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

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

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

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

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

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

Her Beginning

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

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

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

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

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

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

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

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

Goforth has excelled at thriving—despite the barriers.

Her Accomplishments

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

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

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

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

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

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

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

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

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

Q & A with Katherine Goforth

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Learn more about Katherine Goforth

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

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

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

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

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

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

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

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

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

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

Meet Clark’s 2023 Social Work Interns

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Photos: Clark College/Susan Parrish

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

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

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

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

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

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

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

A gift for everyone 

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

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

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

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

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

Penguin Pantry was ready with 600 meals to distribute. 

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

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

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

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

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

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

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

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

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

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

Ongoing opportunities to give to students: 

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

Photos: Clark College/Susan Parrish

Clark College students Max DuCom, Kohen Mahler, Zachary Zamora, and Elizabeth Zamora stood in front of their Engineering professors, peers, and a team of judges on December 5 in the Collaboratorium in the STEM Building. This was the team’s moment they had worked toward throughout Fall term. They had spent weeks designing and building their prototype. Now it was time to present their project to the group, answer questions posed by the judges, and test their prototypes.

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 four students work together. At the end of each term, teams present their prototype to the group.

This Fall term’s design objective was to design and build a rocket payload prototype that includes scientific experiments and/or technology demonstrations for the Clark College rocket that will compete in the 2024 Spaceport America Cup competition in June in New Mexico.

A payload is cargo that the rocket is carrying. A payload can be a satellite, cameras, scientific instruments, food supplies, fuel or even people.

“The engineering department offers real-world challenges to our students,” said Engineering Professor Carol Hsu. “Then our students work together in teams to solve the problem using the engineering method — by defining the problem, brainstorming ideas, designing prototypes, testing and modifying to improve solutions.”

Trial and error

At the front of the room, Max, Kohen, Zachary, and Elizabeth were ready to begin. One student attached their project posterboard to the presentation wall. Another set their prototype on the table in front of them. Another introduced their project. Each chimed in, telling what specific tasks they worked on.

Their bill of materials included:

• Double-walled water bottle: $12.88
• Wooden top: $2.94
• Arduino UNO: $23.67 (An Arduino is a prototyping micro controller that can be programmed to do multiple tasks, such as turning on lights or motors to sensing temperature or movement.)
• Load cell: $5.99
• Battery pack: $2.99
• Total cost of project: $48.47

One student mentioned that their initial idea was to use a double-walled water bottle as their vessel, but they soon realized it was not the best choice. Instead, they settled on a plastic two-liter soda bottle. They cut the top off the bottle and started again.

A judge paused a question: “May we see the prototype?”

Students walked the prototype to the judges’ table. The judges examined it carefully, passing it from one to the next so all could see it up close.

Then more questions were posed, followed by a discussion about how to improve the prototype. When the judges were satisfied, Max, Kohen, Zachary, and Elizabeth gathered up the pieces of their project and made room for the next team to present their project.

All teams tested their payload prototypes via a drop test. To simulate a 25 feet-per-second impact speed, each team secured their payload in a fiberglass rocket tube and dropped it from a height of 10 feet. Most teams’ payload survived the drop test. A few teams needed minor repairs.

Professor Tina Barsotti added, “Our students are applying engineering principles to address real-life challenges, and this hands-on, practical experience contributes significantly to the strength of Clark’s Engineering program. This mirrors the authentic situations they will likely face in their professional careers.”

About Spaceport America Cup

The Clark Aerospace team launched its rocket, Little Penguin, at Spaceport America Cup competition in Las Cruces, New Mexico in June 2023. Spaceport is the world’s largest IREC (Intercollegiate Rocket Engineering Competition) for student rocketry teams. It is held annually by the Experimental Sounding Rocket Association at Spaceport America.

Rocket teams are evaluated based on the build of their rockets, payload systems, and the flight of the rocket.

