Clark’s new website features improved navigation and a mobile-friendly format.

Clark College is launching a new website today that will help improve navigation, expand access forstudents, and ensure timely updates to content. The website, which uses the same clark.edu address as the college’s former website, features a new, mobile-friendly format that can be viewed on a variety of platforms and devices.

The new site also includes a variety of helpful features to aid students in navigating to the information they need. A prominent box on the home page includes links to frequently used pages; for more detailed searches, the website’s “Clark A-Z” page has been expanded to offer visitors direct links to even more services. This page and other navigation tools are now easily findable through the “Directories” link on the right side of the top navigation menu found on every page.

For students, the “Current Students” page (also easily found in the top navigation menu that appears on every page, under “Clark Students”) has been improved with a clean layout that helps students easily access the information they need–including schedule planning, online registration, and student email.

Behind the scenes, a new content management system has streamlined departments’ abilities to update information on their web pages, ensuring that important departmental information gets updated regularly by the people who understand it best. The college’s Communications & Marketing Department will continue to oversee the website’s look and operation.

The new site is the work of not just Communications & Marketing, but of dozens of Clark staff and faculty members who collaborated on content and navigation, trained to become content managers, and worked to improve the content on their respective departments’ pages. Many months in the making, this new website will continue to develop after launch, with new features like a mobile-friendly online map to the main campus already in the works.

Visitors to the site are encouraged to contact commark@clark.edu with any questions, notes for improvement, or concerns.

Chris Martin has gathered the students from his Web Video Production class in the hallway outside their classroom to demonstrate how to set up an interview shot. One student—a burly guy with a baseball cap and gray beard—has affably agreed to stand in front of the camera as the “interviewee.”

“Now let’s think about camera height, because you can change things a lot depending on the angle you shoot your subject at,” Martin says, adjusting the camera’s tripod. “Do we want to set it lower and look up at him to give him that godlike angle? Because we all know Steve has a bit of a god complex—just kidding! Just kidding!”

The whole class, Steve included, cracks up, and then Martin continues, raising the tripod as he speaks. “You can do stuff like that,” he says. “You can look down on them, too. But typically, we want to meet the subject at their own level, to give them that human feeling.”

In many ways, that last line is an apt summation of Martin’s teaching philosophy—and the secret to his popularity with students, who nominated him in droves for Clark’s prestigious 2013-14 Exceptional Faculty Award.

“His patience and approach in bringing out the abilities in all his students, from the novice to the advanced, encourages respect for all,” wrote one nominator. “His emotional integrity allows him to act as a mentor and to also mirror the importance to students that he is also learning the ever-changing aspects of technology.”

“If you don’t care about who your students are or where they come from or what they actually know—and they know a lot—then you can’t help them,” says Martin, who teaches both Computer Technology and Computer Graphics Technology classes as an adjunct at Clark, as well as general business courses at Warner Pacific College. “What I like about teaching at Clark is you really get to know the students. When they go through hard times, you know about it.”

Martin also gets strong praise for his real-life experience as a web designer and videographer. He has spent more than eight years running his own multimedia studio, creating videos and web content for businesses, nonprofits, and artists. He also produces a regular online documentary video series called Innovators of Vancouver that showcases leaders in Southwest Washington.

Martin, who holds a bachelor’s degree in Media Arts and Animation from the Art Institute of Portland and a master’s degree in Management and Organizational Leadership from Warner Pacific, regularly shares stories from his professional career to illustrate class material. A self-described “big experimenter,” he often tries out new tools and methods in his teaching—including Twitter, which Martin has used to create online discussions about class material among his students.

“It’s just a way of being accessible,” Martins says. “I think it helps students feel connected to me a little more.”

Or, to put it another way: It’s Martin’s way of giving his students that “human feeling” in the digital age.

Learn more about the other 2013-14 Exceptional Faculty Award recipients.

