Graduating with honors

This May the first class of students to complete the George Whitworth Honors Program will graduate. Three students out will walk with honors cords in a class of 529 graduates.The honors program began with around 160 eligible entering freshman four years ago and 60 enrolling in the program. Lilly Davis is one of the three graduating students in the honors program. Davis entered the program as a freshman and regularly met with other honor students at program meetings and her academic advisor, but said it was challenging to figure out the program requirements at times. “It was pretty cumbersome,” Davis said. “It’s tricky and they’re still trying to define what exactly counts as honors and what that process looks like. So on the bright side it gave me a little bit more flexibility on how I was able to do the program.” Davis was able to complete her required honors internship through the communications department. By writing an additional paper on top of the required hour log, reflection paper and journal Davis got the internship to count for honors. Her study abroad trip with the theology department also counted for honors credits with extra assignments and speaking with professors. “[The program requirements are] fairly flexible in that it heightens the level of whatever you’re doing,” Davis said. After attending a program meeting earlier this year Davis was encouraged by how the program has developed since she was a freshman. “Continue to build up more structure for the program,” Davis said, offering advice for the program. “Continue to provide more opportunities for students.” Program director Doug Sugano acknowledges the lack of retention from freshman to senior year. “There’s clearly an issue with retention, but there are several reasons for that,” Sugano said. “One is I don’t think students understand what the program has or what the benefits of the program are, that’s number one.” Sugano said he believes the large initial enrollment number is misleading as the program takes all eligible freshman, but many decide not to stay in the program throughout their four years. “The biggest reason being students don’t maintain the 3.75 [grade point average],” Sugano said. The graduating honors students will have completed at least 15 credits of honors classes with many courses being outside their major and at least four of six extra requirements including study abroad, an internship or a research project. Those requirements are to be met while graduating in the top 20 percent of one’s major(s) and with a minimum 3.75 GPA. Sugano believes the rigorous requirements do not hinder the benefits of the program.

“They’re just great classes and they’re classes where we try to build interesting and slightly different academic real life experience, that’s number one,” Sugano said. “Number two, I think what they’ll get out of most of the classes is not only will they get a great experience, but they can also take something from that class such as an experience.” Unknown to many students after entering Whitworth, students can enroll in the honors program if they meet and maintain the required GPA. Starting the program late can be challenging as students often have their four-year plans already set and may be multiple semesters into their academic careers. “I would say that if they’re interested in doing the honors program, and I highly recommend it because it’s going to look really good on their resumes and their grad school applications,” Sugano said. “I would say they can do it, but they’re going to have to really plan and have a really solid four-year plan that they stick with and that’s where the advising comes in.” The program mission statement continues to list the advantages of the program. “Our honors students benefit from the smaller class size of honors seminars, enjoy the camaraderie of fellow honors students in learning communities, and receive priority consideration for certain internships,” according to the Whitworth honors program website. Sugano said honors classes also provide an opportunity for students to build portfolios and resumes that can be later used to apply for jobs. Graduating with honors is beneficial to add to graduate school applications, Sugano said. “Some of the classes will have internships attached to them or other professional experiences attached to them that don’t necessarily take them to grad school but for example build a portfolio,” Sugano said. “Just about anyone coming for a job is going to need a portfolio.” Currently, the Jan Term Smithsonian Institute internship is initially opened to honors students, then non-honors students if spots are still available. Honors classes are open to all students regardless of enrollment in the honors program. “I feel like for the most part they were pretty similar,” Davis said on the difference between honors and non-honors courses. “In my Core 350 D-group I was actually the only one in there doing it for honors. So it really depends on the individual passions of the students in the class as to how much they get out of it.” Sugano said he believes honors classes can dive deeper into a subject than non-honors classes while being taught through untraditional methods. “They’re designed to be interdisciplinary, they’re designed to be more experimental,” Sugano said. “We like to think of it as more project -based learning. There is a curriculum and we want them to learn something specific, but we want them to do it by experiencing certain things or by working on a project together.” Working together and building community is something Davis would like to see more of in the program. “I think a big thing is community,” Davis said. “I think having a sense of community of we’re in this honors program together and doing this together even though we’re all doing different classes within that honors program would be beneficial.” To deal with the issue, Sugano hopes to begin two honors GE-125 classes next fall. With each class enrolling 20-30 students they would be better served in the program by specific major advisors and peer advisors while building community. Sugano believes the courses would also increase retention from freshman to sophomore year. He hopes to cap the program’s capacity at 90-120 students with currently 80-90 students in the program.  However, the number of enrolled students does not represent the actual number of honors graduates as students can remain in the honors program without remaining on track to graduate with honors. “I hope that takes care of it and I hope to get out the benefits of the program,” Sugano said. “I think the retention after the first year has been much better.”