Clark College rocket team at Spaceport 2023:

• Nearly 6,000 rocketeers on 158 teams hailing from 24 countries competed in 2023.
• Clark College was the only community college that competed.
• Clark’s rocket team built a rocket that was 12 feet tall and weighed 54 pounds.
• Clark competed in the 10,000-foot apogee with COTS (commercial-of-the-shell) solid rocket propulsion system category
• Clark’s rocket payload system measured temperature, humidity, and radiation in the inner space of the rocket during its ascendant.
• Clark’s rocket soared to about 9,000 feet. It was recovered successfully after the launch.
• Looking ahead: 2024 Spaceport Cup
• Clark’s rocket team plans to launch a rocket with a 4 kg payload (about 8.81 pounds) to 10,000 feet on a non-commercial propellant formulation.
• The rocket team has invited Clark engineering teams to be part of the Spaceport competition by contributing to the design by prototyping a payload system.

Photos: Clark College/Susan Parrish

Archer Gallery opened The Stone Path, an exhibit featuring work by eight indigenous artists on November 15. The exhibit is presented by Art in Oregon. Viewing hours are 11 a.m. to 5 p.m., Monday through Saturday, except December 23 – January 1, and by appointment January 2-7. The exhibit is open through January 24, 2024. 

Previously, the exhibit was displayed at Gretchen Schuette Art Gallery at Chemeketa Community College in Salem, Oregon and Chehalem Cultural Center in Newberg, Oregon. 

“This exhibit is a unique opportunity to see the top-notch work of eight stellar regional artists and attend a variety of accompanying talks,” said Archer Gallery Director Kendra Larson. “My hope is that this exhibition is a powerful visual testimony to the strength of art in the Pacific Northwest, sheds light on a variety of topics that currently impact us all and will give voice to artists historically underrepresented.” 

Larson added, “This exhibit also represents a collaboration between Clark College, Art in Oregon, and Crows Shadow, which I hope turns into future friendships between the three institutions. I’m so pleased that the Clark College and Vancouver community can enjoy this show.”  

Exhibition statement 

The Stone Path is a traveling exhibition showcasing the work of Natalie Ball, Demian DinéYazhi’, Vanessa Enos, Ka’ila Farrell-Smith, Lillian Pitt, Wendy Red Star, Jeremy Red Star Wolf, and Marie Watt. Through their common connections as former artists in residence at Crow’s Shadow Institute of the Arts in Pendleton, Oregon and Oregon-based artists with Native American tribal heritage, this exhibition presents select permanent collection fine art prints from the artists’ residencies alongside artworks representing their studio practice. Curated by Art in Oregon’s Selena Jones, Owen Premore, and Tammy Jo Wilson. 

The Stone Path celebrates eight remarkable indigenous artists whose artistry expands our understanding of Oregon’s communities, cultures, and histories. The exhibition title references the flat stones used in lithography, a fine art printmaking process ingeniously represented in Crow’s Shadow Permanent Art Collection. During their residencies, artists work closely with CSIA’s master printmaker towards realizing limited-edition prints that strive to capture the artist’s unique vision through innovative augmentation and invention. CSIA residency prints are highly regarded and collected throughout the world. The exhibition will showcase additional art pieces from participating artists in complement and juxtaposition to their fine art prints. 

Artist Talks 

Archer Gallery offered thoughtful, insightful artist’s talks with Ka’ila Farrell Smith and Demian DinéYazhi’ on November 20 and 21 via Zoom. 

On the closing day of the show, join curators Selena Jones, Owen Premore, and Tammy Jo Wilson for The Stone Path exhibition curators’ walk-through at 1 p.m. on January 24 in Archer Gallery. 

