health Project with Children Ages 2-6
Description: Provide oral health and nutrition education for children ages 2-6 at Clark College Child & Family Studies
Group 4: Arghawan P., Sophia A., Caroline W., Ellie C., Brittany J.
Project: Community Oral Health Project with Pregnant Women
Description: Provide oral health and nutrition education for pregnant women at SeaMar Community Health Centers Women’s Clinic
Group 5: Alvina S., Arielle R., Chime L., Hyemi P.
Project: Community Oral Health Project with Older Adults
Description: Provide oral and systemic health education for residents at Truewood Senior Living community
About Clark College’s Dental Hygiene program
Competitive 7-term program, with 61-64 units required prior to entry; total of 184-unit program
Bruce Elgort, a professor in Clark College’s Computer Technology department, was granted tenure unanimously by the Clark College Board of Trustees on May 24.
Tenure is awarded by the college’s trustees based on professional excellence and outstanding abilities in their disciplines. The granting of tenure is based on the recommendations of tenure reviews committees to the vice president of instruction, which are then forwarded to the president, who presents a final recommendation to the Board of Trustees. Recommendations are based on evaluations by the faculty member being considered, the tenure review committee, students, supervisors, and peers. The final decision to award or withhold tenure rests with the Board of Trustees.
Bruce Elgort earned a Bachelor of Engineering degree in electrical engineering from Stevens Institute of Technology, Hoboken, New Jersey. He earned his Master of Science in engineering management from New York University, New York.
Experience in the field
Prior to teaching, Bruce worked for more than three decades in the field, including Elguji Software (founder/CEO); Sharp Microelectronics (strategic business operations, IT manager), and Underwriters Laboratories, Inc. (office services and IT manager, manager of marketing and communications, and electrical engineer). In addition, he was an independent international consultant for more than a dozen clients including Price Waterhouse Cooper, US Social Security Administration, US Department of Agriculture, Washington State Department of Transportation, Honda and more. Bruce is recognized by IBM and Amazon Web Services for being an innovative thought leader in cloud and artificial intelligence technologies.
Bruce joined Clark College in 2012 as a Computer Technology instructor. He serves on the Universal Design committee and Advanced Manufacturing committee. He is called on by staff and faculty as an accessibility expert. Bruce has received the Exceptional Faculty Award twice.
Teaching philosophy
You’ll find this technology professor working hard to inspire and challenge his students with meaningful web development and programming experiences. Bruce loves to tinker and test the boundaries of existing and emerging technologies, to then guide hungry minds through memorable, educational journeys to showcase with passion the ever-evolving innovations of society.
Photos provided by Bruce Elgort
New tenured professors
Left to right: Marisol Moreno Ortiz, Tanya Diaz-Kozlowski, Thomas Olsen, Kathryn Anastasi, Amy VahnDijk, Jesse Kysar, Alejandra Maciulewicz-Herring, and Wade (William) Hausinger.
Nine outstanding educators were granted tenure unanimously by the Clark College Board of Trustees. They were honored at a college reception on May 16. These newly tenured faculty members are:
Katy Anastasi, Libraries
Dr. Tanya Diaz-Kozlowski, Women’s Studies
Wade Hausinger, Welding
Mark Keats, English
Jesse Kysar, Engineering
Alejandra Maciulewicz-Herring, Medical Assisting
Marisol Moreno Ortiz, Libraries
Tom Olsen, Digital Media Arts
Amy VahnDijk, Nursing
Tenure is awarded by the college’s Board of Trustees based on professional excellence and outstanding abilities in their disciplines. The granting of tenure is based on the recommendations of tenure review committees to the vice president of instruction, which are then forwarded to the president, who presents a final recommendation to the Board of Trustees. Recommendations are based on self-evaluations, tenure review committee evaluations, student evaluations, supervisory evaluations, and peer evaluations. The final decision to award or withhold tenure rests with the Board of Trustees.
Katy Anastasi, Libraries
Katy Anastasi earned her Bachelor of Arts degree in American studies from Macalester College in Saint Paul, Minnesota and her Master of Library and Information Studies from Queens College (City University of New York) in New York City. She began her career working in community college libraries in 2018 as an adjunct librarian and Open Educational Resources (OER) fellow at Borough of Manhattan Community College. After moving to Oregon in 2019, she began working at Portland State University as a reference librarian and OER publishing assistant.
Katy joined Clark College in Fall 2020 as a tenure-track reference and instruction librarian. She co-leads Clark College’s OER steering committee and serves on the library’s user experience committee, as well as the Clark College Faculty Excellence Award committee. Since 2020, she has worked collaboratively with faculty, staff, and students to develop culturally relevant academic library collections and library services for incarcerated students and their instructors at Larch Corrections Center. She received Clark’s Faculty Excellence Award in 2022.
