Knight Times December 2016 by Warner Pacific University

night Times

In this Issue: • Kazakhstan Visitors: p. 2 • Athletic Scholarships: p. 10 • Peer Mentors: p. 12

December 6, 2016 • Volume 8 • Issue 2 • Warner Pacific College

International Partnerships: Warner Pacific College hosts Kazakhstan faculty for International Educators Academy

By Connie Philips and Micaela Bitanga

rom Monday, October 24 through Thursday, November 3, Warner Pacific College hosted three guests from the Kazakh American Free University (KAFU). These visiting faculty from KAFU are participants in a continuing partnership with WPC, sponsored by Co-Serve International. CoServe was formed in 1997 when a group of educators and business people from Oregon responded to an invitation to help the Kazakhstan university develop leaders for their newly independent nation (co-serve.org/ about). Created in 1994, Kazakh-American Free University (KAFU) in Ust-Kamenogorsk, Kazakhstan has developed a unique,

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international education in post-Soviet Kazakhstan that utilizes American partnerships. In 1997, former WPC president Dr. Marshall Christensen visited KAFU with three business representatives from Oregon, and the result of that visit was the creation of the Marshall Christensen Foundation for International Higher Education (the MCF) to support the development of international higher education. The initial work of the MCF was focused on supporting programs at KAFU with the goal to develop leaders for Kazakhstan’s newly emerging democracy and free-market system. One of the oldest programs is the International Educators Academy (IEA).

The IEA program is an experience specifically designed for university teachers and administrators from Co-Serve’s partner universities around the world. In this experience, international educators are hosted by American colleges and universities which exemplify the principles of servant leadership - both in their administration and in the classroom. Visiting educators are immersed in the life of the institution as they attend classes and faculty meetings, and as they meet individually with students, staff, faculty and administrators. Co-Serve mentors work daily with the participants to debrief their experiences. This program is usually Vol. 8, Issue 1

held for three weeks for small groups of two or three participants (co-serve. org/programs). The three KAFU faculty visiting WPC for their IEA experience visited classes, met with college administrators and staff, and attended student government meetings on campus and other events in the Portland area. Marina Kikina is the KAFU Vice President and Director of the College. She has a wide range of responsibilities as an administrator, along with strategic management for the university. Fatima Iskenderova is a senior lecturer in the Department of Pedagogy and Psychology at KAFU. She has a Ph.D. degree in human resources management. Aizhan Khairullina is a teacher of English language and is the multilingual translator and manager in the International Program. Each visitor described her desired outcomes for the IEA experience in the autobiographical materials shared with WPC staff and faculty. Prof. Iskenderova is interested in best practices in the field of business organization and management. She wants to better understand foreign markets and cultures and expand her vision of alternatives in personnel motivation and human resource management. Aizhan Khairullina wants to deepen her knowledge of cross-cultural communication and learn from her international colleagues. She is particularly interested in teaching practices at the college level. Marina Kikina worked in the development of trilingual education in the East Kazakhstan region, so she is particularly interested in systems of professional education for teachers as well as methods and technologies to support teachers in the classroom. Her investment in leadership includes her service as a deputy in the city Maslikhat (a representative body of local government) since 2012. She participated in the Third Eurasian Summit of Women and was nominated for the National Award of public recognition of the achievements of women in Kazakhstan “Azhar” in 2012.

The KAFU faculty had many interactions with students at Warner Pacific, including an interview with the COMM 210 class taught by Professor Connie Phillips.

What are the distinctions of your university? What special programs are available to students at your university?

How is higher education different in Kazakhstan than in the United States?

Marina Kikina explained the history of Kazakhstan American Free University. It was initiated in 1994, the first private university in the post-Soviet era of the country. Marina proudly explained that President Nursultan Nazarbayev gave out the first diplomas to graduates in 1999. KAFU was

Aizhan Khairullina explained that colleges in Kazakhstan have similar credit systems to schools in the U.S. Students must earn

Marina Kikina: “My communication with foreign partners has helped me to be more open to other people, to trust them, and accept different uses of life, traditions, and cultures. Not only to accept, but respect them, despite their differences.” 130 credits to graduate, and the structure in academic levels is the same. As for the differences, Aizhan explained that before applying for college, “it is obligatory for high school graduates to take the state test, which is one day everywhere and it is the same test.” Depending on the individual’s score on the test and the funds available for their education, students attend a university or community college. Virtually 100% of high school graduates continue their education, Aizhan said. “It is very important for students to attend college after high school, and it is frowned upon if you don’t. It’s society, it’s necessary, and children are often forced to go to college by their parents.” Tuition per year can range from $2,000 to $20,000 depending on location and funding available for public and private universities. Both state and regional scholarships are available, and some universities may also provide scholarships for students. KAFU is a private university that is funded through tuition and sponsors/partners. “Either way you decide to go, whether it’s public or private schooling, they are both equally high in quality,” Aizhan said.

Fatima Iskenderova, Marina Kikina, and Aizhan Khairullina, visiting faculty for Kazakh American Free University. Photo courtesy of Aizhan Khairullina. Knight Times

also the first university to develop an International Program. Within some majors, KAFU provides an American program and a Kazakh program, which gives students an option of getting two diplomas when they graduate. “Our diplomas are recognized by all foreign universities,” Marina said. KAFU has about 1500 students, and hosts about 40 foreign professors each year. Incoming students typically speak both Russian and Kazakh, but may need additional instruction in English in order to take classes from English speaking faculty. Aizhan teaches preparatory year-long classes which enable students to enter the multilingual program in which students take one-third of their classes in each of the three languages. “Knowing and learning different languages widens opportunities, the ability to communicate with others and understand other cultures,” Marina added. KAFU students also have the privilege of participating in exchanges and internships with the American universities and companies. Popular technical programs they partner with are American Express, FedEx, Microsoft, and Intel. The KAFU website provides details of these international partnerships (www.kafu.kz/en/internationalpartnerships/) Continued on Page 4 Warner Pacific College

