Who Am I?

Heritage student’s research centers on culture and identity for immigrant youth in the Yakima Valley.

Josefa Zarco was in high school when she first read the bestselling, young adult novel I Am Not Your Perfect Mexican Daughter. “It was ok,” she thought as she set it aside and let it slip out of her mind.

Flash forward to her junior year at Heritage. Zarco, an English major aspiring to go to law school, received a Mellon Mays Undergraduate Fellowship.She needed a research topic and was looking at a list of suggested reading materials for inspiration. There on the list was the familiar book from her high school days. What a difference a few years makes. This time the book, which follows the teenage daughter of immigrants as she navigates through stereotypes and expectations to find her identity, really resonated with her.

Josefa is a member of the Heritage University chapter of the Lambda Theta Alpha Latin Sorority, Inc.

People think ‘You’re a Mexican woman, you must be really shy and submissive’ or ‘your parents raised you to become a wife and mother, to sacrifice yourself and your needs to take care of the men and children,’ but that’s not necessarily who we are,” she said. “Immigrant families are families just like everyone else. We have a lot of the same struggles and dynamics that you find in families from other cultures.

“Teens are trying to figure out who they are and how they fit into this world. Immigrant teens have all of the same angst that their peers are facing, plus the addition of some pretty dark and scary issues, like the fear that their parents or friends may be deported, and racism that tells them that they don’t belong in their own country. For many, there is also a feeling that they don’t fit in. They don’t look 100% ‘American’ and when they go to Mexico, they don’t look or sound like they are from there either.”

Zarco began building the foundation of her research on culture and identity development for immigrant teens in the Yakima Valley. It starts with an introspective look.

The daughter of Mexican immigrants, Zarco is in a unique position to understand and empathize with the complexities of living in a traditional immigrant family. Her father, Artemio Zarco met her mother, Socorro, and they married and raised Josefa and her two sisters in Los Angeles. Her father had his residency papers when they married, but her mom did not. Zarco candidly admits she worried her mom could be deported at any time.

The family relocated to the Yakima Valley where her parents found jobs, he in a hops field and she in a warehouse packing apples. They saved enough to hire an attorney and began to apply for residency for her mom. Zarco was the oldest, and she knew English, so she became the de facto administrator of her mom’s permanent residency papers.

Zarco’s experience helping her mom was pivotal. It got her thinking about going to college and becoming a lawyer. Her family was supportive, but she knew nothing about the process— how to find a college, scholarships and financial aid, how to apply. She couldn’t ask her parents for help either, so the process was sometimes overwhelming.

Josefa and her family celebrating Christmas at a Las Pastorelas held in San Bernardino, California.

Years later as Zarco was formulating her research question, she thought back to her own experiences and the challenges they presented to her and her sense of self. She understands how first generation students may feel self-doubt when transitioning from their traditional roles to being students. Moreover, how they wrestle with the choice to follow their parents and peers into the workforce, particularly into agriculture, vs. pursuing higher education.

“We’ve been told we can do more,” Zarco said. “But we repeat what our parents did even though they don’t want us to continue that cycle. We do it because it is comfortable.”

Zarco’s research is important, especially here at Heritage, said Dr. Winona Wynn, Mellon & Leadership Alliance Coordinator at Heritage.

“It’s going to document the real process that happens when students come into the academic environment,” said Wynn. “There’s anxiety, fear, the perception of losing their family, and not feeling capable enough to be here. They question whether they can succeed and if the sacrifices they are making – giving up income or the approval of their families – is worth it.

“While in traditional roles, they know who they are and how they fit in, but as students, they are plunged into a whole new identity and there’s a fear of not belonging.”

Zarco pointed out that while there is a focus on addressing and fixing skills deficits that first- generation students may bring to campus in their coursework, there are other obstacles that can sideline an immigrant student on campus.

“We’re so nurtured in our homes,” said Zarco. “Our parents are super strict, so it’s a whole different world that you step into.”

Among the cultural traditions that are important to Josefa and her family is Las Pastorelas, a traditional Christmas play that recreates the telling of the shepherds following the Star of Bethlehem to find the birthplace of baby Jesus.