Photos: Clark College/Jenny Shadley

We’ve all heard the cliché that kids say the darndest things. But people rarely point out its corollary: So do adults. As an Early Childhood Education professor, Sarah Theberge says she is often just as surprised by what her students express in the classroom as she is by what children in the college’s Child & Family Studies program say on the playground.

“I’m just surprised over and over again by how many things I hadn’t thought of,” Theberge says as she stands on that playground surrounded by running children. “The way that students approach the things we talk about reminds me that there’s no one right answer to so much of what we’re studying. I really do see us as ‘co-learners’ who are all learning together—and I’m learning right along with them. It’s one of my favorite parts of teaching.”

It’s also one of the things students mentioned repeatedly in nominating Theberge for Clark College’s prestigious Exceptional Faculty Award, which Theberge received for the 2013-14 year. The award was announced at Clark’s 2014 Commencement ceremony and officially bestowed at the college’s Opening Day festivities on September 10.

“She is honest, she is real, she is not only a teacher but an inspiration and a friend to all her students,” wrote one nominator. “She brings passion to her work with children and with her students, and ignites the passion in all of us.”

Students also mention Theberge’s empathy and her strong commitment to serving as an academic advisor to students in the ECE program. When Theberge explains how she became a professor, it becomes clear why she is able to connect so strongly with her students and empathize with the challenges they face: After all, she faced them too.

Theberge never set out to become a professor. “It was the farthest thing from my mind,” she says, laughing. Rather, her initial ambition was much more basic: She needed a job.

“I was a single parent without any college background or schooling, and a friend of mine had a childcare center,” Theberge says. “I just thought it was a place where I could have my kids there and still work. But from the very first day, I fell in love with it.”

A friend encouraged her to enroll in Clark’s ECE program. “I said, ‘Oh no. We don’t do college in my family,'” Theberge recalls. “She literally took me by the hand and dragged me to Clark. And I’ve never left.”

In 1992, Theberge graduated with honors from Clark with an Associate of Applied Science degree in ECE. She went on to complete both a bachelor’s and master’s program from Pacific Oaks College while working in Clark’s CFS program, first as a program aide and then as an adjunct faculty member. Her roles and responsibilities continued to expand over the years, and in 2000 she was granted tenure at Clark. Throughout the years, she has continued to attend conferences and workshops to keep up-to-date on current teaching practices in her field. She also presents her own research at conferences; currently she has been delving into the complex issues surrounding children’s concepts of gender identity. Additionally, she serves on the board of directors for YWCA Clark County and has been instrumental in creating a library at CFS to help promote children’s literacy.

It’s a long way from the young single mother who just wanted a job. “That’s why I love advising,” Theberge says. “I hear similar stories to mine from students—people looking for opportunity, looking for help in making their passion a reality. It’s just so rewarding to sit with that and to walk alongside them on their journey.”

Learn more about the other 2013-14 Exceptional Faculty Award recipients.

Photo: Clark College/Jenny Shadley

Exceptional Faculty Award recipient Jim Wilkins-Luton can tell you the exact moment when the course of his career changed. He was in his final year of graduate studies at Gonzaga University, listening to an English professor discuss Milton in pedantic detail.

At the time, Wilkins-Luton was well on his way to following that professor’s path. He’d already been accepted to a Ph.D. program in English literature at Stony Brook University in New York, after which he would aim for a professorship at an elite university where he could happily discuss his own favorite authors in pedantic detail. “It was all lined up,” Wilkins-Luton recalls. “I’d been accepted; I had my funding in place; I was going to focus on either medieval or Victorian literature. Everything was going according to plan.”

But lately, Wilkins-Luton had begun having doubts about that plan. It started when he took on a part-time job teaching homeless youth to make some money during grad school. “I had all these stereotypes about what these kids would be like,” he says. “I’m ashamed to admit it, but the night before I started the job I was worried they would give me head lice. And then that first day I went to work and came home just exhausted and devastated by these kids. And I started thinking, Maybe the world didn’t need another Shakespeare professor. Maybe the world needed people who were willing to teach—to teach the people no one wanted to teach.”