Meet the Artists 

• Natalie Ball (Klamath/Modoc, based in Chiloquin, Oregon) 
• Demian DinéYazhi’ (Diné/Navajo People, based in Portland, Oregon) 
• Vanessa Enos (Walla Walla, Yakama and Pima heritage; enrolled in the Northern Cheyenne Tribe of Montana, based near Pendleton, Oregon) 
• Ka’ila Farrell-Smith (Klamath Modoc, based in Modoc Point, Oregon) 
• Lillian Pitt (Warm Springs Reservation; descendant of Warm Springs, Wasco [Watalas] and Yakama [Wishxam] people, based in Portland, Oregon)  
• Wendy Red Star (Apsáalooke/Crow, based in Portland, Oregon) 
• Jeremy Red Star Wolf (Confederated Tribes of the Umatilla Indian Reservation; vice chair, CTUIR board of trustees; lives on the Umatilla Indian Reservation) 
• Marie Watt (Onödowá’ga/Seneca Nation of Indians, based in Portland, Oregon) 

About Art in Oregon 

Art in Oregon is a Black-led, statewide visual arts focused 501(c)(3) non-profit working to build bridges between artists and communities. The mission of Art in Oregon is to foster culturally rich regional communities through partnerships, advocacy, and investment in artists, businesses, educational spaces, and community spaces. Our goal is to build and sustain art patronage through pride in Oregon artists and pride in art ownership. We work to establish collaborative relationships with the common goal of increased visibility and access to art for all people. Learn more here. 

About Crow’s Shadow Institute of the Arts 

Crow’s Shadow Institute of the Arts is a nonprofit 501 (c)(3) organization formed in 1992 by local artists James Lavadour (Walla Walla) and Phillip Cash Cash (Cayuse and Nez Perce). CSIA’s mission is to provide a creative conduit for educational, social, and economic opportunities for Native Americans through artistic development. Crow’s Shadow has evolved into a world-class studio focused on contemporary fine art printmaking.  

Crow’s Shadow is located in the historic schoolhouse at Saint Andrew’s Mission on the Confederated Tribes of the Umatilla Indian Reservation about 10 miles from downtown Pendleton, Oregon. Learn more here. 

 About the Archer Gallery and Clark Art Talks 

Archer Gallery serves the students and community of Clark College by exhibiting contemporary art in a not-for-profit educational setting. The gallery exhibits work by nationally and internationally renowned artists and connects the Clark College community with accessible, diverse perspectives from the contemporary art world. Learn more here. 

Clark Art Talks serves the students and community of Clark College by hosting a monthly art lecture series. Distinguished artists and art scholars share their experiences related to their art practices and provide unique insights into their varied career paths and artistic techniques.  

Exhibition photos: Clark College/Kendra Larson

Tanna Engdahl, Cowlitz Tribe Spiritual Leader, sat on the stage in Gaiser Student Center and pointed to the image of a long, eel-like fish projected on the screen. 

“Does anyone know what this is?” she asked. 

Someone in the audience shouted, “Lamprey!” 

Engdahl nodded and asked, “Has anyone tasted lamprey?”  

In the sea of 130 people in attendance, only a few raised their hands. 

Engdahl laughed, “Well, I haven’t–and I won’t!” 

Engdahl captivated her audience of Clark employees, students, and the greater community during her presentation “Cowlitz: Then and Now” on November 21 in Gaiser Student Center. Held during Native American Heritage Month, the event was hosted by the college’s Office of Diversity, Equity, and Inclusion. Employees who attended received Power, Privilege and Inequity (PPI) credit. 

“I am grateful to Tanna for connecting with the college community to share stories about the Cowlitz people,” said Vanessa Neal, Vice President of Diversity, Equity, and Inclusion. “I also want to mention that Tanna was an essential member of Clark’s 2022 Strategic Planning Committee, has supported the development of the Land and Labor Acknowledgement we use today, and continues to be involved with our Social Equity Advisory Council. I continue to be grateful for Tanna and the intentional relationship that we – as a college – are continuing to build with the Cowlitz Tribe.”  

Engdahl’s presentation included taking time at the end to answer every question from the audience. She responded with thoughtful, informative answers.  

Weaving stories 

As Engdahl shared images on the screen, she told stories about her tribe’s history, culture, their struggle to have a homeland, and their environmental stewardship as they look toward the future. 