Fatima Iskederova explained that KAFU students not only have to do well in the classroom but also follow a fitness curriculum and strive for a healthy lifestyle, “by law, and by order of our president.” Freshmen and sophomores are required to participate in five hours per week of physical education. Other students must also schedule time in the gymnasium and are not allowed to change it once they are committed to that schedule. Staff are present to monitor attendance and each student’s participation. Sports that are provided are basketball, volleyball, tennis, and wrestling. How are women viewed in positions of leadership in Kazakhstan? “We are needed in our society and in our family, too,” Marina said. Like in America, women do take care of the family, but are also active within many different associations and groups. The city parliament, of which Marina is a member, has about 25% women, and in the national parliament, women total between 35-40%. “Women are valued, recognized for their achievements, and are very confident in our society,” Marina said. Income difference between men and women is not perceived as a problem. “Salary is determined by position, not gender,” Aizhan said.

commute from her host family’s residence in Vancouver. All three KAFU guests said they are not used to seeing homeless people often and they were shocked at the attitude and etiquette we here in Portland show towards homeless people and how we are “very emotionally accepting of them and are willing to help.” “It is uncommon and not okay; homeless people are not respected in Kazakhstan,” Fatima said. Aizhan explained how family orientated their culture is and how it is common for three generations--grandparents, parents, and children-to live under one roof. Once the grandparents retire, they continue to live with their children until their death. Fatima commented on how elderly people in the U.S. “are very happy and are free with no job,” whereas in Kazakhstan, she would say most elderly are not as happy because they have many duties after they retire and have to care for their children and grandchildren, and work around the house cooking and cleaning. Aizhan explained that grandchildren look after the grandparents, since the parents are at work. “My grandma died in my hands, and I cared for her till the

end,” she said. “It is not so family-orientated in the U.S., which is not good or bad, it is just different.” An important similarity between countries that the KAFU guests pointed out is ethnic diversity. There are about 130 different ethnic groups in Kazakhstan. “We don’t divide people,” Marina said. She said that the three women dramatized that diversity: Marina is Russian, Aizhan is Kazakh, and Fatima is Azerbaijani. Aizhan pointed out the religious diversity in the country. “Although about 70% of the country is Muslim, you can find many different Christian churches, even in small towns—Baptist, Catholic, as well as Orthodox,” she said. Aizhan explained that this is her second visit, “so it wasn’t culture shock.” “I feel very comfortable here and love it,” she said. Marina had the last response to the question. “My communication with foreign partners has helped me to be more open to other people, to trust them, and accept different uses of life, traditions, and cultures. Not only to accept, but respect them, despite their differences,” she said.

What cultural differences between your country and the U.S. have you noticed during your visits? Marina, Fatima, and Aizhan all shared their experiences and views on America. “It is very noticeable that U.S. citizens are open to communication, and there seems to be a high rate in trust for strangers on the street,” Fatima said. “In Kazakhstan, we only greet people we know.” Fatima also remarked on the hospitality of her host family and the “polite drivers” she observed every day in the 45 minute From left: Marshall Christensen, Leadership Team Member, Co-serve International; Marina Kikina; Aizhan Khairullina; Reginald Nichols, WPC Vice President for Academic Affairs, Dean of Faculty; Fatima Iskenderova.

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Through Theatre, she had an increased interest in other classes. Suddenly, math took on an actual purpose. She had to know geometry to build sets; the sciences were necessary to do lighting properly. As for her major, “it [Theatre] is history.” It allows her to see people across “cultures, genders, and time” and feel closer to it all for the experience.

Theatre in Higher Education: Building Self and Community By Tarale Wolffe

heatre kids. Drama students. For those not involved, the words evoke images of actors on stage, flawlessly reciting lines and telling a story with seemingly no effort. It might also bring to mind stardom, at least for a lucky few, or those Drama Queens who believe they are the star of every show. But for those of us who live and breathe Theatre, the reality is endless hours of rehearsal to get those seemingly flawless lines. It means research into times, trends, and expectations for characterizations. It means trying on costumes and working with props. It means juggling classes with rehearsals and work. Most of all, it means having a group of people who understand you, Knight Times

and who will have your back when you need it most.

For others who didn’t enter the Theatre world until high school or college, it can be a nerve-wracking experience to enter the theatre space where all they see are the veterans of the craft, and facing them can seem a daunting and terrifying experience. Kaleb Hood, currently a senior at Warner Pacific and a Theatre scholar/ minor and biology major, was one of the actors who entered ‘late.’ His mother signed him up for an acting summer camp because she believed it would be good for him. He admits to having been nervous about going, though not because he was afraid of the actors. “I didn’t really have any preconceptions about it, good or bad. I just thought it was something other people did that I couldn’t.” He said that during that summer he became hooked, although he never did enter the high school theatre, preferring instead to stay with the summer troop he’d started with. While there is the occasional diva, for the most part Theatre students are welcoming of those who are interested in learning the craft. It is our passion, and like any true passion, we enjoy sharing it with everyone willing to enter our space. Unfortunately, with budget cuts, the arts, Theatre among them, have been slipping out of the high school curriculum, leading to fewer actors willing to brave the world of college theatre. By the time college rolls around, students who have never been part of a production tend to feel intimidated. Some do have their first theatrical experience in college, like Prof. Robin Gordon, chair of the Drama program at Warner Pacific College, but it is less common.