Which brings us back to that Milton seminar. Wilkins-Luton found himself staring at the lecturing professor. “I’m not even kidding: This guy actually had leather elbow patches on his tweed jacket, and he was expounding on some particular sentence Milton wrote,” he recalls. “And I remember thinking, ‘That’s my future. I don’t want any part of that. What I want to do is help.'”

As fate would have it, there was a poster advertising opportunities to teach English in Japan on the seminar room’s walls. Wilkins-Luton called his wife as soon as class let out, and soon after graduation, the two of them moved to Japan, where they spent the next sevenyears teaching English. Once the couple returned to the U.S. and settled in the Portland area, it was a natural progression for Wilkins-Luton to begin teaching at a private international school, and then English as a Second Language at Clark, and then pre-college and college-level English. He earned tenure in 2006.

Wilkins-Luton says he was surprised and honored to receive a 2013-14 Exceptional Faculty Award. The award was announced at Clark’s 2014 Commencement ceremony and officially bestowed at the college’s Opening Day festivities on September 10. Student nominators described a professor they called “funny” and “friendly,” who “makes all students completely comfortable in the classroom.”

“I love to teach,” says Wilkins-Luton. “I love the classroom. I love the engagement with students.” He is sitting in his book-lined office at Clark, which amply proves that he hasn’t entirely escaped the tropes of the English professor. (“I have a lot more books at home,” he admits sheepishly, casting an eye at the seven shelves of volumes arranged in meticulous alphabetical order by author. “These are mostly the ones I don’t want my kids reading.”)

Yet despite his love of both printed books and face-to-face teaching, Wilkins-Luton recently moved to teaching entirely online. “I think you have to make transitions sometimes to stay sharp,” he explains. “Also, I’d been reading some research discussing how the face-to-face classroom favors the extrovert—the person who’s willing to raise their hand and speak up in class. In the online environment, the introvert and extrovert become equal. As someone with introvert tendencies of my own, I liked that idea.”

Wilkins-Luton says that at first, he was concerned that the online classroom would stifle the sense of humor and personal engagement that he practices in face-to-face teaching. But in fact, he says, online teaching has allowed him to give even more personalized attention to individual students. “If they ask me a question, I send them back a two-paragraph answer,” he says. “And yeah, it might have a joke in it. Because you know what? Students don’t need gravitas; they need a reason to learn.”

Learn more about the other 2013-14 Exceptional Faculty Award recipients.

Photo: Clark College/Jenny Shadley

“I believe in psychology,” says psychology instructor Kelly Fielding. “I believe it has value and purpose, and if I can affect a few students who want to make a dent in all the psychological distress in this world, then that’s a good thing.”

Fielding has seen first-hand the value of psychology: With almost 30 years of clinical experience as a psychologist, he has helped hundreds of patients cope with psychological distress. He brings this experience into the classroom at Clark College, where he has taught part-time since 1988. “I’m at the point where I’m teaching the children of former students,” he says with a laugh.

There’s a reason why parents are recommending Fielding to their kids—he has developed a reputation as an excellent teacher who incorporates personal and professional stories into his teaching. These are some of the qualities that earned him the college’s prestigious Exceptional Faculty Award. The award was announced at Clark’s 2014 Commencement ceremony and officially bestowed at the college’s Opening Day festivities on September 10.

“I already loved psychology when I went into [Fielding’s] course, but after I took his class, I gained a new love for the topic,” wrote one student nominator. “He would use storytelling to weave in the actual facts [of the course material], entertaining some students and allowing those students who required a visual aid to learn the material just as well as everyone else.”

Fielding, who has a Ph.D. from Brigham Young University, says he enjoys the diversity of Clark students. “I like the population mix,” he says. “I like that there are young kids who are still in high school and adult students who are much older than the ‘traditional’ college student. I think the older students gain from the energy of the younger students, and the younger students gain from the maturity of the older students. The older students, when they come back [to school], they’re very serious.”