YOUNG ADULTS QUESTION VALUE OF EDUCATION

Zarco’s started her preliminary research this summer by talking with young adults who worked in agriculture with her dad. A number of her peers whom she met with said they thought college was a waste of time because they could be earning money by working instead. Others said it wasn’t even anything they considered because “college isn’t for people like me,” meaning they perceived that immigrants and children of immigrants don’t belong in college.

Interestingly, while the young adults often dismissed college, the mothers Zarco spoke to wanted more for their children, expressing concern that their children were following in their footsteps and missing out on opportunities to live the American dream.

The work Zarco did this summer helped her narrow down the scope of her project. She is now in the process of finalizing her topic and will submit her questions to the internal review board in November. Once approved, she’ll begin in-depth interviews with six young adults using the ethnographic interviewing method. In this qualitative method, subjects are given broad, descriptive questions in which they can speak at length about their experiences. Zarco then evaluates the information to identify systematic, recurring themes.

“I expect my research to bring to light a different side of the immigrant story,” Zarco said.

The goal, she said, is to wrap up her research in April 2020 and submit her work to relevant journals for publishing. page11image9349696

United in Our Differences

Multicultural education sets students up for long-term success that extends beyond graduation.

Long before Miguel Juarez set foot on Heritage University’s campus, in fact before Heritage even had a campus, an overarching principle had taken root—Heritage would be a college with a focus on diversity and multicultural education. By the time Juarez enrolled, this foundational framework was strongly in place and instrumental in building an academic experience that helped him, and thousands of other first- generation students, find success.

“Multicultural education recognizes the importance of acknowledging all experiences, all voices, to empower students, to help them build their unique skills and talents, and to appreciate the strength that comes when we acknowledge, respect and embrace our differences,” said Heritage President Andrew Sund, Ph.D.

This, he said, is especially important at Heritage where minority students are in the majority.

Students of color make up 86% of the undergraduate population with Hispanic/Latino and Native American students being the bulk of this number.

“I KNEW I BELONGED”

Like so many Heritage students, Miguel Juarez’s path to higher education wasn’t a straight line. He was born and raised in Mexico and immigrated to the United States as a young adult. He spent years working in agriculture, in the fields and dairies of the Yakima Valley. It was hard, honest work, but he wanted more: a chance to go farther than manual labor would allow and a chance to make a difference in the lives of others. Juarez took a leap of faith and enrolled at Heritage.

It was the mid-1990s. Nationally, the college success rate for Hispanic students was less than 15%, nearly half that of Caucasian students not of Hispanic descent. Statically speaking, the odds for Juarez’s success were unfavorable. However, he had chosen Heritage, the university where the founders intentionally put in place practices that would help students like him succeed.

“The first place I went was Student Services, and people there spoke Spanish,” he recalled. “A lot of students looked like me, and I soon found out a number of faculty were Hispanic. I felt welcomed and encouraged from the beginning.”

The support Juarez received throughout his education was critical to his success. He earned a Bachelor of Social Work and went on to earn
a master’s degree. Today, he is back at Heritage, this time as the field director in the Social Work program. And, he is working toward his Ph.D., focusing on a subject with which he’s intimately familiar.

“My dissertation is on success stories of Latino male students. What are the factors that make them stay in school and graduate?”

In writing about successful educational experiences for Latinos, Juarez is telling his own story of thriving at a multicultural university – a story that begins with a welcome, is filled with reinforcement and personal growth, and ends with a promise of successful integration into a multicultural world, a world in which students are prepared to lead.

EMPATHY IS THE ESSENCE

What students like Juarez feel is a powerful force at Heritage, said Professor Yusuf Incetas who is with the College of Education: it’s empathy.

“Once you establish empathy in the truest sense with everyone, you will be on the same frequency. It’s the essence of a multicultural university experience, and it’s the core of everything here.”

Empathy begins with an understanding of the most basic life challenges for Heritage students, which can include jobs, children, and sometimes language issues. Heritage takes a holistic approach, he said.

“It’s the faculty, the staff, the extra services like the Early Learning Center. It’s the celebration of culturally important holidays, such as Treaty Days, El Grito and Martin Luther King Jr. Day. The recognition of our students’ backgrounds is even seen in the types of food we serve in the café and the art on the walls.”