Karlin Andersen

News Editor

Contact Karlin Andersen at kandersen18@my.whitworth.edu

Preparing for emergencies

At the end of Chapel service last Thursday, an estimated over 200 students, staff and faculty sat in silence behind locked doors and closed windows as messages broadcasted across campus from phones, emails and Blue Light poles. The lockdown drill allowed security and facilities to test a large group of peoples’ response to an emergency in a controlled setting. “I think the drills are a huge step forward to prepare students,” Chris Eichorst, director of facilities, said.

After last semester’s drill a survey was sent to students, staff and faculty asked for feedback and comments on where participants were during the time of the drill and how individuals responded.

 

Over 500 people responded to the survey, and of those who answered the question, 32 percent said they were notified of the drill through the RAVE text messages closely followed by the Blue Light audio broadcasts.

Despite the effectiveness of the RAVE system, Eichorst says the university does not solely rely on the alert system and acknowledges the delays between cellphone carriers.

“RAVE is probably not our primary means of notifications; obviously it is if you’re off campus, or if you’re not in a building with an IP clock,” Eichorst said. “Because of that, that’s why we put the IP clocks and use the Blue Light, because they are a lot more reliable and we can count on them.”

Last Thursday’s drill involved coordination and planning to choose a time that would test the emergency system and the Whitworth community under new circumstances in order to combat “drill fatigue” a worry Eichorst’s department has that students and staff have become unresponsive to drills.

“Training creates good habits; it creates a response and a reaction that you don’t have to create or think of,” Eichorst said. “So that’s what we’re after, is so people get used to it.”

In early November, Eichorst and the university’s emergency response team carried out a table top scenario in which a disaster struck campus. Labeled “Ice Storm II” after the immense ice storm of 1996, the exercise played through how facilities, security and other departments would respond to power outages, the need to feed students and possible student relocation.

 

Ten days later, half of campus lost power, students, staff and faculty were fed for days by Sodexo and multiple dorms were rehoused due to the windstorm of Nov. 17.

“We used all the tools we had,” Eichorst said, adding that University Communications and President Beck Taylor also helped communicate to students and staff through social media, a medium Eichorst hopes to utilize more in the future.

While emergency decisions were made in the following days, ASWU President Justin Botejue believes students were left out of the conversation as neither he nor ASWU Executive Vice President Chase Weholt were contacted.

“They did not have any direct student consultation with policies moving forward and we recognize it was a time of an emergency, but ASWU would definitely like to stress the importance of having the student voice in any crisis,” Botejue said.

A survey has been sent via email and Pirate Port for students, staff and faculty to give feedback on last week’s lockdown drill.

 

 

 

 

 

 

 

 

Karlin Andersen

News Editor

Contact Karlin Andersen at kandersen18@my.whitworth.edu

Whitworth student earns pageant crown over Jan Term

Nine women anxiously stood on stage hand in hand waiting for one of their names to be called. After many long moments under the hot lights, the emcee announced Whitworth junior Mikayla Scharnhorst as Miss Spokane 2016. Years before wearing the title crown, Scharnhorst wore a patient’s bracelet at Shriners Hospital for Children in Spokane.

An elbow injury she suffered at age 3, combined with conflicting diagnoses and extended healing time, caused Scharnhorst to make many visits to Shriners Hospital. For the next year Scharnhorst will volunteer at Shriners Hospital and Sacred Heart Hospital while completing her year of community service for the pageant.

“One of my major goals was to volunteer at Shriners,” Scharnhorst said. “This is the hospital that I went to;because I came to [Shriners in Spokane] it is really close to my heart.”

“When kids are undergoing these adult diseases, adult injuries and illnesses and spending time in the hospital there is a huge stigma surrounding them so a lot of their normalcy is lost in that,” Scharnhorst said. “And Shriners in particular and other non-profit children’s hospitals do a really good job of being there for the kids.”

 

Scharnhorst’s opportunity to volunteer at Shriner’s comes with her win of the Miss Spokane title in January. She originally entered the pageant in 2014 and was encouraged to continue competing by 2013 title winner Hannah Schuerman.