Fielding says he’s felt his own teaching style develop as he’s grown older—though not necessarily toward the more serious. “I find that I become more and more open,” he says. “The younger you are, the more worried you are about judgment. The older I get, the less I find myself being afraid of what students will think if I share a particular idea or story.”

Over the years, Fielding says, the theory and practice of psychology has changed as scientists make new discoveries about the human brain. But when it comes to teaching psychology, some things remain constant—such as students’ misconceptions about the subject. “They think psychology is about manipulation,” he says. “And they have little to no idea how scientific it is. I teach them the scientific method. I show them how studies are conducted. By the time we’re done, I think they understand that science is more than chemistry, cells, and physics. But they also understand how those things play into psychology.”

Learn more about the other 2013-14 Exceptional Faculty Award recipients.

Photos: Clark College/Jenny Shadley

Director of Athletics Ann Walker

Vice President of Student Affairs William Belden announced today that Clark College has hired Ann Walker as the new Director of Intercollegiate Athletics; her first day will be Tuesday, September 2. Walker comes to Clark from Nova Southeastern University in Fort Lauderdale, Florida, where she served as the Associate Athletic Director for Compliance and Internal Operations. Overall, Walker has served for 23 years in athletics in roles ranging from administration to coaching.

“We are excited to be able to hire someone with Ann’s depth of experience and commitment to student success in this position at Clark, and I know she will be a great resource and advocate for our student athletes,” Belden said.

Walker served as an assistant basketball coach at Creighton University before being hired to head the women’s program at Minnesota State University. From there, she moved into athletic administration and has held a variety of positions including conference leadership roles. She has a M.A. in Sports Psychology from the University of Iowa, and a B.A. in Elementary Education from Northwestern College in Iowa.

Walker comes to Clark during an athletic upswing. Last year, 10 of 11 sports programs at Clark College made post-season appearances and four coaches won conference Coach of the Year Honors. Clark College’s fall athletic programs begin play on Monday, August 25.

Welding instructor Caleb White, left, shows students Grant Gwilliam and Cody Cook how to use a CNC plasma table, which is used in the computer-assisted cutting of metals. White has been active in developing new curriculum that teaches Clark students fabrication, a skill many local employers are seeking.

This summer, Clark is taking the next step in boosting our region’s economy by introducing a new technical program and adjusting some existing programs to better meet the needs of today’s employers.

Highlights of these changes include:

• A new Industrial Maintenance Technician (IMT) program that combines a selection of Clark’s existing Mechatronics, Machining, and Welding courses to train students on how to provide preventive maintenance and repair support to manufacturing and other mechanical industries. Leaders from regional industry have indicated a strong need for qualified IMTs, and labor surveys show that the average annual wage for IMTs is $43,000.
• Clark’s Welding program is introducing all-new curriculum that not only expands the variety of welding processes taught but teaches students how to use those processes in fabrication, a skill many local employers are seeking.
• Starting fall quarter 2014, Clark’s Mechatronics and Machining programs will begin offering night classes to help accommodate the schedules of current industrial workers who need to expand their skill sets to meet the changing needs of modern industry.

Anyone interested in enrolling in these programs can visit www.clark.edu/gotech to learn more.

All these changes were made in direct consultation with local employers.

Damond Batties looks on while Nicole Doyle works in an argon purge chamber, which is used in welding air-sensitive materials like stainless steel and titanium that are common in modern industry.

“As the largest workforce training provider in Southwest Washington, Clark College continually meets the needs of the business community and ensures that students are equipped with high-demand, relevant skills, whether they are full-time students entering the workforce or incumbent workers developing new skills to improve the productivity of their employers,” said Michelle Giovannozzi, Director of Corporate & Community Partnerships for Clark College Corporate & Continuing Education. “Over the last year, we partnered with regional manufacturers to develop the new Industrial Maintenance Technician program and the revised Welding curriculum in order to support growth through the economic recovery and beyond.”