For some of us, Theatre has been with us since we were children. It’s helped us grow into who we are, and we can’t imagine life without it, because it’s never not been there. Amy Vaught, ‘12 alumna, Theatre scholar/minor, and history major, is one of these child actors. She’s been acting since age four, when she fell in love with the stage, despite opposition from her family. Continued on Page 6 “My mom did not want an actor,” she said with a laugh; “she did From left to right: Zachary Kahler, Ali Crocker Marrocco, not want an actor.” Theatre, she Josh Breece, Timothy Wilkins, and Ariel Cook in Eugene admitted, was “pretty much the Ionesco’s The Bald Soprano. only reason I did high school.” Warner Pacific College

This isn’t just disappointing for a college theatre program, but for the students, because Theatre has been proven to help in several core areas of a person’s development. In 2011, the DICE Report (Drama Improves Lisbon Key Competences in Education) was released. Researchers studied nearly 5000 students from 12 European countries. “These students scored more highly in 22 key indicators, including … a more developed ability to empathize… and better communication skills.” This study also found that students involved in Theatre and drama activities were “more likely to vote, more innovative, and entrepreneurial.” Other articles, published in the International Journal of Education and the Arts (IJEA) have found that “drama helps with understanding social relationships, complex issues, and emotions, and improves concentrated thought and story comprehension.” Of course, any Theatre kid could tell you that. Theatre is about “engaging with other human beings,” Vaught said. And it constantly challenges her to “not hide away” from people or situations outside her common experiences. According to Hood, it teaches students how to be a “productive member of

team,” while developing their “confidence in speaking and interacting with other people.” Theatre teaches its participants “dynamic conflict resolution,” which Vaught believes is essential for everyone. “It’s impossible to go through life without conflict,” she said. Other studies, published from 19932013, show that in early childhood, “dramatization develops literacy skills, social skills, and creativity.” Literacy is fostered through the necessity to read lines, and encouraged in such a way that it’s fun and enjoyable for the child. A child learns social skills through working with others who are often very different from themselves. Often, children involved have to negotiate to be able to work together. As for creativity, acting encourages its participants to think for themselves, to take risks, and make suggestions, all while pretending to be someone else. Many kids do that anyway, even without a structured program to guide them, but by joining a theatre program, they’re also given guidance in how to improve their abilities, and made to work, or play, with kids outside their normal group. Another article in the IJEA, citing a study from 1976, claims that by the time many students outside

of the arts get to college, they’re “less interested in thinking deeply about and exploring a broad range of subjects than in training for a job.” Even at liberal arts colleges like Warner Pacific, students complain about being forced to take classes that are, technically, outside their major, when it will never benefit them in the long run. The truth, however, is that every subject will benefit the learner in some way, even if it’s not readily apparent. As for Theatre, everyone involved claims that there is no academic major Theatre won’t complement. Theatre is about relationships, conflicts, and resolutions. It’s about a journey from one point to another, which is what one group of students, who’d never

Left: Deborah Landers and Forrest Nameniuk in Shakespeare’s As You Like It. Brandon Bush, Maria Garcia, and Kaylee Ditlefsen as musicians. Center: Samuel Palmquist, Amanda Lundgren, Samantha Laws Sullivan, and Kelsey Davisson Breece in Sophocles’ Antigone. Right: Alex Nova and Julia Feeser in Leonard Melfi’s Birdbath.

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done theatre before, learned back in 2011. Their story, also published in the IJEA shows their personal and emotional growth over a term as they wrote and performed their own play. They learned to think outside the box, to “value diversity and divergent thinking.” As the class grew closer together, trusting each other, and learning to work together, one student realized that “the Theatre is a place where we can lower our defenses and look at ourselves from a very different perspective.”

limitations. Theatre is always pushing limitations, both personal and societal. Theatre is where change starts. It’s where abstract concepts can come into our grasp, where we can first see things that might be out of the ordinary, portrayed as if it were ordinary. Bright Half Life, which Hood went to see recently, centers around a lesbian couple and their relationship problems, the same that any couple has, and shows them as just another relationship, not as something strange, or weird. “It takes them from being the ‘Other,’ and makes them normal,” Hood said. This is how we change the world, by placing something that’s outside our realm of knowledge and making it

something we can understand. Theatre teaches us to do that by in-depth study into our characters and their relationships with others and by encouraging interaction between different people. Theatre also fosters work ethic in its actors by teaching them how to work as a team, how to lead and how to follow, how to take directions, and how to make suggestions. Theatre isn’t a calling that the select few are called to do. It doesn’t just benefit those who plan to make a career out of it. Being stage manager means you learn project management and time management. Working in props and costumes, you learn organization and budgeting. In marketing the production, you learn how to use social media for group benefit. All this is in addition to what everyone learns together about self and community. As Amy Vaught said, “There is literally no one that doesn’t benefit from this. Unless your major is ignorance. If your major is ignorance, Theatre is not for you.”

For the past eight years, Robin Gordon, director of every production at WPC since 2008, has been teaching all the students that come to her theatre - not just Theatre scholars and minors - about themselves and the world. Gordon said she sees growth in a student’s confidence all the time, “and sometimes a loss of confidence that results in huge personal growth.” In the end, this temporary loss returns stronger than it had been, with the student more aware of his or her own capabilities, and yes, even Knight Times

Warner Pacific College

Body Asleep, Mind Awake: Demystifying Sleep Paralysis By Nelly Manzo Hernandez

normal peaceful sleeper passes through five stages ending in rapid eye movement sleep (REM), a complete cycle of 90 to 110 minutes (sleepdex.org). The encounter of pleasant dreams can happen in any of the stages, but REM is the stage most closely associated with vivid dreams, the ones that feel too real. Unfortunately for some sleepers, this last stage becomes a nightmare, leading to the terrifying phenomenon of sleep paralysis. Sleep paralysis is the common experience of a few seconds or a few minutes that feels eternal, making it a period difficult to describe in detail. You feel paralyzed in your sleep, while you try

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to scream for help. It may all be in your head, but it feels like an everlasting moment. Sleep paralysis comes in a variety of forms, which may be described as the feeling of being unable to move your body just before sleep onset or during the time taken to awaken fully. Many feel a heavy presence on top of their chest, squeezing the air from their lungs. Sophomore and Health Care Administration major Eren Villagomez explained her experience of sleep paralysis: “Before college, I had it throughout high school. It felt like something evil and scary was over me, holding me down. My mind was wide awake but my body didn’t move,” she added. “I didn’t like the feeling of no control, so it scared me.”