Engdahl talked about how her tribe lived before white Europeans began settling in the Pacific Northwest. The Cowlitz people followed a cyclical rhythm of living on the land. Most of the time, they lived in longhouses in large villages near rivers and streams for easy transportation via canoe. Some of the tribe followed harvest cycles to gather huckleberries, wapato, camas root, and to fish and hunt for game including deer.  

She shared how her people’s hands were rarely idle. They made everything they needed. They harvested cedar bark, soaked it in a creek to make it pliable, then wove it into dresses, capes, hats, sleeping mats, and more.  

Although there was always so much work to be done, her people also gathered for dancing, drumming, and storytelling. So many stories to tell! 

Engdahl spoke about how the presence of the white man changed her people. Their ships brought diseases that killed 98% of the Cowlitz people. Still, the white men kept coming. When the white men tried again and again to move her people from their homeland to reservations, the Cowlitz said “no.” Again and again.  

She spoke about how alcohol and drugs destroyed individuals and tore families apart. She also talked about the importance of the Indian Child Welfare movement “to keep our children with their people, their families.” 

Family and community—not just today but for generations into the future—is always at the forefront of everything the tribe does. 

Looking to the future 

Engdahl talked about how her tribe is being good stewards of their land. Long ago, her people harvested camas root, one of their staples in the diet. The Cowlitz are replanting camas in areas where it once thrived. Reintroducing camas bodes well for a future with sustainable native plants for indigenous foods.  

Another good sign for the future: The Washington Legislature passed legislation requiring Since Time Immemorial: Tribal Sovereignty in Washington State curriculum or other tribally developed curriculum be taught in all K-12 schools. Despite the mandate being unfunded, more school districts across the state are offering courses that tell the essential stories of our indigenous brothers and sisters. 

Engdahl emphasized a most important message: “We are still here.” 

She said there is much work to be done as the tribe moves forward. And more stories to tell.  

Engdahl teaches a course about the Cowlitz Tribe through Clark’s Continuing and Community Education program. She taught the class during Fall term and will teach it again during Spring term.  

Photos: Clark College/Jenny Shadley

A car pulled into the Red Lot 3 roundabout in the northwest corner of the Penguin Union Building. Sarah Gruhler, Clark’s director of Student Life, stepped up to the car and greeted a Clark student through the passenger window.  

“Good morning! Where would you like your box?” 

Gruhler, pictured at the left, who coordinates Penguin Pantry, found the student’s name on the list, asked a few questions and then turned to the crew of student volunteers and said, “Food box, two meals and a gift card.” 

Volunteers carried the food to the car and loaded it into the trunk. The student drove away with a large box of food, two holiday dinners and a $25 Safeway gift card.  

During its November distribution on the 21^st and 22^nd, the Penguin Pantry distributed 6,716 pounds of food and served 221 students plus their families, for a total of 755 people assisted.  

That’s a 70% increase from pantry statistics last November, when the pantry distributed 3,900 pounds of food and served 130 students, for a total of 431 people.  

“We are definitely seeing an increase in the use of pantry services,” Gruhler said. 

Food insecurity is a real concern  

Penguin Pantry marked its fifth year in July. The pantry supports a healthy college community by reducing hunger and food insecurity on campus and connecting students with essential resources. The pantry has become an important resource to help Clark College students stay on the path to graduation. Penguin Pantry’s assistance is welcomed by students who are navigating inflation and skyrocketing food and housing costs that have created barriers for students trying to stay in school and complete their degrees. 

Studies have shown a direct correlation between college students’ food insecurity and their ability stay in school.  

• Inside Higher Ed reported on a study of community college students and food and housing that found nearly a third of community college students ran out of food in the last 30 days and they didn’t have money to buy more food. 
• Best Colleges reports that about 23% of college students were food-insecure in 2020, and that number increased during the pandemic. The study also reported that food insecurity affected students’ grades and graduation rates. 
• Another study by Johns Hopkins Bloomberg School of Public Health reported that “food insecurity among college students is associated with lower college graduation rates.”  