“The underlying driver for all of Clark College’s Career and Technical Education programs is to provide students with relevant and rigorous educational opportunities that give them the skills that meet the workforce demands for our local and regional industries,” said Genevieve Howard, who as Clark’s Dean of Workforce, Career & Technical Education oversees the college’s Mechatronics, Machining, and Welding programs, as well as such well-regarded programs as Computer-Aided Drafting & Design and Automotive Technology.

Clark College has long served as the premier resource for training skilled technicians who meet the needs of this region’s industry. Through advisory committees and regular outreach, the college has developed partnerships that allow it to respond quickly to the needs of local employers. These new changes are part of that practice—a practice that has made the college Southwest Washington’s best source for career and technical training.

Photos: Clark College/Jenny Shadley

Bingen, Wash., is the site of a new Clark College facility offering educational opportunity to the residents of the Columbia River Gorge.

Less than a year after establishing a location in the Columbia River Gorge, Clark College is expanding its academic and technical offerings and moving into a new, larger facility.

The new location in Bingen, Wash., which is still being negotiated, would house both new classes designed for the needs of local employers as well as existing classes currently run out of Clark’s facility at the Wind River Education Center in nearby Carson. That facility was opened in fall 2013 in response to widespread interest from Columbia Gorge residents and school districts in having access to affordable, college-level classes; it will close when the Bingen facility opens in order to house all Clark programs in one convenient location.

The expansion is made possible in part by a $315,000 grant received by the college from the State of Washington to increase enrollment in aerospace education, approximately half of which is going to provide STEM (Science, Technology, Engineering and Math) education at the Bingen facility. The grant is part of an $8 million, statewide program to help two-year and technical colleges prepare future employees in the aerospace field.

The new Bingen location will include a computer lab and classroom space for classes in Computer Aided Design and Drafting (CADD), a skill that many regional employers cited as in high demand. The college will also be hiring a full-time employee in the Columbia River Gorge. The college is on an aggressive timeline, and will be ready to offer classes in the fall of 2014.

The college is also moving its Transitional Studies (basic education, GED preparation, and ESL) programs and other academic offerings previously provided at Wind River to the new Bingen facility. These other offerings include classes taken by area high school students through Washington State’s Running Start program, which allows students to take college-level classes while still enrolled in high school for little or no tuition—potentially earning their associate degree while still in high school.

Additionally, Clark College Corporate and Continuing Education (CCE) will use the new facility to continue and expand its specialized training for local employers. Beginning in fall 2014, CCE will also begin providing professional-development courses to the public, including LEAN, blueprint reading, Excel, Word, Outlook, Business Writing, email etiquette and communication, and essentials of supervision.

A full list of courses and activities in the Columbia River Gorge will be available on the Clark College website later this summer.

Photos: Clark College/Jenny Shadley

Work and closures will take place inside the areas marked by yellow lines.

Sections of Green Lot One will be closed off during the month of July as the college works to improve its fiber optic system. On July 15 and 16, the entire northwest portion of the lot will be closed to cars as workers determine the locations of existing underground utilities. Once those locations have been determined, smaller areas of the lot will be closed off as specific sites are worked on. All work should be done, and the entire lot re-opened, by the end of July.

Article and photo contributed by Facilities Services.

Beginning July 11, the College will be closed to the public at noon on Fridays through August 29.  Below please find information about the availability of College services available during this closure period.

Note: Even when services are available during normal operating hours, staff do take vacation during the summer and not all departments may be at full strength all the time. However, the college will ensure adequate staff coverage in critical areas.

Bookstore

• Open Friday, July 11, 7:30 a.m.-5:00 p.m. and Friday, July 18, 7:30 a.m. – 12:00 p.m.
• Open Monday through Thursday, 8:00 a.m. – 5:00 p.m., and closed Fridays, July 21 – August 22
• Open Friday, August 29, 7:30 a.m. – 5:30 p.m.