“I wouldn’t have encouraged her if I knew it wasn’t worth it because of all the opportunities and networking that you get to do as Miss Spokane, of course Miss Washington and of course Miss America,” Schuerman said.

The Miss Spokane Scholarship Organization began in 1912. A local preliminary to the Miss America competition, the program aims “to build a better community by enabling young women through opportunities for scholarship, personal and professional growth, and community service,” according to the Miss Spokane website.

“The opportunities for service are really good through the program,” Scharnhorst said. “I kept doing it because I liked challenging myself and putting myself out there to grow.”

Along with interviews and technical and dress rehearsals for the pageant, contestants participate in service work in the months leading up to the competition. Contestants have the opportunity to win scholarships and awards through winning different parts of the pageant such as best interview or Director’s award as Scharnhorst did. The program’s emphasis is on interview and talent rather than beauty, Lauri Pounder, Miss Spokane’s executive director, said.

“I think that is something pageants can sometimes get a bad rap for the Miss America program in particular is very service-orientated and very academically-orientated,” Scharnhorst said.

Scharnhorst said she believes in tangible change in a community and hopes her service and fundraisers can impact the children being treated at the hospital. A possible fundraiser would partner with Build-a-Bear, allowing community members to build and donate bears on a designated day to patients in the hospital.

“When I was at Shriner’s one thing that I remember and still have a collection of at home, is you get a stuffed animal every single time you attend the hospital for a visit,” Scharnhorst said.

After the fundraiser was successfully held in Texas by friends, Scharnhorst decided to bring the fundraiser to Spokane.

“[Shriner’s is] going to want to use her as an advocate or an ambassador just like they did to me and I loved it, and I think she will really like it too,” Schuerman said. Scharnhorst already serves as an ambassador for the hospital through connecting with other organizations helping Shriners patients. Before the pageant Scharnhorst volunteered with Para Sport, a competitive athletic organization for children and adults with physical disabilities. Many of the athletes in the organization are also Shriners patients, Scharnhorst said.

“They really encourage you to not let your disability or your ailment define you, but let it be a part of your story but not your entire story,” Scharnhorst said. “A lot of those kids are from Shriners hospital too, and a lot of them don’t have arms, but they do competitive athletics. It’s not defining their story; it’s just a part of them.”

Scharnhorst’s appearances may bring her around the state for the next year while she participates in local parades and completes her service work to the Spokane community. Until the Miss Washington competition in June, Scharnhorst will practice her interview skills and take dance lessons.

Mikayla Scharnhorst (center) with other finalists in the Miss Spokane 2016 pageant.

Karlin Andersen

News Editor

Contact Karlin Andersen at kandersen18@my.whitworth.edu

Diversity: Broadening the spectrum

An ASWU survey conducted by dorm senators this fall concluded 22 percent of on-campus students feel the term diversity is “promoted excessively” and has “negative connotations.” When asked what they felt when hearing the term diversity, student responses included “inauthentic,” “divisive” and “white shaming,” according to the Fall 2015 ASWU Constituents Survey.

“The university, is rightly, so trying to push diversity, but often people get tired of it,” sophomore Brendan Finch said.

So far this academic year, the university has sponsored around a dozen lectures and films discussing diversity. The majority have focused on race and ethnicity.

“[In] most of the administrative-led programming we pay a person to talk to students and students don’t interact or engage,” ASWU President Justin Botejue said.

University-sponsored events do cover a portion of diversity, but they may also be pushing the 22 percent of students to become frustrated with diversity as they clamor for other types of diversity to be discussed. One of the major flaws in the current pattern of events is the lack of space for conversation for the presenter and audience which can lead to tension, Botejue said.

“Speakers are generally more on the offensive side,” Botejue said. “They want to push a point across and often times the strategies that they employ are not aligned with the Whitworth culture of affirming one’s worth and inclusivity.”

At a 75 percent Caucasian university, the issues and voices of ethnic and racial minorities have the potential to go unheard. However, David Garcia, assistant dean of student diversity, equity and inclusion, argues diversity is more complex than skin color.

“Diversity does not only equal race and ethnicity,” Garcia said. “I find oftentimes they are used synonymously.”

Garcia said he believes diversity consists of an individual’s culture or literally one’s beliefs, values and assumptions. Through this definition all students are diverse through their cultural differences. ASWU Cultural Events Coordinator Kaysee-Li Tomkins echoes Garcia’s belief about the possible limiting scope the term diversity can have.