There are specific places at Heritage dedicated to meeting students where they are. The university’s Center for Indigenous Health, Culture and the Environment

works to build partnerships to empower indigenous peoples. The Institute for Student Identity Research helps provide insights into how students’ identities can be engaged as assets and not handicaps in their educational process.

According to Dr. Maxine Janis, the president’s liaison for Native American affairs, a lot of the process of working with students begins with seeing and emphasizing their strengths.

“We talk about support mechanisms that are in place – family, tradition, their own perseverance,” she said. “We flip the script that would look at negatives and look at resilience factors.”

THE DECISION TO SERVE ALL

When people from different cultural groups come together, said university co-founder Dr. Kathleen Ross, respectful conversation and regard for others is crucial.

She recalled going before the Yakama Tribal Council with co- founders Martha Yallup and Violet Lumley Rau.

“We asked if they would like this to be a tribal school. They said, ‘We’re a minority on the Yakama reservation. There are also Latino people, Filipino people, many others. We want everyone here to have a chance.’”

The world has gotten smaller since Heritage’s founding in 1982, said Ross, more interconnected. This, she said, makes conscious multiculturalism that much more important.

“We’ve always had a strong sense of how important it is to be open, to share ideas, to share solutions to issues. It’s even more so today.”

FINDING WAYS TO UNDERSTAND

Building a multicultural education involves more than faculty and staff. The students play a role as well.

At the start of each year, faculty come together for Faculty Days, a full day of peer-supported training presented by the university’s Center for Intercultural Learning and Teaching, led by Ed Rousculp and Mary James. One of Rousculp’s favorite presentations was “Uncovering the Discoverable: Having the Courage to Hear Student Voices.”

“Students did photos, painting, poetry readings, music, dance – expressions of their life experiences that had a lot of emotion connected to them,” he said. “They shared with their teachers what they really wanted them to know about their personal experiences in the world.”

It hit faculty in a powerful way, said Rousculp. That kind of sharing of experiences is integral to multicultural education.

Rousculp and James work with faculty to fine-tune their teaching skills, encouraging the use of textbooks and other learning tools that display cultural awareness. They encourage faculty to bring in diverse speakers who work in the field and, ultimately, to encourage students to speak out.

It starts from day one. One of the first classes for freshmen is University 101: Foundations for Success, a required course that looks at the indigenous experience, the immigrant experience, environmental stewardship, and sexual identity.

“It helps them look at diversity, identity, their experiences and those of their fellow students,” said Rousculp. “It’s the beginning of a thread that runs through the entire university experience.”

MORE THAN ONE TRUTH

“Our understanding of the world may be illuminated if we are willing to admit more than one truth,” said James.

The narrative of the dominant culture has always been the dominant narrative, she pointed out. Heritage faculty seek textbooks and teaching materials that highlight the truths of less-heard cultures – for example,

what the signing of treaties was about for Native Americans. They also learn that treaties are living documents that apply to their lives today.

Students “bloom” when they hear voices from their own culture and when they find their own voice, said James. They bloom when their fellow scholars respect and listen to what they say.

“They bloom when they’re comfortable enough to bring their own personal voice into the discussion,” she said. “That’s when we let go. We’re not the leaders of the conversation anymore, they are.”

Students figure out how they want to work together on issues in their own communities and the world.

Virtually every Heritage major offers students ways to become actively engaged – whether in research in the scientific community, student teaching, social work practicums, or business internships.

“From the beginning, we ask students to consider how they can make the world more just,” said Rousculp. “They move from being inspired by role models, to active engagement with each other, to having the opportunity to be people who can make a difference.”

FINDING THEIR VOICE

At the end of the day, just how much impact does this type of educational experience have on students? It’s transformational, said Juarez.

“When students start at Heritage, they’re not sure of themselves or their place in the world. They’re reserved,” he said. “But by the time they’re about to graduate, they’ve become leaders. They assertively prove their points, at times even challenging the professor.

“I say, ‘Look at you! Look at the language. Look at the terminology you use.’ Even the way they dress is more confident. It’s reflected in everything they do. They know who they are and what they want to do.”

