Program open to the public

By Maegan Murray, 黑料社 Tri-Cities

RICHLAND. Wash. 鈥� Washington State University Tri-Cities will offer a virtual Jump Start program that will run Aug. 17-21 to get students prepped for a successful virtual fall semester.

The program features a series of pre-recorded and live trainings on topics to prepare students for best academic learning virtually. Additionally, the program includes links for trainings on how to use virtual platforms such as Zoom, Blackboard and others, as well as links to resources for using the mathematics-based platform, ALEKS.

The 黑料社 Tri-Cities Jump Start program is free and open to all students interested in participating at tricities.wsu.edu/jump-start. It is also open to students outside of 黑料社 Tri-Cities.

鈥淲ith many schools going online for fall, we wanted to provide students with resources to refresh their skills in academic reading, writing, math, as well as provide several success tips and trainings that will get them ready to start the fall semester virtually,鈥� said Anna Plemons, 黑料社 Tri-Cities assistant vice chancellor for academic affairs. 鈥淢any students switched quickly last spring to virtual instruction, both current college students and high school juniors and seniors. We wanted to provide a community resource that students can use, regardless of campus or location.鈥�

The live workshops/sessions include (all linked on the Jump Start website):

• Strategies for Success in First-Year Writing 鈥� Noon Monday, Aug. 17, via
• Writing to Belong 鈥� Noon Tuesday, Aug. 18, via
• Connecting College and Career 鈥� 1 p.m. Wednesday, Aug. 19, via
• Communicating with Faculty 鈥� Noon Thursday, Aug. 20, via
• 黑料社 Tri-Cities Virtual Welcome 鈥� 2 p.m. Friday, Aug. 21, via

The pre-recorded video sessions include (all linked on the Jump Start website):

• 10 Tips for Successful Virtual Learning
• Reading Your ALEKS Score
• Note-taking
• Scientific Literacy
• How to Read a Syllabus

To access each session and resource, visit and click each of the links to watch the pre-recorded content or attend the sessions live via Zoom. Individuals must have downloaded the Zoom application to access the live sessions.

For for more information, visit the 黑料社 Tri-Cities Jump Start website at or contact Anna Plemons at aplemons@wsu.edu.

By Maegan Murray, 黑料社 Tri-Cities

RICHLAND, Wash. 鈥� Veronica Romero had plans to walk with her peers at the Washington State University Tri-Cities commencement this spring. But like many others, those plans are postponed.

Like thousands of college students across the country, she also transitioned to online learning and had to forego the in-person classroom experiences that she enjoys as a future teacher.

But she didn鈥檛 let those things phase her. Have there been challenges? Sure. Does she miss the face-to-face interactions with her professors and peers? Definitely. But with the challenges, she said, have come many opportunities.

Growing knowledge of educational technology

As a future teacher, Romero has used the time to become a full-time teacher a bit earlier than planned. The young single mom of two is teaching her own kids at home while completing the rest of her classes online, a time that she truly cherishes. And she has used the move to online learning to brush up on educational tools and technology that are sure to be the future of K-12 education, or at least important components.

鈥淚t has been a bit of a difficult transition because the 黑料社 Tri-Cities education program is normally really hands-on, people-focused and student centered,鈥� she said. 鈥淏ut with the transition to distance learning, we are also encouraged to rely on our own technology and use that technology for good.鈥�

As educational technology is a growing field, she said the switch to online learning has helped educate her and her peers on what many teachers will use in the future. She said they rely on different platforms for learning, including videos, interactive media and collaborating more on Zoom breakout sessions.

鈥淚t has been hard stepping away from student-centered, hands-on learning, but it鈥檚 also been an opportunity to grow our knowledge in these ed tech tools and resources,鈥� she said.

Why education?

Romero said her fifth-grade teacher Jean Kilian and high school leadership teacher Dave Martinez originally inspired her to go into a career in education. Once she began her job as a paraeducator, she was further inspired by MaryBeth Zins, a teacher she worked with that made the classroom 鈥渕agical鈥� for students.

鈥淚 thought, 鈥榃ow, I want to do that,’ 鈥� she said.

She started looking at education programs and found 黑料社 Tri-Cities to be a good fit. She initially started out in the alternate route program, which provides paraeducators the opportunity to combine their proven classroom experiences with courses where they earn a bachelor鈥檚 in education with an English language learning or special education endorsement in two years.

While she loved the program, she missed the immersive full-time student experience. So she transitioned out of the alternate route program and into the traditional education bachelor鈥檚 program at 黑料社 Tri-Cities, pursuing her bachelor鈥檚 with an endorsement in English language learning.

鈥淚t was difficult because I had to step away from being a provider first and from evening classes to being a full-time student, but it was the best decision for me as a teacher and as a student,鈥� she said. 鈥淢uch more room for making connections.鈥�

Romero said she particularly enjoys the focus that the 黑料社 Tri-Cities College of Education and her professors place on diversity, cultural awareness and teaching with cultural relevancy.

鈥淲hen I was going through school, there wasn鈥檛 as much awareness about Spanish-speaking students and there was a gap because there wasn鈥檛 really culturally-relevant teaching,鈥� she said. 鈥満诹仙玮�檚 education program really focuses on whole student-driven education and the diversity in our communities, especially in central and eastern Washington and making it equitable. They are really forward thinking. There is a focus on research and bridging those gaps that we now know exist.鈥�

Parent-teacher

Since the transition to online instruction this spring, Romero has enjoyed bringing those practices into her home when teaching her kids full-time while completing her semester online. She said she regularly utilizes strategies and practices with her kids that she is currently learning about through her classes.