“That’s what we’re trying to promote, that diversity is not just for a subgroup.” Tomkins said. “It’s for every single student and this is what college is about bringing those differences and coming together.”

Both Garcia and Tomkins believe partnering students and staff together can create more effective and creative programs to educate students on all aspects of diversity. Diversity Monologues, an event slated for March 31, plans to share eight student stories reflecting on their journey to know community.

“My goal is to reach the students that don’t see themselves within diversity,” Garcia said.

An untraditional event such as Diversity Monologues that invites students from all backgrounds and beliefs to participate, is the type of more inclusive program Botejue hopes to see more of at Whitworth. Botejue also hopes to continue to link ASWU with departments throughout campus to plan improved events for students.

“We’ve had great experience with doing the programming and getting students to attend, and we’ve had great success with those,” Botejue said. “Now if administration could mirror that and work more closely with students to see what their interests are then I think we would have a more successful and less negative approach to the term diversity.”

The administration is trying to reach Botejue’s goal through one of the core values of the Whitworth 2021 Strategic Plan. Whitworth hopes to develop “students’ understanding of personal responsibility, justice, and love of neighbor in a global and inclusive university community,” according to the Whitworth 2021 plan.

The Strategic Plan also calls for undergraduate enrollment of underrepresented students to be increased by 15 students per year for 10 years, Greg Orwig said, vice president of admissions and financial aid.

Since beginning to increase enrollment of underrepresented students, or individuals who self report as “non-Caucasian,” Whitworth’s ethnic minority has grown 198 students since 2011, according to the Whitworth Institutional Report.

“I think the more perspectives, histories, experiences our students bring into the classrooms, into the residence halls, into the dining hall, the richer and fuller the educational experience is for our students, without a doubt,” Orwig said.

Orwig and the admissions department also look to admit students to create a more gender-balanced university along with varying geographic, socioeconomic and religious backgrounds.

An increasingly diverse student body may achieve the administration’s goal of creating a “global and inclusive” university allowing students to teach each others about diversity, but current students are still being educated through lectures.

“I think going about it needs to be very gentle and not just be throwing numbers and statistics. It needs to be a conversation,” Finch said.

This academic year the Robinson Teaching Theatre has hosted highly educated individuals who spoke on the issues facing racial minorities. One event, Sex Signals, and a short lecture series from the theology department covered topics outside of race. Other types of diversity including sexual orientation, gender issues and religion receive little coverage outside of club activities.

“Based on the survey results we are led to believe that it’s not that students want the administration to do more on diversity, they want more student led initiatives and of course ASWU is the best place to do student programming,” Botejue said.

The administration-sponsored speakers have covered racial diversity. Student leaders and staff acknowledge diversity encompasses more than race and hope the programs educating students will soon begin to recognize this division and close the gap.

Karlin Andersen News Editor

Contact Karlin Andersen at kandersen18@my.whitworth.edu

Should Pirates take up arms?

In 2015 there were 64 school shootings nationwide, according to Everytown for Gun Safety, a database and research group. While most of those were minor with few or no injuries, some became headlines when multiple people were killed. Since school shootings became more prevalent in national news and politics after the Sandy Hook Elementary School shooting in 2012, the debate over gun regulations and guns on campuses has escalated.

Currently, Washington State Legislature states the “possession or use of firearms, explosives, dangerous chemicals or other dangerous weapons or instrumentalities on the university campus” is listed under prohibited conduct. Whitworth’s Student Handbook echoes that, stating, “Whitworth is a weapons-free campus.”

“I cannot imagine walking into a classroom and thinking ‘someone in this class might have a gun,’” said political science professor Kathy Lee, moderator of a “God and Guns” panel discussing Christianity and gun ownership (see pg. 7). “So when I look at the University of Texas I completely understand why some faculty at the University of Texas are thinking ‘I’m not sure I either can or want to teach here anymore’ for reasons of personal safety as well as just is this a place where guns should be?”

Lindy Scott, world languages and cultures professor and a panelist on the “God and Guns” panel, echoed Lee’s concerns over faculty and student safety if guns were to come on campus in students’ hands.

“My personal opinion is that would probably heighten insecurity on campus, because many accidents take place,” Scott said.

Of the 284 respondents to a survey by The Whitworthian asking if students should be allowed to carry firearms on campus, some students brought up the threat of accidental injuries or deaths. Seventy-three percent of those surveyed believed students should not be allowed to carry guns on campus.