Tanya Diaz-Kozlowski, Ph.D., Women’s Studies
Tanya Diaz-Kozlowski earned her Bachelor of Arts degree in sociology from the University of Wisconsin Parkside, Kenosha, Wisconsin in 2001 and her Master of Science degree in college student personnel from Eastern Illinois University, Charleston in 2003. She earned her Ph.D. in education policy, organization and leadership with a focus in social and cultural foundations coupled with certificates in gender and women’s studies and Latino/a studies from The University of Illinois at Urbana-Champaign in 2015. She supervised, advised, and mentored students and co-created programs in residential life, Greek life, orientation, and cultural programs at Eastern Illinois University and at The University of Illinois at Urbana-Champaign from 2001-2008.
Tanya has diverse experiences teaching and advising undergraduate and graduate students, creating department level curricula and assessments, and teaching interdisciplinary undergraduate/graduate courses in gender, women’s, and sexuality studies and Latinx studies from teaching, advising, and mentoring students at Illinois State University and The University of Illinois at Urbana-Champaign. Over the last three years, Tanya has published peer-reviewed articles in The Association of Mexican American Educators Journal, The Oxford Research Encyclopedia of Education, and The Journal of Lesbian Studies.
Tanya started teaching at Clark College in Fall 2020. She completed the Teaching Squares program in 2021 and the college’s BUILD Program in 2022, a yearlong employee development program providing intensive training in power, privilege, and inequality.
William (Wade) Hausinger, Welding Technology
Wade Hausinger has worked in the welding industry for his entire career. He first learned welding, drafting and blueprint reading as an Evergreen High School student. At Clark College he earned his GED and completed leadership skills training. He has worked in the welding industry since 1989 and was certified for industry-related professional training on the job. He starting as a welding fabricator and working his way up to pipe fitter/welder, pipe shop foreman, shop welding foreman, and metal fabrication foreman. His former employers include Christensen Shipyard, Electro, Cascade General Shipyard and GI Welding.
Wade began teaching welding at Clark College in 2017 as an instructional technician and became an instructor the following term. He made tenure track in 2020.
Mark Keats, English
Mark L. Keats earned his Associate of Arts degree in English from Howard Community College. He then earned a Bachelor of Arts in Japanese language and literature and a Master of Fine Arts in creative writing from the University of Maryland, College Park. He began teaching at Howard Community College and taught for six years before returning to graduate school, where he earned a Ph.D. in literature and creative writing from Texas Tech University. He taught for one year at Southwestern College in Winfield, Kansas before accepting a job at Clark College.
He began teaching at Clark College Fall 2020 as a tenure track candidate. He currently serves on the literature committee. He has participated in English and campuswide professional development and training.
Jesse Kysar, Engineering
Jesse Kysar earned an Associate of Science Transfer degree in physics at Lower Columbia College in 2011. He transferred to Washington State University in Pullman, where he earned a Bachelor of Science degree in physics and a Bachelor of Science degree in material science and engineering, both in 2014.
While he was enrolled at WSU, he worked as a student researcher. After he graduated, he worked as an engineer I, industrial applications at nLight, which produces high-power semiconductor lasers and fiber lasers. He also worked as a mechanic and heavy equipment operator in the construction industry.
Jesse began teaching at Clark College as an adjunct faculty member in Fall 2018, then worked as temporary full-time faculty before starting his tenure journey in 2020. In addition to teaching in the engineering department, he also teaches materials science in the welding department. At Clark, he serves as the department lead in program outcomes assessment. He is one of two faculty experts on the advanced manufacturing curriculum leadership team.
Alejandra Maciulewicz-Herring, Medical Assisting
Alejandra Maciulewicz-Herring earned her Associate of Arts degree in pre-nursing at Clark College. She also earned a Certificate of Proficiency, medical assistant, Concorde Career College, Portland; Certificate of Proficiency, emergency medical technician, Linn-Benton Community College, Albany, Oregon; and an American Association of medical assistant certification.
Her career in the healthcare industry includes working as a medical assistant, pediatrics medical assistant, and an administrative medical assistant in internal family medicine, physical therapy, and pediatrics clinics. Her former employers include Allergy Clinic, Internal Family Medicine, Columbia Asthma & Allergy, Creekside Medical, Stargait Physical Therapy, and Miller’s Family Pediatrics.
Alejandra began teaching full time at Clark College in Fall 2020. She is involved with outreach events to promote the college’s Allied Health programs.