Hunger: The local story 

Increasingly, more people are seeking food assistance from food pantries nationwide. Clark College’s Penguin Pantry is not alone in seeing more local people seeking assistance. 

Locally, the FISH of Vancouver pantry in downtown Vancouver continues to see client numbers increase. During the week of November 12-18, FISH of Vancouver welcomed 90 new clients, served 881 households, and fed a total of 3,375 people. Clark College students also can receive food assistance from FISH of Vancouver. 

FISH Executive Director James Fitzgerald said, “We are so thankful for community support that allows us to serve so many more people in need. We are glad to be a place people can come for food to help supplement their budgets and make ends meet.” 

Although Penguin Pantry receives some food from Clark County Food Bank, most of Penguin Pantry’s food is purchased through local stores with funds from donors. 

Clark County Food Bank manages 8 million pounds of food each year, which is equivalent to 6.7 million meals for individuals and families experiencing hunger. It works with 43 nonprofit partner agencies at 130 distribution sites, along with food bank led programs, to serve neighbors facing food insecurity throughout Clark County.  

Clark County Food Bank’s annual Walk & Knock food drive is this Saturday, December 2. You can participate by volunteering or by filling a bag with nonperishable food and putting it on your doorstep by 9 a.m. on Saturday. Here are the statistics for last year’s Walk & Knock: 2,200 volunteers, 150,753 pounds of food and toiletries donated, and $31,000 in cash donations.  

Finding food assistance: For students and others in the Clark College community who seek food assistance, find available food pantries (including Penguin Pantry) and other resources with Clark County Food Bank’s Food Finder Tool. 

How students can request a monthly pre-packaged food box: 

1. Log into MyClark@Clark 

2. Look for the Penguin Pantry Order Form (right navigation) under Get Started 

3. Fill out the form completely, and submit 

4. Your confirmation email with a pick-up date/time. 

If students need immediate assistance with food, housing, and/or other basic needs, visit the following Clark County community resources: 

• Clark County Food Bank 
• Council for the Homeless 

How you can donate to Penguin Pantry: 

• Online: Give online with Clark College Foundation’s online giving form. 
• By mail: Send your check/money order to:  
  Clark College, Attn: Cashier’s Office (PUB 153)  
  1933 Ft. Vancouver Way, Vancouver, WA 98663. 
  Write the check to “Clark College” and write “Penguin Pantry” in the lower left note area. 

Learn more at https://www.clark.edu/campus-life/student-support/penguinpantry/index.php 

As the Union High School Concert Choir began its last song, they immediately commanded the attention in crowded Gaiser Student Center. Three students set the pace by pounding a staccato rhythm on djembe drums. The singers swayed to the rhythm, their voices clear and joyful. They moved to the music—smiling and clearly enjoying themselves. Some singers held cupped hands to their mouths and whooped. People in the audience bobbed their heads and smiled. The room’s atmosphere was electric. 

This enjoyable, immersive performance was one of many when choirs from 13 high schools and middle schools from the region performed at the Clark College Eighth Annual Fall Choral Festival on November 17 at Clark College. The choirs came from as far away as Ilwaco, Washington (106 miles) and Aurora, Oregon (60 miles). 

Dr. Jacob Funk, Director of Choirs at Clark College, left and festival director said, “We love hosting this event at Clark College. Shelly Williams, program coordinator of the Fine Arts division, does all of the organizational heavy lifting for this event. Then we get Clark students in the ASCC Vocal Music program to volunteer and run this event along with Shelly and myself.”  

Five choir clinicians with experience teaching at University of Portland, Oregon State University, Whitworth University, Pacific Lutheran University, and Portland Community College listened in the back of the room and then took turns offering useful advice to the choral students. 

Each choir performed for 20 minutes. Then a clinician came onto the stage and spoke to the student musicians to offer useful suggestions about their performance. For example, one choir had sung a song that included Russian words, and the clinician offered pronunciation tips for the words, then had the students and the audience practice enunciating the words.  