This newly budded confidence stays with them. Janis takes part in student’s exit interviews shortly before graduation. After four, five, sometimes even six years of being a college student, they are once again vulnerable, facing the unknown and having to take a leap of faith. Students sometimes express their fear of leaving, but Janis reminds them of just how much they’ve accomplished.

“I say, ‘It’s up to you now. And you can do it.’ And they do. Because here, they belonged, and they were heard. Here they found their voice.” page7image9381424

Class Notes – Updates on Heritage University Alumni

1985

Lisa Still (B.A., Business Management) is a volunteer with RESULTS, an organization that advocates for domestic and global poverty issues through face-to-face lobbying with members of Congress as well as through letter-writing campaigns to Congress and the news media. She was part of a recent campaign that successfully lobbied against cuts to food stamps and is now working on housing issues.

1988

Judy Lefors (M.A.Ed., Professional Development) opened Oakridge Montessori School, Inc. in Yakima, Washington after earning her master’s degree from Heritage. The school serves children from 18 months through ninth grade and has been in operation for more than 25 years.

1993

Ken Harper (B.A.Ed., Secondary Education) is an adjunct professor at Northwest Nazarene University and teaches high school and college credit courses in English at Liberty Christian School in Richland, Washington.

1995

Georgia Ramos-Brown (B.S.W., Social Work) retired after working in social work in the Yakima Valley for close to 18 years. Ramos-Brown earned a master’s degree in social work from Walla Walla University after graduating from Heritage. She worked at Yakima Valley Farm Workers Clinic as an outpatient clinician serving high-risk youth and their families. In addition, she conducted crisis work for Yakima County through the Farm Workers Clinic, where she assessed children and teens who were at risk for suicidal and/or homicidal actions for possible hospitalization for mental health care.

2002

Kenneth Mitchell (M.Ed., Educational Administration) received the 2019 Crystal Apple Award from the Yakima School District. He is the principal of Ridgeview Elementary School. The award is given annually to educators who use creative and quality instruction approaches, develop a positive learning environment, and advance education in the district.

2005

Leah Smartlowit (B.A.Ed., Elementary Education, M.Ed., Special Education) works as a special education coordinator for the Yakama Nation Tribal School and is a pastor of the Wilderness Full Gospel Church in Wapato, Washington. She is applying for doctoral studies through Abilene Christian University.

2006

Debbie McLean (M.A.Ed., Professional Development in English as a Second Language) received the 2019 Crystal Apple Award from the Yakima School District. McLean teaches kindergarten at Roosevelt Elementary School. The award is given annually to educators who use creative and quality instruction approaches, develop a positive learning environment, and advance education in the district.

2007

Kristina Rawlins Brown (B.A.Ed., Elementary Education) is the principal of the Dayton School District joint middle and high school. She was hired for this position last July.

2008

Valerie Feth (B.A., English/ Language Arts) earned a master’s degree in instruction and curriculum from Western Governors University.

2009

Edith Diaz (B.A., Business Administration) is certified in disability management. She was recently hired by Advanced Vocational Solutions where she works as a vocational rehabilitation counselor.

2015

Sarah Cook (M.A. Medical Sciences) earned a Doctor of Osteopathic Medicine from Pacific Northwest University of Medical Sciences and entered into her residency at Central Washington Family Medicine in Yakima, Washington.

Denice Laws (M.A., Multicultural English Literature and Language) was named Department Chair at New Horizons High School in Pasco, Washington. New Horizons is a trauma-informed school where a growth mindset is taught. In addition, she is the school’s drama club and literary journal advisor.

Artemio Madrigal (B.A., Business Administration) earned a Master of Organization Leadership from Gonzaga University and a Professional in Human Resources certificate. In 2017 he received both the Community Leader Award from Central Washington Hispanic Chamber of Commerce and the Virginia Mason Role Model Award. Madrigal is involved in numerous organizations, including Yakima Craft Beverage Association, the Central Washington Hispanic Chamber of Commerce, and the Yakima Morelia Sister Cities Association. He recently moved to Seattle and is working as a training and on-boarding consultant for the University of Washington.

Brooke Steadman (M.A. Medical Sciences) earned a Doctor of Osteopathic Medicine from Pacific Northwest University of Medical Sciences and entered into her residency at Central Washington Family Medicine in Yakima, Washington.