Business Services

• Will be closed at noon on Fridays July 11 – August 29.

Cashiering

• Will be closed at noon on Fridays July 11 – August 29.

Central Services

• Outgoing mail will be delivered to the Post Office prior to noon on Fridays, July 11 – August 29. There will be no campus mail delivery after noon on those Fridays. Campus mail will be delivered on the following Monday.

Emergency Management

• Will maintain normal operating hours during the summer and will not be closed at noon on Fridays.

Environmental Health and Safety

• Will maintain normal operating hours during the summer and will not be closed at noon on Fridays.

Events Services

• Will be closed at noon on Fridays from July 11 – August 29, unless there is an event scheduled that requires staff to be on site.

Facility Services

• Will maintain normal operating hours during the summer and will not be closed at noon on Fridays.

Financial Aid

• Closed all day on Fridays for processing.

Food Service

• Bakery — open Monday – Thursday, 8:00 a.m. – 1:00 p.m.
• Bauer Coffee Lounge – open Monday – Thursday, 7:30 a.m. – 2:00 p.m.  Closed Fridays.
• Hanna Coffee Lounge – open Monday – Thursday, 7:30 a.m. – 3:00 p.m.  Closed Fridays.
• Chewy’s Really Big Burritos – open Monday – Thursday, 10:00 a.m. – 3:00 p.m.  Closed Fridays.
• College Burger – open Monday – Thursday, 10:00 a.m. – 3:00 p.m.  Closed Fridays.
• Mighty Bowl – open Monday – Thursday, 10:00 a.m. – 3:00 p.m.  Closed Fridays.
• Anderson Grill is no longer in operation. A new vendor, to be selected over the summer, will begin operations fall quarter in that space.

Human Resources

• Will be closed at noon on Fridays July 11 – August 29.

Information Technology Services

• Will maintain normal operating hours during the summer and will not be closed at noon on Fridays.

The iQ Credit Union branch on the main campus

• Open Monday – Thursday, 9:00 a.m. – 1:00 p.m., July 7 – August 28. Open 9:00 a.m. – noon on Fridays from July 11 – August 29.  Resumes regular operating hours the week of September 1.

Library:

• Open Monday – Thursday 8:00 a.m. – 6:00 p.m.  Closed Friday, Saturday and Sunday (July 5 – August 31).
• eLearning front office (LIB 124) open Monday – Thursday 8:00 a.m. – 4:30 p.m. and 8:00 a.m. – noon on Friday.
• TechHub (Cannell Library) open Monday – Thursday 8:00 a.m. to 5:00 p.m. Phone and email only Friday – Sunday, Fridays 8:00 a.m. – 5 p.m., Saturday and Sunday 10:00 a.m. – 3:00 p.m.

Office of the Vice President of Administrative Services

• Will be closed at noon on Fridays July 11 – August 29.

Office of the Vice President of Instruction

• Will be closed at noon on Fridays July 11 – August 29.

President’s Office:

• Will be closed at noon on Fridays July 11 – August 29.

Production Printing

• Will be closed at noon on Fridays July 11 – August 29.

Security

• Lost and Found/ID Cards desk will be closed at noon on Fridays July 11 – August 29.
• Dispatch will be closed at 2 p.m. on Fridays July 11 – August 29.
• Security officers will be available 24/7 for all security-related issues.

Student Affairs

• Will be closed at noon on Fridays July 11 – August 29 (except Financial Aid which is closed all day on Friday for processing).

Tutoring

• Please visit the Tutoring Center’s website for a complete list of summer hours and locations.

Other Clark College locations

The Clark Center at WSU Vancouver, the Columbia Tech Center, and the Continuing Education Center in downtown Vancouver will also be closed to the public at noon on Fridays, although instructional classes–as well as programs offered by Corporate & Continuing Education–will be provided as already scheduled.

This article contributed by Administrative Services.

Photo: Clark College/Jenny Shadley