Dr. Funk added, “The schools come from all over because they know it’s a supportive atmosphere and they know we have amazing clinicians. Our festival is at a time of year when not many other festivals are happening, so it gets their choirs out there singing. It’s just a real joy to see it all come together and to get so many high school students on our campus.” 

Participating choirs from Clark County: 

• Clark College: Concert Choir and Treble Ensemble, Director Dr. Jacob Funk 
• Camas High School: Select BassChoir and Select Treble Choir, Director Ethan Chessin 
• Heritage High School: Concert Choir and Select Treble, Director Billy Buhl 
• La Center High School: Select Treble Choir, Director Rhonda Catchpole 
• Ridgefield High School: Concert Choir and Treble Choir, Director Bob Meek 
• Union High School: Concert Choir and Women’s Ensemble, Director Joel Karn 
• Vancouver School of Arts and Academics (VSAA): Vocal Rep Ensemble and Vocal Style & Tech Ensemble, Director Joel Thoreson 

Participating choirs from other counties: 

• Arts & Communication Magnet Academy, Beaverton, Oregon: Synergy Choir, Director Lauren Craig 
• Dexter McCarty Middle School, Gresham, Oregon: Concert Choir, Director Ron Neighorn 
• Ilwaco High School, Ilwaco, Washington: Concert Choir, Director Rachel Lake 
• Kelso High School, Kelso, Washington: Hilander Concert Choir, Director Brent Liabraaten 
• North Marion High School, Aurora, Oregon: Concert Choir, Director John Haddock 
• R.A. Long High School, Longview, Washington: Chor Diem, Director Alison Askeland 
• Woodland High School, Woodland, Washington: Choir, Director Patrice Lins 

Clinicians who offered constructive advice to the choirs were: 

• Dr. Samuel Barbara, Director of Choral and Vocal Studies at Portland Community College, Rock Creek Campus 
• Dr. Tina Bull, Emeritus Professor of Music, Coordinator of Music Education at Oregon State University (1996-2015) 
• Dr. David De Lyser, Director of Choral Activities and Professor of Music, University of Portland 
• Dr. Xiaosha Lin, Assistant Professor and Director of Choral Activities at Whitworth University in Spokane 
• Dr. Tiffany Walker, Visiting Assistant Professor of Choral Music at Pacific Lutheran University 

Piano faculty members were Dr. Jeongmi Yoon, who serves on faculties at Clark College and University of Portland, and Yena Lee Halsel, who accompanied the Clark College choirs. 

The Clark community celebrated the publication of The Iceberg, the college’s annual student comic anthology with stacks of the 2023 issue, chats with industry professionals, and free pizza on November 16 in PUB 161.

The packed room buzzed with excited chatter. Some students munched on pizza. Everyone held the just-released 2023 comic, hot off the press. And it seemed everyone was turning the pages and talking about it.

Keeping the party moving forward were Iceberg faculty advisors Professor Toby Peterson, who teaches English 128, Graphic Fiction Writing, and Professor Grant Hottle, who teaches Art 105, Drawing for Comics.

Students had the opportunity to break into small groups to meet with three comic industry professionals: artist Steve Lieber, artist Jeff Parker, writer David Walker, and editor Diana Schutz.

A student group makes editorial decisions regarding which comics to publish. The 2023 Iceberg features 21 comics by Clark students, including Emily Martinez.

“It’s my first time being published,” Martinez said. “It’s exciting. I feel I’ve accomplished something.”

Martinez, a 2023 Clark graduate, plans to transfer to WSU Vancouver next fall to pursue her goal of becoming a writer.

Kelsie Cannon, also a 2023 Clark graduate, had two comics published in The Iceberg. She plans to transfer to an art school so she can pursue her goal of becoming a storyboard artist.

Even though The Iceberg is only five years old, Peterson said some former students have pursued art careers. One is creating digital art for the video gaming industry.

Peterson described what it’s been like creating comics since the pandemic began. “It’s been an exhalation of pent-up creative energy.”