A minority percentage of those surveyed argued students should be allowed to carry guns with proper background checks and training. Some acknowledged safety risks, but believed firearms should be allowed for recreational purposes off campus including hunting and target shooting.

State legislature does allow exceptions for “authorized university purposes” including labs that would create explosions or utilize dangerous chemicals. Another exception is security guards.

“As security officers we should be allowed to carry weapons, because by virtue of our job we are ‘to be in harm’s way,’” security officer Mac McCall said. “But because we don’t have the tools necessary to fulfill those responsibilities to its fullest extent then we are in essence like the rest of the professors and staff. We can only do so much and we are limited.”

McCall believes without guns Whitworth security officers are restricted in their range of response to possible security threats to the campus.

“Now we’re the first responders,” McCall said. “If we get a call that there’s an active shooter let’s say in the HUB, we’re limited in our response because we don’t have the means to go in there and stop the bad guy. We’ll just be like one of the professors walking in there and he’s got all the power, and the motivation, and the intent and the capability to create mayhem and we have not the means to stop him because we don’t have a weapon.”

Sixty-three percent of survey respondents support allowing security officers to carry guns. Respondents cited student safety and the threat of active shooters as reasons for security guards to carry guns.

“I personally feel extremely unsafe knowing that our security officers do not carry,” a survey respondent said.

Faculty participants in the “God and Guns” panel support security carrying guns with significant training.

“If you’re going to have anyone trained and anyone responding it’s better to have a few people like security guards trained and able to mobilize very quickly, instead of a few or a bunch of profs and students who are not well trained,” Scott said.

Lee agreed extended training and retraining would be necessary if security guards would be given weapons. Survey respondents also suggested requiring bi-annual mandatory firearm training and mental evaluations along with policies describing where firearms can be kept on campus.

State laws and campus policies both allow exceptions for guards to carry weapons, but administration has not held a public discussion on the issue. Despite McCall’s concerns, security officers cannot currently protect campus to the fullest extent possible.

“These concerns have been brought up to the administration and the answers we have gotten back is that the university is not at this point willing to accept the liability associated with arming security personal,” McCall said.

Some supporters for guns on campuses argue an armed security force or students would prevent or diminish the injuries and deaths caused by campus shootings.

“That’s a known fact,” McCall said. “I’ve talked with police officers and they’ve stated that we have learned a lesson from Columbine, because when Columbine had their shooting the officers who responded had to wait for the response force, STOP teams to come in. Those were precious minutes wasted, and in those minutes more damage and mayhem was being performed.”

Some survey respondents agreed that armed security guards would better protect campus in the event of an emergency. Scott sees police officers and well trained security guards in a similar light when placed in an emergency setting.

“I think that would meet almost every argument for the safety of people on campus, ‘what about people on campus, Virginia Tech. kind of mass shootings?’” Scott said. “I think that would meet that criticism without opening up everyone or other people having guns which then leads to accidental shootings. I would have no problem with that.”

If the current state law changed to allow universities to decide campus weapons policies, Whitworth administration may begin the discussion of allowing all community members to carry guns onto a Christian campus.

As a Christian university the debate to allow or prohibit firearms includes both a legal and moral side. Referencing Luke 22:36, Scott believes Christians should not express their faith in a violent manner.

“It does not seem persuasive to me the argument that Jesus, after teaching nonviolence his whole ministry, after practicing nonviolence his whole ministry, is arguing for the use of the sword in a violent way,” Scott said.

Following Apostle Paul’s teaching, “If it is possible, as far as it depends on you, live at peace with everyone,” McCall believes Christians can live in peace until encountering an individual who desires to cause “mayhem” or “destruction” (Romans 12:18).

“Now when you talk about guns and Christianity, people have a misconception that Christians are not supposed to defend themselves, that the turning of the other cheek means you are supposed to be a punching bag and that is not what that verse means,” McCall said.

There are multiple views on gun safety, laws and regulations for on campus use. Each side offers a variety of options from no restrictions on gun citing Second Amendment rights to students with proper licenses being allowed to carry on campus with safety issues being brought up by both sides. The debate over security using firearms on campus could increase safety with proper training or lead to accidental shootings.

“Like so many of our social issues there’s room for debate,” Lee said.