Others experience the terrifying cloaked figure approaching within the corners of their vision, which Villagomez described as something “evil and scary over her.” Interpretations vary, yet those who are affected have the similar experience of feeling immense pressure on the chest, adding to an increased feeling of anxiety and resulting in the inability to breathe. As eerie as it sounds, sleep paralysis is not any type of paranormal activity, not is it a sleep disorder. Although it can happen regularly depending on the individual, it can also happen once and then never again. The common condition is often noticed in the teen years, but both men and women of any age can Vol. 8, Issue 1

confront it. Unfortunately, we belong to a generation where we are exposed to all sorts of pressures that eventually accumulate--side by side with a number of increasing responsibilities. The feeling of failure and disappointment haunts many individuals, specifically those pursuing higher education. The condition is most common in those individuals who are sleep deprived and overly stressed. In a study done in New Medicine Reviews, data showed that sleep paralysis is most common in students and psychiatric patients. A professor of psychology at Penn State, Brian A. Sharpless, analyzed the results and found that sleep paralysis is experienced by 7.65% of the general population; however it occurs in 28% of college students and 32% of psychiatric patients. Aside from excessive amounts of stress and lack of sleep, other factors that can lead to sleep paralysis include alcohol consumption and sleeping in an upright position on your back. These are a few situations that might be triggering the paralysis. (Huffington Post). The period of time in which sleep paralysis happens can easily be described as a recurring traumatic event that is most commonly known to happen when there is a significant amount of stress. Most people hesitate to tell others about their sleep paralysis. It tends to sound unreal, or simply made up. Many students may find themselves

over thinking the terrifying feeling they experience at night, and tend to analyze it as something paranormal or out of the ordinary. Villagomez also shared that recently she’s experienced a sweet and warm embrace rather than a scary one, but peaceful or not, it creeps her out. This feeling of creepiness is totally acceptable. Many who experience sleep paralysis find it difficult to see the condition as normal, and might approach it very differently. Although Villagomez has had sleep paralysis encounters less frequently as she gets older, she explained that “at this point, when I do get them, I’m so exhausted that I don’t even care. I won’t even try to wake up my body; instead I’ll put my mind to sleep.” It’s important to be aware that sleep paralysis is not addressed as a sleeping disorder; in fact it is completely normal to experience sleep paralysis from time to time. However if the paralysis becomes frequent and keeps you from getting good nights of sleep, it may require individual treatment.

Most people hesitate to tell others about their sleep paralysis. It tends to sound unreal, or simply made up. Many students may find themselves over thinking the terrifying feeling they experience at night.

Avoiding these periods of sleep paralysis is possible, although college students find themselves too busy to rethink how much sleep Henry Fuseli’s painting The Nightmare illustrates the feeling they are going to be getmany have experienced under sleep paralysis: helpless against ting the night before an an evil that is holding them down. important assignment is

The Knight Times Layout Editor: Photo Editor: Faculty Advisor: Contributing Writers:

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due. If the symptoms sound familiar, you can individually treat the condition by improving sleep habits, avoiding procrastination, and distributing your responsibilities so that they don’t compound late at night. Antidepressant medication to help regulate sleep cycles can also be helpful if needed. Lastly, be aware of other sleep difficulties that you might be encountering,

such as constant leg cramps that could be initiating the period of sleep paralysis. (sleepdex.org) Treating sleep paralysis can only be done by the individual, and unfortunately when you start the process of sleep paralysis, and you step in the stage of feeling the body paralyzed, it is a challenge to fight your body in waking up. It takes a lot for busy college students to put their obligations on hold in order to sleep. But a few extra hours of sleep may help you avoid the frightening feeling of sleep paralysis.

The Knight Times is a publication of The Sword, a student organization supported by ASWPC.

Deborah Landers Stephanie Davis Dr. Connie Phillips Nelly Manzo Hernandez, Tarale Wolffe, Bryce White, Stephanie Davis, Deborah Landers, Micaela Bitanga, Connie Philips, Ashley Gorsek, Kay Hilman Cover Photo: Stephanie Davis

Warner Pacific College

Putting it All Together:

Athletic scholarships, need based aid, and team fundraising By Bryce White

thletic scholarships are based on individual college policies, and it took me explaining this to my best friend to foster full understanding for myself. Joseph Morales: You are going to get the same scholarship wherever you go, right? Room, board, food, free shoes, and gear for me too, right? Me: Well, It depends where I go. I will if I transfer to a Division I or II school, but if I decide to stay here and attend Warner Pacific College, things may be a little different. Joseph Morales: What do you mean? Me: Well, I’ll explain more when I decide. Athletic scholarships, from the perspective of the outside looking in, are seen as a free education, as well as free food, room/board, and books. People tend to think that if you play on a collegiate basketball team, you are receiving a free education. That is not always true because of the different types and structure of scholarships. Most people are unaware that full scholarships do not exist on every level in college athletics; in fact, many student athletes are subject to the same financial challenges as other college students. The primary divisions in college athletics are NCAA Division I, II, & III, and NAIA, Division I and II. Each of these divisions is able to determine the structure and dispersal of scholarship money depending on need, merit, or roster production. The larger the division, the more money the university can disperse to their student athletes. NAIA institutions offer $450 million in scholarships (naia.org). NCAA Division I and II level sports bring in a larger amount of revenue to their schools, so athletic departments are easily able to provide their athletes with more scholarship money than colleges in other divisions. According to NCAA.com, there are roughly 138,000 athletic scholarships available each year for the NCAA’s D-I and D-II schools. “NCAA Division I and II schools provide more than $2.7 billion in athletics scholarships annually to more than 150,000 student-athletes” (ncaa.com/ about us/resources). A full scholarship at the DI and DII level is one that covers tuition and fees, room, board and course-related books. But “walk-ons,” athletes with partial scholarships, and perhaps even those with full NCAA scholarships may still need extra cash for college related expenses. In the NAIA, there are two specific types of scholarship structures, according to Aaron McMurray, Vice President for Institutional Advancement and External Relations at Warner Pacific College. Merit based scholarships are scholarships that focus on talent and roster production. The second type is need based, which means the amount of money given is based on how much financial help that the student needs to afford the tuition. Warner Pacific has adopted a unique scholarship structure that adopts a mixture of both merit and need based types of aid, McMurray said. Warner Pacific operates on a structure that honors both fairness and production for the team. According to NAIA.org, each school determines how much scholarship money it