鈥淚t鈥檚 cool because while my daughter works on her homework, I get to share what I鈥檓 learning as a teacher first-hand,鈥� she said. 鈥淢y daughter is also really into social issues, even at 10 years old. I get to bring home my class material from my political science class and share that with her. It鈥檚 been really fun and she really enjoys it.鈥�

Romero鈥檚 kids have also noticed a difference in learning styles and have grown to have a new respect for their regular public school teachers. She said her kids see the day-to-day prep that goes into preparing for lessons and observes her teaching strategies in action.

鈥淭hey have a different appreciation for their teachers,鈥� she said.

Future is bright

Romero now has one semester left before finishing her education degree, but said she can鈥檛 wait to begin her life as a full-time teacher locally in either her hometown of Sunnyside or somewhere else regionally in the mid-Columbia area in Washington state.

鈥淚 currently substitute teach in Sunnyside and I have a really great connection with the community that we serve, but I鈥檓 also open to serving the community wherever there is a need,鈥� she said.

Romero said she plans to put the culturally-relevant teaching practices she has gained through the 黑料社 Tri-Cities College of Education to good use. She plans to use the leadership skills she gained through 黑料社 for preparing the region鈥檚 future leaders as a teacher. Additionally, she plans to pursue her master鈥檚 degree in education.

鈥淚 have always wanted to be a Coug,鈥� she said. 鈥淐ougs lead the way, and that is what I will take away from 黑料社 as a whole 鈥� it鈥檚 that 黑料社 culture of leading. Specifically what I have taken from the education program, is what it is to be a leader and continue innovating in the way that we teach, the way that we communicate and the way that we connect and collaborate. You should strive to be a positive agent for change in society, and especially in the education system as a teacher.鈥�

Romero was one of several thousand graduating students from 黑料社 across the state to participate in the first-ever 黑料社 systemwide graduation celebration.

 

Media contacts:

Veronica Romero, 黑料社 Tri-Cities education student and graduating senior, veronica.romero@wsu.edu

Maegan Murray, 黑料社 Tri-Cities public relations/communication coordinator, 619-403-3617 (cell), maegan_murray@wsu.edu

By C. Brandon Chapman, College of Education

As the novel coronavirus has required a heavy reliance on technology and access to online learning, educators at Washington State University Tri-Cities are encouraging K-12 students and their families to head the other direction, with a new series of low-tech teaching tips.

Each tip is printed on a flyer that also bears the message: 鈥淭he little moments that make a big impact.鈥� The flyers are designed as a quick resource for families in their role as educators to their homebound children.

Even the delivery mechanism is low-tech: school lunches. The flyers are given to local schools that then have the option of handing them out with the school lunch program.

These teaching tips include things like how to ask better questions of your child to elicit more meaningful conversation.

鈥淭he big idea of 鈥榓sk, don鈥檛 tell鈥� reminds me, every day, to ask questions about my son鈥檚 thinking,鈥� said John Mancinelli, executive director of Educational Outreach and Partnerships at 黑料社 Tri-Cities. 鈥淒uring our talks, it was clear that my son was less eager to hear what I thought as much as he wanted to share his thoughts.鈥�

One flyer, meant for grades K-3, is called 鈥渨onderings鈥� and encourages kids and families to just take a walk around the neighborhood or local park, having the child choose 4-5 small items from the natural world, such as rocks, plants, flowers, etc. After the walk, the child can look at each item carefully and come up with things that they 鈥渨onder about鈥� with each. They then try to come up with answers.

鈥淭hrough this activity, the child and family are modeling true science: asking questions and finding answers,鈥� said Judy Morrison, associate professor of science education.

Another flyer for grades 3-5, focuses on the moon and its path, having kids draw the moon and other objects, such as a roof or light post. The child does this every night at the same time, and after 3-4 nights of the activity, they use the following night to draw where they predict the moon will be, based on past observations. Then they see how closely they were able to predict. Once again, science modeling.

鈥淭here鈥檚 a lot more to education right now than simply logging in, seeing what online assignments are required, then doing them,鈥� Morrison said.

It鈥檚 also a matter of equity, since currently, there is often an assumption that all students have access to the internet and the technology used to watch video lessons. 黑料社 Tri-Cities faculty said they hope to remind people that learning isn鈥檛 limited to technology.

As an example, Morrison said that many of the helpful tips and tricks for learning are based on materials and activities commonly found at home.聽 It can also be as simple as parents finding a quiet place in the house to study or do homework.

鈥淲e know that not every child has that option; not every learning environment is the same鈥� she said. 鈥淏ut we need to recognize that we often unintentionally assume that all children have those same benefits.鈥�

Even when households have all the benefits of technology, Mancinelli said it鈥檚 not always realistic to expect that things will work smoothly. There can easily be technical and logistical issues.

鈥淪ome families have four or more people online at one time, making access to technology and the internet difficult,鈥� he said. 鈥淭hen, when you consider families that don鈥檛 have the technology or the internet, the problem is compounded. These teaching tips are meant to address the problems of the new learning environment.鈥�

At this point, Mancinelli said there鈥檚 no way of knowing how many flyers have been distributed. It鈥檚 just too early to know. But he said that all contacts thus far have been supportive, which isn鈥檛 surprising based on current relationships.

鈥淥ur faculty are always highly engaged with the regional school districts, teachers, and the general public,鈥� he said. 鈥淢any serve on district and parent committees and offer their professional services regularly.鈥�

Each teaching tip flyer has photos and names of all faculty members in 黑料社 Tri-Cities鈥� College of Education. And for good cause.

鈥淥ur pictures remind folks that we are here and a resource,鈥� Mancinelli said, 鈥渁nd since we have our names on Teaching Tips, they can connect names and faces.鈥�

In addition to school lunches, all the tips聽.