Pierce College virtual choir presents “The Lads Among Heather”
Pierce College virtual choir presents “The Lads Among Heather” Directed by Dr. Kenneth Owen, and put together by videographer Kyla Raygor.
Highs and lows of quarantined mental health
Students have had their share of mental ups and downs during quarantine and though some saw the lockdown optimistically others weren’t so sure how to feel.
Having an extrovert or introvert personality had an impact on the mental stability of students as they managed schedules, family, friends, work and solitude.
“It’s a rollercoaster, where it kind of depends on what I am thinking about,” said Zakariah Swanson ASPCP president of Puyallup student life. “If I can look at the silver lining or not.”
College life is never really stress free even for the “best” student. There are students that are faced with more than just the usual issues and have added strain due to already having underlying mental health concerns.
“Every day felt like bricks on my chest, the amount of stress I felt,” said Vanessa Garcia, student engagement coordinator.
Garcia was candid and revealed she has Asperger’s Syndrome and told of the difficulty she was faced with during the pandemic. She also said her favorite part about the quarantine was getting to wear sweatpants for events.
Some students looked at what was lost but also looked at what could be gained. Still the longer it went on the more tiring and the less motivated students were to put up with the status quo.
“The pandemic amplified my mental health,” said Nathan Haueter, student organizations coordinator. “When I was doing really good it made it even better and when I was doing bad it made it worse.”
Finding a solution to manage the highs and lows of mental health seems to rely on relationships and being around people for the motivation to do good. Not having the usual net of people around has made the pandemic more difficult for some students while others were able to stay motivated.
“Celebrate small victories,” said Madison Rannow, vice president of student organizations, commenting on what she would likely tell her past self before the pandemic.
Looking back, many students will have learned many different lessons through diverse struggles, each as hard in its own way as the other. The world turned small for students, both foreign and domestic and all the possibilities that once were within reach were somehow taken and placed a little further out of reach.
Equity Diversity and Inclusion Senator Jessica Xu, finds having an adaptive mentality to be beneficial. Being an international student who has not been able to go home in over a year has built frustration, especially not being able to have family around as a support system.
For some students, the pandemic felt easy at first but harder as it went on. Time out of school kept expanding and became more strenuous. Along the way most students learned to not be hard on themselves and found a way to thrive in the midst of this moment in history.
“I got used to it and got into a system where my mental health is not based on the circumstances, but on what I decide it to be,” said Karen Nunex-Michel, vice president of activities board.
Things to Do This Summer
Where are all the student resources?
Students feel uninformed of the available resources Pierce College has to offer due to lack of advertising
While Pierce has gone through many lengths to make the abrupt transition to online learning as easy as possible for both its staff and students, one issue remains prevalent. As Pierce discusses returning to in-person teaching the issue of advertising available resources remains.
Pierce College students are saying they’re not fully aware of the college’s resources available to them virtually. This is largely because Pierce hasn’t advertised these resources, they say, leaving it up to students to search websites to find what they need. There are useful tabs of info and help that students are missing, most likely because they are unaware it even exists.
Student Heather Schlaht used online resources for her English classes but not for other classes. Schlaht wouldn’t use resources from the library unless it was necessary, as she would prefer to act independently as a student.
“Depending on a specific assignment, [professors] usually tell us, ‘Hey go to this thing on the Pierce website,’” Schlaht said.“[But] I think the biggest problem Pierce has is the multiple layers of websites. When you go to a resource, it’s kind of cluttered I would say.”
Unless the school or a professor specifically guides them to a needed resource, there isn’t much reason to dig further to see what other resources are available. On top of this, some of the pages on Pierce’s site require you to visit multiple links just to get to a specific section. Because of this, it is assumed that many students act independently in their classes when searching for resources.
“I remember there was one thing like the Ctclink [and] trying to get to it; they have this thing where it’s like [you go to] the Pierce website and then it goes to some other website, then you have to click a link to get to your Ctclink,” Schlaht said.
Schlaht often looks on her own to find needed resources online, especially when the college has multiple platforms for information to search through. Students such as Cannon Combs, however, said he didn’t use the suggested resources at all.