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awards to an individual student-athlete. Athletic scholarships are controlled by each institution through the same process that handles all student grants and scholarships. Athletic scholarship disbursement follows a set structure, and all schools have to follow a set of NAIA rules. Additional support in the form of need based federal financial aid is also available to help student athletes afford school related expenses. In the NAIA, this is a very important prospect, and without it a lot of student athletes across America would not be able to afford an education, including myself. Like other college students, athletes must fill out a FAFSA (Free Application For Student Financial Aid). In order to receive any federal financial support, you must simply provide proof that you have financial need, are a U.S. citizen or eligible noncitizen, be enrolled in an eligible degree or certificate program at your college or career school, and fulfill certain academic standards (Fafsa.ed.gov). Federal financial aid is great support for those who need it, and helps the NAIA bring in student athletes who are not talented enough to play at a NCAA Division I or II school. There is a lot of work on and off the court/field that goes into obtaining a athletic scholarship. The ability to gain a scholarship is special and should be seen as a positive regardless of the amount or scholarship category that you fall under, said Adam Westfal, a student in his second year at Warner Pacific after transferring from a Simon Fraser University, an NCAA DII institution. He is adjusting to the different structure of his NAIA athletic scholarship. After attending WPC for the past two years, Westfal describes the differences between NCAA and NAIA in two ways: “money and books.” He explained that at larger schools who offer full athletic scholarships, such as Simon Fraser, getting books is as easy as going to the bookstore, scanning your ID, and walking out. But here at Warner Pacific, things are little different; purchasing books is something that is not covered in Westfal’s merit-based scholarship. “It is a hassle buying $100 to $200 books, and it is even worse that financial aid says I can afford it when I cannot,” he said. Textbooks have a range of prices, but can still add up depending on the courses athletes are taking. Most NAIA scholarships do not cover books, and those who are not fortunate enough to have additional need based financial aid have to find other ways to afford their course texts. “Sometimes I either take one of my friend’s book and make copies, or get stuck in the library checking out books,” he said. “It is hard and time consuming, but I can’t afford them, so I have to do what I have to do in order to succeed here I wish I had a little bit more money just so I can afford more books, but that’s how it is.” Westfal said. NAIA institutions do not bring in the same amount of revenue as other schools due to lack of attention from the media and a smaller scale of students and support. The amount of money produced by these athletics departments clearly affect how much scholarship money can be given to their student athletes. From my personal perspective and experiences, schools that Vol. 8, Issue 1

give full ride scholarships make a lot of revenue and even a small portion of that revenue can provide student athletes with these big scholarships. Warner Pacific is a little different. In all reality, it costs more money to run the athletic department than we bring in from the tuition generated by student-athletes, said Frank Johnson, Athletic Director and men’s and women’s wrestling coach. Although the atmosphere in the gym may be amazing, Johnson said, Warner Pacific is actually losing money rather than profiting when it comes to sports. So any transition to full athletic scholarships is something that Coach Johnson does not see happening at Warner Pacific. He explained that even at NCAA schools, full ride scholarships are typically reserved for studentathletes in revenue producing sports like Division I basketball and football. Johnson acknowledged that the way scholarships are structured here, prospective student athletes may fail to sign because of lack of finances, and it becomes difficult to sign players with high levels of talent. Ironically, this does not make for large problems with recruitment, Johnson said, for WPC is able to provide student athletes with the individual attention, and the focus of the college culture on service and personal growth is difficult to match anywhere, he said. Scholarships are not the only thing of value for student athletes. They walk away with more than just discounted education. Most student athletes have high hopes to play after college, yet most of them have a very small chance of doing so. They may not be able to further their professional career in athletics, but they know they will leave with a good education, a valuable degree, and genuine relationships. Most athletic teams are structured as families, and the connections athletes make are those that last long after college. NAIA schools cannot offer full scholarships, but they can offer other positive aspects that influence and persuade student athletes to attend their institutions. According to Aaron McMurray, Warner Pacific is able to entice student athletes to attend based on the college culture, expectations for graduation, degree value, location, and a robust learning environment. The athletes and the college have somewhat of a partnership, McMurray said. The school is able to provide the athletes with education, networking, and other positive things, and the athletes are able to provide the school with pride, entertainment, and community. Winning is not the main goal of our athletic teams, McMurray said. “We aim to develop our student athlete’s character and a commitment to excellence, personal development, Christ and classroom.” Warner Pacific may not be able to bring in the big bucks, but the athletic teams always find a way to afford what is needed for a successful season. Many people question where the money comes from in order to get to cover certain expenses for athletics. It is a reality quietly kept that all athletic teams have to partake in fundraising. Unlike the larger schools who have contracts with certain companies such as Nike, Adidas, or Under Armour, we must fundraise in order to receive an abundance of shirts, shorts, trips, food, and travel gear. Fundraising can include car washes, shooting contests, and donations. From personal experience, I can tell you that fundraising is not the most glamorous activity. Even though these activities foster team bonding, it is hard and time consuming. No one wants to fundraise if you can get the product for free, but it is a must for our teams. Scholarships are a privilege not a right, and those who have any form of athletic scholarship have worked for it. Athletic scholarships are the foundation for sports in college. Most people tend to believe that a scholarship is set in stone for four years, but under NCAA rules, they require yearly renewal and depend upon fulfillment of a student’s obligation to actively Knight Times