Karlin Andersen News Editor

Contact Karlin Andersen at kandersen18@my.whitworth.edu

Campus leaders can't guarantee confidentiality

Starting this fall, student leaders and most faculty and staff at Whitworth are required to report any issue which violates Title IX including sexual assault. The policy comes in part after the administration was notified of 25 sexual assaults last year all involving alcohol, Rhosetta Rhodes, Whitworth’s Title IX Coordinator, said in an ASWU meeting earlier this month. The policy ends staff and leadership confidentiality with the exception of chapel staff, counselors and others in the health center.

The newly enforced rule stating Title IX violations must be reported has the potential to alter the relationships between staff, leadership and students, faculty Kathryn Lee said.

“When I first was told about this new term, it did take me aback because there is a sense in which you want to provide a safe space for someone, and safety usually includes confidentiality,” Lee said. “That said, I also understand that Title IX is to protect the student and if nothing is ever done then there can be recurrences, a pattern that isn’t stopped at the very beginning. It’s hard.”

Title IX, enacted in 1971 to combat gender inequality in education, states “no person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance,” according to the U.S. Department of Education.

Recently the clarifications of the law have come to include the process of reporting and investigating claims of sexual violence and harassment. An act is considered sexual assault when it is intentional and occurs through physical force, disregards consent or an individual is incapacitated, according to the Whitworth student handbook.

The Office of Civil Rights recommends training for all education employees that includes “practical information about how to identify and report sexual harassment and violence,” according to the Dear Colleague Letter published in 2011.

At Whitworth, student leaders also are required to report all conversations with peers that include direct details about sexual violence or students questioning if they were assaulted, Rhodes said.

Both HEAT members and dorm student leaders did not know specifics on how the reporting and investigation process worked. “I still have questions about Title IX, the more nitty-gritty details about it. I would like better training on how to use being a mandatory reporter,” Oliver resident assistant Hannah Palmer said. “I don’t know how best to throw into a conversation, ‘Hey I’m a mandatory reporter,’ and then people still feel comfortable with opening up.”

While speaking to ASWU members, Rhodes said each reported alleged assault is assigned an investigator. The process begins with specific timelines to follow and those accused will receive a letter containing the allegations against them. Witnesses and information will be gathered including text messages. At the conclusion of the investigation both parties will be informed of the decision and appeals may be granted due to new evidence or procedural errors. Heat members said they believe the investigation process protects victims well.

“I think they handle it pretty sensitively so that person feels safe and it’s confidential because they don’t want someone to feel embarrassed,” HEAT member Meghan McMichael said.

In contrast, faculty member Karr-Cornejo said she has heard some students have been dissatisfied with the investigation process.

“At least in a certain kind of nuclei of students there is dissatisfaction, which is in part I believe why the policies have been changing nationwide,” Karr-Cornejo said in regards to how students feel about the investigation process.

There are also concerns regarding the possible emotional toll the reporting process can have on students.

“The process is difficult. The process is emotionally challenging. The process is emotionally draining,” Karr-Cornejo said. “Having to relive and having the veracity of what happened to you questioned over and over and over again, having to deal with whoever did things to you particularly if it is another student.”

Student leaders expressed more support for being mandatory reporters as it stopped them from having to make the hard choice of if information requires reporting.

“They’re reconstructing it because sexual assault is a problem on Whitworth’s campus, and so this is a way of addressing it. By making student leaders mandatory reporters we’re hoping to create a structure that will allow for students to have a safe place to go,” Oliver Senator Peter Schoening said.

Other leaders felt the change of policy would positively affect how students were protected while at Whitworth.

“If people hurt in some way and they are opening up to people and then people aren’t doing anything with that and letting them be hurt and wounded, [mandatory reporting] will allow them to find healing or at least get the help that they need,” Palmer said.

Staff and faculty heard about this initiative through staff wide emails or at the meeting for department chairs. Despite this information some faculty feel they still need more education on the topic.

Since the first announcement, Chatriand was invited by the political science department to speak further on faculties’ role as reporters.

“It was more just a general this is what my responsibilities are,” Lee said. “But it was obvious that all four of us want to know more. Give us some scenarios, walk us through some scenarios that we might come up against.”

Through more training, both staff and student leaders said they hope to be ready for the year ahead and students’ reactions to this policy.

“My perception is that people are worried about getting it wrong,” Karr-Cornejo said. “If we’re faced with particular situations we won’t get it right and that’s not what we want, we want to get it right, both for the students and for the institution.”

 

Karlin Andersen

Copy Editor

Contact Karlin at

kanderson18@my.whitworth.edu