“I heard about the Writing Center in English,” Combs said. “I heard about the Tutoring Center from a friend and all the other resources I learned about in English, but I didn’t end up using them,” Combs said.
Combs did in fact sign up for tutoring but didn’t want to wait for the scheduled time, and found the answer he was looking for himself instead. He ended up asking a friend to help out and canceled the session.
Students like Combs question whether they should use Pierce’s available resources such as the Tutoring Center, or use a more direct approach and search for their answers right away, rather than wait for a session.
Pierce provides many resources that can help with school, and counseling is also available to help students with what’s going on around them personally. Some resources students should know about include the library’s website, Writing Center and Tutoring Center. All these resources help with homework or anything students are having trouble with.
The Tutoring Center is a place where students can receive help with homework and understanding their course work. Kannika Armstrong, a Pierce tutor, used to be a college student last year, but now sees both the students’ point of view and the tutor’s point of view.
Tutors like Armstrong are helping students get access to resources like the Tutoring Center by encouraging them to come to a session. Even if students are scared to ask questions she guides them through it.
”Tutor is not a teacher,” Armstrong said. “We don’t teach you, we just come to work together. I can’t grade you, so it’s ok to make a mistake and to say “I don’t know”. [Tutors] support you.”
Armstrong encourages students to seek help in any way and continues to help make that resource as accessible as possible. “I asked the professor to set up the Homework Help form in the module so if they have a question or ask [one] the tutor would go to them and help. But I will guide them, not give them the answer,” Armstrong said.
”You can ask in the Homework Help form, but you have to wait for the answer. But, if you come to the session you get help right away.”
Students who would prefer to receive help through messaging, rather than verbally have that option as well. “I have a student that just messages me all quarter,” Armstrong said. “It’s ok [for them] not to come to the session because [they] still message and contact me and get help through messages.”
Keith Kirkwood, the program manager for the Writing Center, further explains how the Writing Center is a resource available to assist students as well as the Tutoring Center. The Writing Center has an online course on Canvas where students can enroll to get help.
“It gives more information about who we are and of videos explaining how we do things, and resources we create in the house for students about particular assignments,” Kirkwood said.
The resources you need are all on Canvas under the Student Support tab. There students can find the Tutoring Center, the Writing Center and even the library. These can be accessed by clicking on the required tab needed to take you to the resources information.
With the resources in the student support center, students can find amazing people to contact and get help from. Tutors like Armstrong, for example, are there to encourage you and guide you through the answer, rather than having to rely on friends. Many more are ready to help students as well.
Don’t be scared to ask for help; these resources are here to aid students, not to judge or grade them. The resources may not be advertised in the most resourceful way to find them, but they are there and with many resources currently that could greatly aid students in need.
Links to resources from Pierce:
Online Library “Ask” Desk: Link
Writing Center’s general page: Link
Tutoring Center page: Link
CtcLink sign-in page: Link
Bookstore homepage: Link
Veteran Services homepage: Link
International Education homepage: Link
Financial Aid homepage: Link
Tuition Installment Plan: Link *(If you need to break up your quarterly charges for classes into increments)
Other Financial Aid Resources: Link
Scholarships homepage: Link
Work Study homepage: Link
School Calendar: Link
Tacoma Mural Project
Tacoma is a city with a vibrant art scene, from its Art Museum and Glass Museum, to its Musical Playhouse, and the dozens of family owned boutiques and jewelry stores in between. Still, some of the most prominent pieces of Tacoma’s local art (as well as history) comes from its colorful murals decorating downtown Tacoma.
The murals in Tacoma mix culture, advocacy, and tradition into art and with the help of Downtown on the Go and Spaceworks Tacoma, the legacies and meanings of these murals can be explored and discussed via a virtual 1.1 mail tour.
The first mural the tour shows you is titled Working Forward Weaving Anew, and according to the guides this mural “is designed to honor cultural traditions, the natural environment, and our need for new harmonious and sustainable paths into the future.” Painted by Esteban Camacho and Jessilyn Brinkerhoff with the help of a team of nine Native American artists, this mural was handpainted in only 6 weeks and is part of the Prairie Line Trail Project and reminds us to respect the land we share with others and nurture those relationships.