Bryce White dribbling down the court during a game against Lewis & Clark College. Photo by Chris Oertell participate in the sport. Scholarships can be revoked for a variety of reasons, including poor performance on the playing field or in the classroom. It’s one thing to be lucky enough to get a Division I scholarship, it is another thing to keep it all four years. At the NAIA level, true full scholarships do not exist, and no scholarship is 100% secured. Providing the crowd with entertainment, that’s the easy part; student athletes must also have a strong understanding of scholarship structure and rules. When I decided to attend Warner Pacific, I was subject to a small scholarship due to various reasons outside of roster production, yet I wanted to attend this school because of the atmosphere and the degree. Athletics is a very important aspect of my life, but my dream has always been to be the first to obtain a college degree in my family. Making the decision and taking financial sacrifices would be the easy part, yet telling my best friend that I was not going back to play Division I was the hard part. Me: Well, I was short a few credits and I’m not going to be able to go back and play Division I basketball next year, I am going to attend Warner Pacific and stay in Portland. Joseph: So what does that mean? Are you still going overseas? I’m guessing I’m not getting any shorts, huh? Me: Just a different scholarship and lower level of competition. With financial aid and my scholarship from Warner Pacific, I will be able to attend the school for free, but I will not be getting any extra money as I am used too. I will have to pay out of pocket for everything, even books, and I know I’ll struggle this whole year financially, but it will be worth it when we take pictures at graduation. And as for the shorts, you’ll get a pair, I promise. Warner Pacific College

Model Curiosity, Embody Hospitality: Peer Mentors serve in First-Year Learning Communities By Ashley Gorsek

arner Pacific is committed to “a Christ-centered, urban, liberal arts college dedicated to providing students from diverse backgrounds an education that prepares them to engage actively in a constantly changing world.” FirstYear Learning Communities are a key program in accomplishing that mission, a proactive response to the rapidly changing social, cultural, economic, and educational context of our world while being anchored in the mission and tradition of the college. WPC’s FYLCs are rooted in liberal arts learning—involving critical thinking and interdisciplinary inquiry—but also sensitive to the conditions of our city

and world, and the needs of our studens to match their passions with jobs in a changing labor market.

First-Year Learning Communities (FYLCs) are opportunities freshmen at Warner Pacific have to get connected and involved with the community both on campus and in the city. Each FYLC cohort is enrolled in two linked classes in the fall and one linked course in the spring that are focused on a specific issue in the city of Portland. These linked courses are special freshmen sections of general education courses required for graduation. FYLC is a place to learn and meet new people, but also to get involved in Portland as a community. These linked classes bring together real life

Bottom center: All 2016-2017 Peer Mentors. From left back, Brycen Dodds, Andy Rivas Vazquez, CJ Johnson, Victor Gallardo-Molina, Joshua Wharton, Trevor Hostetler, (2nd row) Regina Bell, Montse Astorga Ramos, Elianna Jurado-Zambrano, Blanca Gaytan Farfan, (3rd row) Sharyce Matayoshi, Robin Miller, June Pederson, and Nadia Nelson. All other photos are of the students and peer mentors of the FYLC group Live Long and Prosper, EN 101-LC8 and HHK 160-LC8. Photos courtesy of Celeste Jackson.

December 6, 2016

Vol. 8, Issue 1

experiences and hands-on learning within a specific context, making FYLCs a place to grow and learn both as a college student and a citizen of Portland.

gets you to an answer, but helps you to grow. For freshmen coming into a new environment, hospitality is the comfort and care that a community has to offer.

Each cohort of 15 students focuses on one of the following topics: Boyz and Girlz in the Hood: Justice & Neighborhood Change in Portland; Bicycles, Equity, and Race: Urban Mobility in PDX; Power, Privilege, and Identity: Developing Leaders in PDX; Faith, Justice, and Portland: Advocating for Social Change in PDX; Food Carts, Farms, and Freddy’s: Thinking about Eating in PDX; UrbanRez: Voices of Oppression & Strength in PDX, and Live Long and Prosper: Building Bridges to Wellness in PDX.

FYLC Peer Mentorships are yearlong paid student leadership positions, and are the only leadership positions that come out of the department of Academic Affairs. The applications go out in February, and there are some expectations such as having a 3.0 GPA or higher. It is not required that you were part of the program as a freshman. This is beneficial to transfer students who want to get involved and be part of others’ college experience.

The FYLC page on the Warner Pacific website explains the purpose of the program: “We believe FYLCs will help establish a life-long curiosity about self, others, and responsibility in the world. We create a strong learning environment through access to campus resources, the city of Portland as text and context for learning, and the strong relationships built from a community of support.” Each FYLC is led by a lead faculty, a linked faculty, and two upper class Peer Mentors, all who are committed to helping students succeed. The official motto for Peer Mentors is “Model Curiosity. Embody Hospitality.” Curiosity refers to the kind of questioning that not only

The Peer Mentoring Handbook discusses what a Peer Mentor is and what it is not. A Peer Mentor is someone who: “Assists new students in making a successful transition from high school to college. Helps new students feel comfortable at WPC, at the same time exposing them to new opportunities and resources available on campus. Helps students understand and unpack the meaning and implications behind their StrengthsQuest themes and helps them build around their strengths. Establishes a strong connection with new students, who can in turn use that connection as a catalyst for positive change and growth.” Along with that, a Peer Mentor is not someone who is “a parent, all knowing, a tutor, a proofreader, or a counselor,” but someone who is there to help guide and encourage freshmen in their first year at WPC.