How to submit comics for publication in The Iceberg:

All Clark students and alumni are eligible to submit their work for publication in The Iceberg. All submissions are done electronically via Submittable.

Photos Clark College/Susan Parrish

If you’ve ever had to plan, shop for, and prepare a holiday meal that included turkey with all the trimmings, imagine the work it takes to prepare Thanksgiving dinner for 450 people!

That is exactly the task undertaken by students and instructors in Clark’s Cuisine program and Professional Baking & Pastry Arts program. They prepared holiday meals for students and their families—a total of 450 people. The meals will be distributed during the Penguin Pantry’s November drive-through pantry pickup.

To demonstrate the enormity of the task, Chef Aaron Guerra (above) shared his shopping list: 142 pounds of turkey breast, plus four 18-to-20-pound turkeys to make stock and gravy. Add to that a mountain of potatoes. (How many pounds of potatoes does it take to make mashed potatoes for 450 people?) Don’t forget the must-have side dishes: gravy, dressing, cranberry-orange sauce, and vegetables.

Alison Dolder, head of the Professional Baking & Pastry Arts program, supervised her students in baking 450 dinner rolls and 450 fruit bars for dessert. Last year, her students made full-size pies for the holiday pantry, but packaging slices of pie without them looking messy made her rethink the dessert menu.

Dolder said, “This year, students made three varieties of fruit bars: apple, marionberry, and raspberry. They are as delicious as a slice of pie—and they hold together much better. We’ll have the full-size pies for the culinary kiosk sales next week.”

Cuisine students assembled the completed meals in a production line. The boxed meals are being stored in a cooler until Penguin Pantry distribution day from 10 a.m. to 2 p.m. on Tuesday, November 21.

The Penguin Pantry distributes food to students monthly, but in November, the distribution also includes these holiday meals.

Director of Student Life Sarah Gruhler, who supervises Penguin Pantry, said, “Students really appreciate the homemade food made by our students. They love all the extras—from a turkey dinner to laundry detergent to Safeway gift cards. These extras the pantry provides allow students to use their resources in other ways—like paying their electric bill. We don’t want students having to choose between food or electricity and heat.” Gruhler added, “Penguin Pantry helps ease the financial burden of our students.

She demonstrated the need the pantry provides for financially stretched students and their families. The pantry received a bonus shipment of fresh dairy, frozen meat, and meal kits from Clark County Food Bank. Over two days this week, Penguin Pantry did two “pop-up” distributions to get this perishable food to students in a timely manner.

She said, “We gave out almost 2,000 pounds of food in two days.”

If you would like to give specifically for holiday meals for students, donors can give via Clark College Foundation online.

About Penguin Pantry

Penguin Pantry marked its fifth year in July. The pantry supports a healthy college community by reducing hunger and food insecurity on campus and connecting students with essential resources. The pantry has become an important resource to help Clark College students stay on the path to graduation. The global pandemic, inflation, and skyrocketing prices have created more barriers for students trying to stay in school and complete their degrees.

During the 2022-23 academic year, the pantry served:

• 511 Individual students
• 1,863 family members of students
• 1,243 boxes of food distributed
• 31,000 pounds of food distributed

How students can request a monthly pre-packaged food box:

1. Log into MyClark@Clark

2. Look for the Penguin Pantry Order Form (right navigation) under Get Started

3. Fill out the form completely, and submit

4. Your confirmation email with a pick-up date/time.

If students need immediate assistance with food, housing and/or other basic needs, please visit the following Clark County community resources:

• Clark County Food Bank
• Council for the Homeless

How to donate to Penguin Pantry:

• Online: Give online with Clark College Foundation’s online giving form and choose ‘Penguin Pantry’ from the drop-down menu.
• By mail: Mail your check/money order to: Clark College, Attn: Cashier’s Office (PUB 153), 1933 Ft. Vancouver Way. Write the check to “Clark College” and write “Penguin Pantry” in the comments area.

Learn more at https://www.clark.edu/campus-life/student-support/penguinpantry/index.php