A recent mural that was shown during this tour was a solo painting done by Tiffany Hammonds in honor of the 2020 protests, this mural isn’t painted directly on the storefronts and instead was painted on the boards during the protests in response to the death of George Floyd and the ongoing police brutality. In an interview with Chase Hutchinson of the News Tribune, Hammonds talks about the message behind this piece.
“The message is hope,” says Hammonds. “If it’s our vision, that means we are capable of doing it.”
A more diverse twist on the usual painted murals on the tour was one done by David Long and Al Pikart who took screenshot images from webcam chats and turned them into an art piece drawing attention to the mistreatment of people detained at the NW ICE Processing Center. The words “Queremos Libertad” translates to “We want Freedom” and pushes Long and Pikart’s message that no human should be treated illegally.
The final mural shown on the tour was a beautiful tribute to the late Supreme Court Justice Ruth Bader Ginsburg. The artist, Nori Kimura painted this mural with four of his middle school students as he said it would be more meaningful to him. It was RBG’s work for equal rights, activism for women, people of color, and members of the LGBTQ+ community that inspired Kimura to paint this mural as a tribute to her work and legacy as an advocate and activist.
My takeaway from this tour was that our state is steeped in history and culture and although it may not always be pleasant we must remember it and keep it with us, for me, the art displayed on this tour is a reminder to embrace who we are, who we live with, and where we come from so that we might pave the way towards a better future.
Pierce College Fort Steilacoom welcomes new Vice President
Pierce College Fort Steilacoom welcomes its new Vice President of Learning and Student Success, Dr. Ilder Andres Betancourt Lopez, following an email announcement from PCFS’s President Julie White on June 3. Lopez is expected to join our Pierce community come August 2, 2021.
“[Lopez] brings a wealth of expertise to our work to create an anti-racist institution, in order to fulfill our mission at Pierce College: to provide quality educational opportunities to a diverse community of learners to thrive in an evolving world,” White stated.
White further shares in an email announcement a biography provided by Lopez himself, which gives more insight into our new vice president. From his biography, it states that Lopez grew up in an impoverished area in Los Angeles, being born from undocumented, Latino immigrants.
“When Ilder entered Stanford University, he felt blessed but he also wondered how to best maximize the privilege,” White stated. “A career in the community colleges became the obvious answer. It was and still is the nexus of opportunity for many of his family members and peers.
“Throughout his career, Ilder applies an equity and social justice lens to all his leadership decisions. Ilder believes it is not our students that need to change but the institution that can change to better address the issues faced by our students. He has devoted his career working at the community college to fulfill this philosophy.”
Lopez is currently the Dean of Science at Bellevue College, where he has developed and overseen their division’s efforts to provide learning opportunities during the COVID pandemic. Some of Lopez’s work also includes providing culturally responsive teaching and services training to all employees through a partnership with Bellevue College and the national Puente Project.
Pierce College looks forward to welcoming its new vice president with open arms. In due time, students and staff alike will be able to get to know Lopez more personally as he becomes a part of the Pierce community.
Catching up with the Wadaiko Club
Two thunderous live performances and an interview with members of Pierce College’s Wadaiko Club
On Friday, April 30, six members of Pierce College’s Wadaiko Club gathered at the Sunrise building of Fort Steilacoom for a roaring and united live performance. The club performed two songs, “Amaterasu”, which translates to “God of the Sun”, and “Umi wo Wataru Sakura”, or “Cherry Blossom Across the Sea”.
Wadaiko, otherwise referred to as Taiko drumming, is the art of Japanese drumming. Introduced to Japanese culture decades ago, taiko was first utilized in military combat, but would later find its place in the Imperial court and theater.
For members of the Wadaiko drumming club, performances and practice give space for community and creative expression.
The second song performed, Umi wo Wataru Sakura, symbolizes the club’s members in the United States and Japan. This can be heard in the song’s polyphonic melodies, separate and distinct but joined to create a beautiful sound.
Since the beginning of the COVID-19 pandemic, the Wadaiko club has not had the opportunity to resume practice on campus, however online practices are hosted every Sunday with additional information available on the groups facebook page, linked here.