Marisol Moreno Ortiz, Libraries
Marisol Moreno Ortiz earned her Bachelor of Arts degree in English from Oregon State University in Corvallis, a Master of Arts in English from Portland State University in Portland, and a Master of Library and Information Science from Louisiana State University in Baton Rouge, Louisianna. Before entering her full-time library position at Clark College, Marisol worked part time at the library at Linn-Benton Community College, where she also taught information literacy and supported student learning.
Marisol began her current full-time position at Clark College as reference and instruction librarian in Fall 2020. She serves on a tenure committee and is a supportive member of the OER steering committee. Marisol is a mental health advocate, privacy advocate, and focuses on diversity, equity, inclusion and social justice in librarianship.
Thomas Olsen, Jr., Digital Media Arts
Thomas Olsen, Jr., earned his Bachelor of Science degree in political science from the University of Oregon, Eugene, and his Master of Fine Arts degree in film and television production (emphasis in film and television producing) from Chapman University, Orange, California. He is a documentary film producer through his company Anchor Pictures. Thomas also has taught at Portland Community College, Portland State University, Warner Pacific University, and The Art Institute of Portland.
Thomas began teaching at Clark College in Fall 2020 as a tenure-track professor. He serves as the advisor for the college’s Cinema Club and on the digital media arts advisory board. Thomas also volunteers for the Cannon Beach Historical Society and Museum.
Amy VahnDijk, Nursing
Amy VahnDijk earned her Bachelor of Science degree in nursing at Washington State University Vancouver and her Doctor of Nursing Practice as a family nurse practitioner at Washington State University. Before entering the teaching profession, she worked as a family nurse practitioner at The Vancouver Clinic. Amy has more than a decade of professional nursing experience.
Amy began teaching at Clark College in 2020 as a tenure track tenure candidate. She currently serves on the nursing library committee and nursing tenure track hiring committee.
Photo: Clark College/Jenny Shadley
Model UN team earns honors
Clark’s Model UN Team: Lanie Smith, Professor Joseph Cavalli, Model UN program director, Tammy Pham, Kathryn Johnston, Kaden Bartley, Casey Figone and David Goebel
Clark College’s Model United Nations team earned honors at the 72nd session of Model United Nationals of the Far West, A Force for Good: Global Health and Development for a Sustainable Future from April 21-25 at Whittier College in Burlingame, California. Clark competed against 29 other colleges, most of them four-year institutions. See a list of all participating colleges and their assignments here.
Model UN activities were on hiatus during the COVID pandemic.
“It’s been three long agonizing years since the last Model UN Far West,” said Professor Joseph Cavalli, Model UN program director at Clark. “I am ecstatic to report that your Clark College MUN team won honors this this year, picking up where we left off in 2019. This year, in a highly competitive field, Clark College represented Malta and Vietnam.”
Topics included promoting the safe use of nuclear technology in the eradication of marine microplastics, protecting civilians—especially those with disabilities—in combat zones, and human rights and unilateral coercive measures such as sanctions.
Model United Nations is a simulation program in which hundreds of thousands of students worldwide participate in model sessions of the United Nations to advance their understanding of the principles and means by which international relations are maintained.
Clark’s student delegates recognized
“Special kudos go student delegates Kathryn Johnston, Lanie Smith, and Casey Figone,” said Professor Cavalli. “All three received the Mike McBride Outstanding Resolution Certificate Third Committee for their position paper on UCMs (unilateral coercive measures).”
Additionally, Kathryn Johnston and Lanie Smith were selected to chair committees at the MUNFW conference in 2024.
Professor Cavalli added, “Lanie was asked to chair one of the most challenging committees in the MUN universe, the Security Council. This is a big, big deal. Chairing a committee at MUNFW has always been the exclusive purview of the elite California universities as well as Arizona State and University of Arizona respectively. Keep in mind 95% of the student delegates competing are political science and prelaw majors.”
He added that on Clark’s Model UN Team, “Lanie, Kathryn, and Casey are physics, engineering, and computer science majors respectively. It is nice to see STEM mix it up with the liberal arts.”
In February, Clark’s Model UN team attended the NW Model UN Conference in Portland, its first in-person conference since the pandemic. Clark’s team represented Japan, Kenya, and Latvia. Topics included sustainable mountain development, Human Rights Council periodic reviews of Haiti, Japan and Israel as well as nonproliferation regarding the situation in the Democratic People’s Republic of Korea.
Two of Clark’s Model UN team members had been chosen to serve as leaders for the Portland conference. Casey Figone was Assistant Secretary-General of Conference Services. Lani Smith was Director of the Security Council, a much coveted position.