Peer Mentors are upper division students who model success in the academic arena and responsible involvement in co-curricular activities. They serve as a bridge and cofacilitators between first-year students and the rest of the campus community. Knight Times

One of the 14 current peer mentors is Nadia Nelson. She was part of an FYLC when she was a freshman. Nelson is someone who is always filled with joy and care for others, and now she is intentionally living into others’ lives through this job. For Nelson, the most valuable experience as a Peer Mentor has been “being a part of others’ lives, seeing small successes, and encouraging them. Also, there is something powerful about listening.” Cultivating the skill of listening is an important

part of the mentor’s own growth. According to Nelson, the requirement is to meet one on one at least six times a semester, but she doesn’t let that limit how much time she spends with her mentees. Another aspect of peer mentoring is that it is not being done alone. Each FYLC has two Peer Mentors, so Nelson has another Peer Mentor paired with her, Josh Wharton, who meets with the other half of the freshmen in the cohort. A mentor partner provides accountability, Nelson said, accountability specifically shown through prayer for each other and also through checking in on each other. There is also power in the two peer mentors working with the two FYLC faculty members. Together, they can spot areas of concern quickly and address needs in a timely manner. This is a level of support no other course at WPC offers. To date, there have been 61 FYLC mentors in the five years of the program, and it is a coveted position that continues to grow in prestige. The FYLC Peer Mentors sign a contract, since this is a professional and paid role. Some of the expectations are that mentors attend initial training, as well as required events and activities with mentees. They meet with assigned FYLC faculty members throughout the semester, and are expected to balance those obligations with their other jobs and activities. The First-Year Learning Communities program is in its fifth year, and Director Jessie Thompson has been developing the program and the Peer Mentor leadership program along with it. Thompson explained how FYLC Peer Mentors learn many skills through an extensive training that will also help them outside of school and in the real world. The mentors are trained in areas of active listening skills, first year adjustment issues, StrengthsQuest self-evaluation, as well as communications differences of gender and culture. FYLC is a program where Peer Mentors are committed to the academic success of others and also have a commitment to the community at Warner Pacific. If you are interested or want to get more information, check out the FYLC website http:// www.warnerpacific.edu/academics/fylc/ or contact Jessie Thompson. (jrthompson@ warnerpacific.edu) Warner Pacific College

Forever of a Peter Pan Confessions Grown-up Child By: Kay Hilman

Picture by Gina Sala of Flickr

Grow up.

Those two words can mean so many things. For most it means putting away childish things and becoming more serious or professional. The trouble is, people think a requirement of getting older is growing up in this way; that you have to move on from things meant for children once you pass a certain age. For some that age is 12, while others hold out for 16. However, it is generally believed that, by the time you reach 21, you have put your childhood behind you. For me, that couldn’t be more wrong. This spring I will turn 30 years old and I fully intend to put cartoons and build-a-bear on my wish list. Of the 55 animated Disney films made since Snow White, I had watched all but 9. I collect stuffed animals and Funko POP figurines. I have more than 100 volumes of over television shows, mostly older stuff and cartoons, as well as around 150 films on DVD, including 30 that would be classified as “kids movies.” I also own a model of NCC 1701-D, the starship Enterprise from Star Trek: The Next Generation, and a 5 ½ foot tall cardboard cutout of Spock—with Dr. McCoy on order. Many people are shocked at these sorts of things, thinking it strange that someone my age would have such collections. While my response to their strange looks and belittling

Picture by rika of Flickr

comments are usually a smile and a shrug, I feel like the time has come to explain my choice of behavior. As anyone who knows me will attest, I am very proud of— what I like to call—“my nerdom.” Life is too short to take it too seriously; it really is okay to kick off your shoes and play in the sandbox with all the other kids. Call me childish or immature if you like, but my reasoning for holding tight to these feelings goes deep. The adult world is often dark and immoral. Sexual humor is all the rage and violence rules the television. It is hard to find a truly family-friendly program anymore, unless your family is eight and under. Most of the time, getting any of my friends to agree to watch something wholesome is about as easy as squeezing the water out of a wet rock; I might get a few drips, but not enough interest to really get anywhere. Some days I feel like the lone hold-out for TV Land in a world of HBO and Showtime; like I am living in a time that has already passed me by. Perhaps this is why I hold onto the things of my childhood; I need a reminder that there is still something in the world that is pure. I need to know that I can still turn on the television and watch a program with my nephew without having to worry about what he is seeing or hearing. Family-friendly are not bad words. In fact, many of the films classified as “kid’s movies” are great examples of cinematic genius. Classics like Mary Poppins and the original Pete’s Dragon were pioneers of their times, pushing special effects in ways no one had before. Films like Ant Bully, Meet the Robinsons, and How to Train Your Dragon contain messages about friendship and belonging that are just as true for adults as they are for the children they were created for. To disregard something because it was designed for children is absurd. The peanut butter sandwich and chocolate chip cookies are associated with childhood, but very few people give up those just because they reached puberty. I believe that everyone has an inner-child somewhere inside them. They are the ones that giggle when a puppy falls over chasing it’s own tail or smiles at the butterfly perched on a bush. Wonder is not something humans grow out of, neither is joy or laughter. So why shun things that bring about such emotions? Why assume that a cartoon with a moral cannot teach anyone after they are old enough to drive?

I understand that most adults, and even some teenagers, have lost the childlike view of the world. Their brains have developed past the stage where they believe that fairy dust can make you fly. Truth be told, I have too. I can be just as serious as the next guy, when the situation calls for it, and I can even tell the difference between fantasy and reality—though some people have had their doubts. All this means nothing in the grand scheme of things. I choose to act as I do and it works for me, so why does this make me such an outcast? People cannot understand me, I’ve known this since about the age of five. It was around this time that I started to see the characters on television as people, friends even. I knew them; their likes and dislikes, their friends and enemies. I could even tell you how they would react if another character did something, even if it did not happen in the show. As I grew, so did my understanding. I could now create my own worlds, as well as characters to live in them. I never wrote these down, I would simply close my eyes and go. My mind would fly on the wings of a griffin or dive beneath the waves with a mermaid. I could soar through the stars or shrink to the size of a bug. My fantasies were limited only by my imagination and that remains true to this day. I can still close my eyes and visit the people who exist nowhere else but in my mind. Only now I can write down what I see and share their stories with the world. People find it strange that I can—and do—take the time to explore lands of fantasy at an age when most people are more concerned with car payments than which version of Batman has the best Joker. They seem to assume that one cannot be a responsible adult and still watch cartoons with a bowl of Kix. Why not? There is no rhyme or reason that says I cannot pay my bills and have a lightsaber battle with glow-sticks the next day. I have often heard it said that age is just a number. While one cannot escape the physical side-effects of aging, the mind is under our control. We will act as old as we wish. Some days,

“Men do not stop playing because they grow old; they grow old because they stop playing.” Oliver Wendell Holmes Sr.