This performance was brought together and made possible by the official Pierce College podcast, PierceCast, which can be found here.
The student media teams are searching for creative co-workers.
It’s great opportunity for someone looking for part-time employment within the college that offers a flexible schedule. Students who work for the media teams will bring new voices to publications to give us fresh perspectives.
This is a work-from-home opportunity until campus reopens.
- Starting pay: $13.94/hr
- Starting hours: 10-15hrs/week
Positions begin in late August and will continue throughout the 2021-22 school year.
Positions Available:
Online Manager: The student responsible for the look and content on the website.
Social Media Manager: The student who creates the content for the social platforms.
Writers: The students who research, interview, and write stories.
Requirements:
Team members need to take 10 credits each quarter from fall to spring and maintain a 2.7 grade point average.
Contact adviser Teresa Josten at [email protected] for more information or detailed job position descriptions.
APPLICATIONS DUE MONDAY, MAY 24.
APPLY TODAY.
Students and professors share their experiences switching from in-person classrooms to fully virtual learning one year after the fact
On March 16, 2020 Pierce College closed its campuses to students following the sudden uprising of COVID-19 cases in Washington State. One year later, Pierce College has proceeded to do its teaching virtually.
Announcements to continue in person teaching have since been extended to a small number of classes for Fall 2021. As Pierce prepares to bring students back to campus step by step, and other campuses and school districts begin to open their doors, many students and staff at Pierce feel as though the overall transition from being in person to fully online was mostly successful.
While some issues regarding communication and overall engagement brought mixed feelings for some, the general consensus seemed positive, with part of this being due to the accommodations made by professors. For Jade Dickinson, writing tutor and Running Start senior, she’s felt that Pierce College has done the best they could do, given the circumstances.
“Pierce and its professors have a strong commitment to quality,” Dickinson said. “I find that I have still been learning in my online classes and that most of the professors that I’ve come across have been really understanding. [However] I know that’s not the case for every professor.”
Dickinson can recall earlier March of 2020 when Pierce first closed its campuses and transitioned to online learning. “At the beginning of the pandemic, everybody was really really confused—including Pierce,” Dickinson said.
“I remember, we actually went online four days before classes ended and I had to do my last week of classes online. I think there was just so much fear around what could happen and we didn’t know anything about the virus. We barely knew how it spread, and we didn’t even have a mask mandate at that point.”
Mika Asiag, another Running Start student, also thought Pierce handled it well but felt that not everyone likes online learning and would have preferred other methods instead of fully online classes.
“I think they honestly could have done hybrid,” Asiag said. “I just feel like not everyone likes online learning—especially me. I hate online learning, and it’s hard for me to grasp ideas when [I] have to learn on [my] own.”
Students were not the only ones affected by the switch to online. For math professor Claire Gibbons, Ph.D., she’s been trying to view the whole ordeal in a positive light, not just for herself, but for those around her as well. “I think if I have the privilege, that I need to be using that to make a good situation out of this,” Gibbons said.
“If I’m just kind of feeling bad for myself—when I actually have so much—I don’t think that is the right way to handle it. The empathy that I can feel for my coworkers who are going through this I can try to share with my students, because my students also might have things going on at home—they might have kids, they might have jobs. I have lots of stuff that’s been impacted,so to be warm and understanding of that is good I think.”
Gibbons shared how a small disconnect between admin and higher-ups and the actual experience of faculty in their classes felt present at times. Overall though, Gibbons is grateful that Pierce was able to provide the needed support for this transition. “I think that [the higher-ups have] done a lot, especially with transparent communication and trying to be as supportive as possible; so I’ve been overall really impressed, personally.”
For math professor Cody Fouts, this was his first time having to teach full time online. Fouts had to adapt his class to online, as he’s been attempting to find different methods of teaching that may help his future students.
“I actually, prior to the beginning of the pandemic, had no desire to teach online because I think that one of my strengths as an educator and a teacher is in-person interactions with students, and I thought that was gonna be really hard to replicate online—, which has been true,” Fouts said.