I am mentally 40 years-old, the next week I am 5. It is all a matter of perspective. My body may have gotten older, but my mind is as young as ever. I refuse to let go of the Land of Make-Believe and I will ride that trolley car for as long as I am able. My friends from childhood may not be real, but that only means they don’t have to go away. They will never grow any older than I allow, and even if I create their death I can always turn back the time-line to see them again. That is the true magic of childhood, the part that doesn’t have to fade: the mastery of imagination can stay with you all your days. You just have to let it. Photo collage by Kay Hilman. Photos by Flickr users JD Hancock, Premnath Thirumalaisamy, Miguel Discart, BenSpark, Renato Goes, Sean Dreilinger, and Plonq. 15

Christmas in Portland

By Stephanie Davis and Deborah Landers

ecember in Portland is a magical time to say the least. Trees lining the streets downtown are dressed up with Christmas lights, all our favorite coffee shops seem have the best seasonal treats, and the reindeer on the Portland, Oregon sign over the Burnside Bridge has his red nose on. Here’s a guide to the best local activities and sights to make your December one to remember.

Get Outside!

Acclimating to the changing weather can be difficult for some, but Portlanders are notorious for ditching the umbrellas and facing the winter rains with fearlessness. Don’t let the drizzles and downpours keep you from enjoying all nature has to offer year round. • Silver Falls State Park: Located just 20 miles southeast of Salem, Silver Fall’s Trail of Ten Falls is a nine mile loop with various points to cut through and shorten your hike, but with some of the most breathtaking waterfalls in Oregon, why would you want to do that? For the more adventurous, there are also camping and overnight cabin lodging options, along with 9,000 acres of mountain biking and horseback riding trails to explore. See www.oregonstateparks.org/.

• Timberline Lodge: From skiing, snowboarding, snowshoeing, and hot chocolate drinking, there’s something for everyone to enjoy at Timberline, day or night! This extraordinary lodge on the base of Mt. Hood is also a fantastic place to usher in the New Year, complete with fireworks. Learn more at www.timberlinelodge.com/.

• The Columbia River Gorge: With over 200 hiking trails, the Columbia River Gorge is the best outdoor adventure spot around. If you’re interested in a simple two mile hike to a waterfall, try Wahclella falls, or if you’re ready for a 5,000 foot elevation gain and a 10 mile trail, try Mt. Defiance. For anything and everything in between, check out www. oregonhikers.org.

December 6, 2016

Lights, Lights, Lights! • Christmas Ship Parade: Runs for 15 nights in December, starting the 2nd and ending the 18th. For best places to view the parade and timing, check out www. christmasships.org/. • Peacock Lane: Peacock Lane is Portland’s famous Christmas street. With each house sporting a different array or lights and sparkle, it never disappoints. Also, the street is free to visit! Starting December 15th and running until the 31st, it’ll be open from 6pm-11pm. Peacock Lane is located between SE Stark St. and SE Belmont St. and one block east of SE 39th. For more info see www.peacocklane.org/.

• Zoo Lights: It’s hard to believe Portland’s Zoo could get any better, but when the Christmas season rolls around, the Zoo grounds shine like no other time. With over one million lights, you’re bound to have a new appreciation for the park. Zoo Lights hours are 5pm to 9pm, and grounds remain open for one hour after gates close. www.oregonzoo.org/visit/ zoolights/.

• The Tree in the Square: Every year Portlanders gather in Pioneer Square to marvel at the 75 foot fully decorated Christmas tree. According to thesquarepdx.org, this year’s event on November 25 will feature a holiday sing-a-long featuring Thomas Lauderdale with members of Pink Martini, “Oregon’s Own” 234th Army Band and the Pacific Youth Choir. A pre-show with the NW Community Gospel Choir will begin at 5pm. The 30th Annual Tree Lighting Ceremony will also be aired live on KGW. If you can’t make the initial lighting of the tree, don’t fret, it will be lit every evening until New Year’s Day. So bundle up in your rain jacket, grab some coffee, and enjoy the winter wonderland of Portland!

Theatre and Music of the season • Tuba Christmas: On December 10th, over a hundred tuba players will assemble in Pioneer Courthouse Square and give a concert featuring many Christmas carols. All you have to do is show up!

• Beauty and the Beast: the Disney musical will run December 10th-24th at the Newmark Theatre. Tickets are available online and prices start at $25. For more information, visit www.portland5.com/ newmark-theatre/. • The Nutcracker Ballet: Following their holiday tradition, the Oregon Ballet Theatre is putting on George Balanchine’s The Nutcracker December 10th-26th at Keller Auditorium. Ticket prices start at $44. For more information, visit www. obt.org/1617-season/nutcracker/.

• The Wizard of Oz: The Northwest Children’s Theatre and School is running The Wizard of Oz from December 10thJanuary 2nd. Ticker prices start at $16. For more information or to purchase tickets, visit www.nwcts.org/content/ wizard-oz.

• Baroque Christmas Concert: Bach Cantata Choir & Chamber Orchestra will perform a Baroque Holiday Concert with Baroque Christmas carols at Rose City Park Presbyterian Church on December 16th at 7:30pm. Tickets are available at www.brownpapertickets. com/event/2696690.

• Cirque Dream Holidaze: A holiday spectacular that blends music and acrobatics, Cirque Dream Holidaze is running for three days only (December 22nd24th) at the Arlene Schnitzer Concert Hall. Tickets and information about the show can be found at www.portland. broadway.com/shows/cirque-dreamsholidaze-baa-ss/. Vol. 8, Issue 1