For Fouts, getting students to register to the proper locations for his class, such as WAMAP, proved to be a small issue, as Pierce’s primary work-space for students is Canvas. But one thing in particular that has been difficult for Fouts has been interpersonal relationships with students and being available to his students while juggling his schedule.
“I think one of my biggest struggles as an educator—online or not—is trying to meet all students where they’re at, but I also want to keep myself in mind,” Fouts said. “I have things that I want to do in the evenings and weekends too that are not work. And it’s not that I don’t care about my students; I just only have so much time during the week.”
For Dickinson, she felt as though the school should do more to make their basic information more visible to students. Dickinson further said how she thinks sometimes info needs to be shoved in peoples’ faces.
“I think they’re doing a great job and making the right decisions personally, but just remind students through email [and] Canvas when tuition is due, when registration starts and any other important dates they should know about instead of relying on the students themselves to look in the handbook or look in the calendar,” Dickinson said.
For Fouts, what he felt could have been done differently had less to do with Pierce and more to do with himself personally. “I don’t know [if] I would have been as optimistic that things were going to be as short lived as they were,” Fouts said.
“I also would have really sought out more resources for how to effectively facilitate an online course. I think again during those first initial quarters, [it] was in my mind [that] all this was still very temporary, so I was still trying to do a very similar version of what I do in person; I was trying to do that online.”
Pierce has been trying their best given the situation. A year ago they were scrambling to move everything online as soon as they could. Some people understandably disliked online learning; others have tried to make the best of it despite the isolation. One thing Fouts misses most about in-person learning includes the simple “good mornings” and the relationships that could be built from getting to know students personally.
“You just know that when you’re seeing someone every day or even every couple of days you get to know things about their lives,” Fouts said. “You know maybe their families or things they’re looking forward to, or even just why students are in school, and then [you’re] able to ask them about that,” Fouts said.
“I am really goofy and silly in the way that I teach generally and so I really miss being able to do that every day with my students and see the look on their faces when they roll their eyes at my stupid math and dad jokes.”
Pierce has been in quarantine for over a year now with signs of returning to campus in Fall 2021. If there’s anything the pandemic has taught us, it’s to not take things for granted and the importance of compassion.
Reach out to people; no one is above burnout. Find little things to be grateful for—they exist everywhere. Be proud for making it an entire year.
COVID-19’s Effect on Sports
Feb. 19, 2020 – the last day that we stepped on a field together.
It has now been almost 12 months since we last laced up our boots, but we finally resumed play on Feb. 9. We were given a second chance to play the game that we love, for after what felt like an eternity away from my teammates.
Unlike Feb. 2020, this year looks very different. Every player is required to wear masks; players aren’t allowed to socialize outside of practice and social distancing is a part of our daily lives. Yet, with a different appearance to the world’s most beautiful game, on the field, it never changed.
I still love this game just as much if not more. It has done so much for me over the years and I will do whatever it takes to compete on the field every day.
My teammates all seemed to share this opinion and on the first day of practice, you could not see the faces of each teammate, but you could tell that they were smiling from ear to ear. After all the strenuous and annoying suspension of Pierce College athletics, the team had never been more ecstatic to compete. We had 12 months of energy and passion balled up inside waiting to be poured out on the soccer field.
Playing for Pierce College’s men’s soccer program has been one of the most enriching experiences of my young adult life. It has brought me new friends, new possibilities and a chance to play at the collegiate level. Yet all of that would be put on hold when the Covid-19 pandemic took over all of our lives.
Back in February of last year, the team was in good spirits and met for the first time since Nov. 2019. We had a new class of recruits to build upon a strong list of returning players, who represented essential leadership going forward into a new season later that year.
The previous season ended with a devastating 1-0 defeat in the first round of the NWAC playoffs. We were left with a bitter taste in our mouths and knew we had to push ourselves to the maximum during the off-season.
Consequently, our off-season was postponed when all Pierce College athletics were suspended in March 2020. This was a hard pill to swallow as the opportunity to strive as a program was stripped away from us. The team could no longer meet in person, workout together, or even hang out outside of practice, we were deprived of the opportunity to play the sport that we loved.
Although, this didn’t stop us from persevering through the separation of players, as we engaged in individual workouts and training sessions. Our coaches required us to download and participate in a virtual training app called Techne Futbol.
We were required to complete five hours of training sessions each week, as the app would track our minutes. This created a competitive atmosphere between the players who wanted to improve the most, but it lacked accountability.
Fast-forwarding throughout the off-season, our start-up date continued to be pushed back further and further. We were originally told April, then July, then August, then December, and finally January.
The team continued to get our hopes up for a return to play, but our hopes were crushed every few months. It was hard to gauge when we had to turn on the jets and train hard for the season and created an emotionally draining process that left us feeling grim. Yet, when given the first opportunity to return to the field, we took it, even if that meant wearing a mask knowing that we were healthy.
From now until the end of the season we are required to wear masks at all times, from when we step out of our cars until we leave. I have been wearing masks for months now and have become accustomed to wearing them in indoor places, but never while running outside. The majority of us aren’t in game shape going into the first weeks of training and wearing a mask while running only makes these matters worse.
I am all for taking priority in players’ health, but it can’t be doubted that masks bring performance complications and hinder the amount of oxygen that we take in. According to our Athletic Director Duncan Stevenson, our state government and the NWAC are moving forward in hopes of not wearing masks during games, which would be applauded by players who on average run seven miles per match.
Our current safety protocols include filling out a health check form every day that we meet, temperature checks before entering the field, and applying hand sanitizer before each competition. These protocols may cause extra pain and add to more things to remember daily, but they have the best interest of players in mind.
The thing that I will miss most is having fans at every game. Seeing my friends, family, and fellow students at each game adds to the motivation and competitive atmosphere. My parents never missed a game last year and were disappointed by the news, and I’m sure that they still find some way to watch my games. For everyone else, our games will be streamed online which expands our outreach but takes away the in-person spark that fans fuel you with as a player.
This season is unlike any other season, but I will trade Covid-19 protocols any day of the week if it gave me the opportunity to step foot on the soccer field one last time. All I can ask for is an opportunity to prove myself as a player and a man, thankfully I got the opportunity this winter.
Is Cancel Culture Striking Fairly?
On March 2, Dr. Seuss’s birthday, Dr. Seuss Enterprises announced on their website that they would stop the printing of 6 of their books. The statement listed: And to Think That I Saw It on Mulberry Street (1937), If I Ran the Zoo (1950), McElligot’s Pool (1947), On Beyond Zebra! (1955), Scrambled Eggs Super! (1953), and The Cat’s Quizzer (1976) as the titles being discontinued.
“We are committed to action,” Dr. Seuss Enterprises stated. “These books portray people in ways that are hurtful and wrong.”
The decision to stop publication and licensing for the 6 books was made last year after Dr. Seuss Enterprises worked with advisors who evaluated the titles. Much of the public has opinions either for or against the decision, and it seems Dr. Seuss Enterprises is not making any further comments about their statement or actions. This leaves the rest of us to wonder if the right decision was made.
The idea of “Cancel Culture”, as it has come to be known, is slowly sifting through many established franchises and either removing them or slapping a disclaimer on them. The timing seems to be appropriate for some and not for others. The looming question is if cancel culture is being fair about its judgment as well as its motivations.
Protecting the minds of children seems to be the priority, but what can be gained by hiding the history of the culture from them in literary form or in any other form for that matter?
There are many books which are considered classics such as Huckleberry Finn written by American Author Mark Twain in 1884, in which the n-word is used multiple times portraying a historically accurate picture of the cultural behavior at the time.
If the goal is looking seriously into books branded as offensive and removing them, then school curriculums could begin shifting in a different direction where the history on those pages could be lost for good. Touching the surface of social issues could be a temporary solution and good conversation starter by cancel culture. Yet there is still real evidence of racism in the world which seems to have no answer.
Ravi Zacharias the late christian apologist and author said to a question posed by an anonymous news reporter about moral ethics at an open forum, “The reason we are against racism is because a person’s race is sacred. A person’s ethnicity is sacred. You cannot violate it. My race is sacred; your race is sacred; I dare not violate it.”
To take a stand against violations such as racism would be a continuous effort by all in society, and using examples of such would have a beneficial effect. What the public considers before giving an opinion about any social issue is of great importance to the structure of society. Merely picking what to be upset about is the answer for continued discord.
All of the books discontinued by Dr. Seuss Enterprises have various cultures being represented in an unflattering way.
Some of the illustrations are clearly evidence of the cultural norm at the time, while others are disturbing, such as the depiction of black people resembling monkeys in If I Ran the Zoo.
Any and all races have a right to feel some offense, and yet there is something about certain minorities not being considered people at certain historical times that keeps alluding the present social mentality. The heart of the issue seems to be based on doing the right thing and the focus is lost when people are told what to be angry about.
Co-Authors of On the Perpetuation of Ignorance Dr. Steven Shepherd and Dr. Aaron C. Kay published in Journal of Personality and Social Psychology wrote, “Individuals are often confronted with information that they do not know how to comprehend or evaluate, even though this information can be of critical importance to the self (or society as a whole).”
Believing in the feelings of the culture seems to be an easy sell for all sides of the issues, but then arises a more prominent issue of missing the point. There are those frustrated with the facts not being taken into consideration before making a decision that can steer the culture down into the mire.
Many have taken to buying the remaining prints of the books canceled by Dr. Seuss Enterprises and have started selling them online. Some prices start at around $200 while others are going for up to around $1900.
Does the action of profiting from a social issue such as racism speak louder as a cultural norm than cancel culture? Again, the motivation of discontinuing any trace of history is key to understanding and learning to grow from past errors.
“Ceasing sales of these books is only part of our commitment,” Dr. Seuss Enterprises stated. The statement by Dr. Seuss Enterprises went on to say they will ensure their product will represent and support all communities and families.
EDI Cares Student of Color Empowerment Summit
On Feb. 25 and 26 students took time out of their evenings to enjoy a moment of positive thinking and self-improvement with Pierce College’s EDI Cares community. TheEquity, Diversity, and Inclusion College Access, Retention, and Engagement Services seeks to empower students to achieve their academic, professional, and life goals, according to their official page on the Pierce College site.
This mission is profoundly evident when attending their Students of Color Empowerment Summit, which provided holistic support and self-improvement methodology that is incredibly valued in our trying times.
The event was primarily hosted by the associate director of EDI Cares, Ciera Graham, and had a mission statement of discovering the power of you. EDI Cares seeks to build a structure that sees and hears students and how when nobody else is around for support, you will always have yourself. This is often not available to students of color at primarily white institutions.
For many students of color at Pierce College, the past 12 months have represented a period of bitter social unrest and political turmoil, which could be further compounded by the stress of starting a new school or re-adjusting to life on a digital platform.
With a wide array of activities, from lessons on criminal justice to talent shows that demonstrate the multi-faceted creativity of the black diaspora, the empowerment summit’s strongest power is that it managed to balance moments of light-heartedness and fun with earnest stories of loss and the power of fighting on.
The event opened with an icebreaker from Pierce College’s community engagement specialist, Kiana Fuega. Each participating audience member was asked to name their real-life superpowers, before transitioning into words from EDI Cares Vice President, Charlie Parker. This was to demonstrate how we are people with multiple purposes on this Earth, and that our superpowers are not solely individual, but developed through lived experience.
The other primary focus of the event was wellness and the things that we do to preserve our purpose and have conversations with ourselves. They developed the idea of Habits of Excellence , which refers to the actions that you take in your life that improve your physical and mental well-being.
The event coordinators used a mixture of fun and lighthearted activities, such as giving yourself a theme song or taking selfies to appreciate your image, with earnest expressions and stories of mental health struggles and rejuvenation. The result is a presentation event that is incredibly accessible to students at Pierce and representative of a minority group that is deserving of a safe space and community at Pierce College.
By the end of the event, students were left feeling more powerful and capable of taking on the world than they had before. The 31st Annual Students of Color Conference — “Hear Our Voices: Resilience Powered Change” will take place Thursday April 15 from 11am-3pm and April 16 from 10am- 6pm. More information can be found on their FaceBook, linked here.