2016

Jessica Sadler (M.A.Ed., Elementary Education) was named the 2019 Washington State Outstanding Young Educator by the Washington ASCD, formerly known as the Washington State Association for Supervision and Curriculum Development. Sadler teaches at Leona Libby Middle School in West Richland, Washington. She organized the school’s first science, technology, engineering, arts and math night and is the advisor for the school’s science club and Science Bowl team.

2017

Laura Rebecca Cole (M.I.T., Elementary Education) passed away unexpectedly on October 31, 2018. Cole completed her master’s degree through Heritage’s Tri-Cities regional site. She taught special education at Whittier Elementary School and was an author of 10 fantasy books for young adults. Additionally, she was a craftswoman who enjoyed making soap, leatherworking and art and had a special love of animals and vulnerable people.

Cole is survived by her parents, Thomas and Ellen Cole of Essex Junction, Vermont; by her two sisters and their families (Michelle Connor/Aaron Goodell with their son Brendan Goodell of Essex, Vermont; and Kimberly and Peter Connors of Bothell, Washington); her grandfather Herbert Cole, as well as uncles, aunts, cousins and friends.

The family created a memorial scholarship fund in her name to support the Pasco School District Special Needs Program.

Virginia Marie Valdovinos (B.S.W., Social Work) earned a Master in Social Work from the University of Southern California in May. She is a part- time faculty member at Yakima Valley College teaching adult basic education courses at their Toppenish and Grandview locations.

Submit Your Class Notes

Did you get married? Have a baby? Get your dream job, an award or even a promotion? If you have good news to share with your fellow alums, let us help.

Send us your submission for Class Notes. It’s easy. Just visit heritage.edu/alumni, complete the submission form and upload your picture. Be sure to include a valid email address so we can contact you if we have any questions.

27 new Eagles coming to Heritage on full-ride scholarships

More than two dozen of the Yakima Valley’s best and brightest students will be coming to Heritage this fall on full-ride scholarships. The future Eagles are each recipients of one of Heritage’s highly competitive Act Six, HU Soar, Moccasin Lake Foundation, or Sinegal Family Foundation Scholarships.

“I am always impressed by the caliber of students who come from our communities,” said David Wise, vice president for Advancement and Marketing. “We receive hundreds of applications for these scholarships. These students stood out from the crowd. They are all extremely talented, focused on their goals and are truly leaders among their peers. I know we will see great things from each of them.”

Sunnyside High School students who received full-ride scholarships to Heritage pose with their scholarship announcement checks.

This year’s recipients are:

ACT SIX SCHOLARSHIP

Sulem Bernal-Sunnyside High School
Brenda Lustre Cruz-Toppenish High School Andrea Ceja-Toppenish High School
Jesus “Lizbeth” Cervantes-AC Davis High School Isaiah Cisneros-Toppenish High School
Karina Colin Corona-Sunnyside High School Maryedith Dominguez Najera- Grandview High

School
Zahira Flores Gaona- AC Davis High School Miranda Yale- White Swan High School
Juan Carlos Reyes Francisco- Granger High School

HU SOAR SCHOLARSHIP

Abigail Bravo-Sunnyside Christian High School Zuzeth Jimenez- Toppenish High School Guadalupe Iniguez-Toppenish High School Wendy Cruz- AC Davis High School

Anjuli Barragan-Toppenish High School Aiyh Sarama-Sunnyside High School Andrea Tovar Lopez-Sunnyside High School

MOCCASIN LAKE FOUNDATION SCHOLARSHIP

Elian Coria Brito – Granger High School Heidy Lemus – Sunnyside High School Arely Padilla – West Valley High School Paola Villanueva – Sunnyside High School Alejandra Morales –Heritage University HEP

Program

SINEGAL FAMILY FOUNDATION SCHOLARSHIP

Jason Grajales-White Swan High School Nansi Iniguez-Toppenish High School Miguel Mendoza-Toppenish High School Kareli Mora-Granger High School Rebecca Gomez-AC Davis High School.

Congratulations to all of our scholarship recipients!

Toppenish High School students who received full-ride scholarships to Heritage pose with their scholarship announcement checks.

Bountiful Giving and Grateful Hearts

Nearly three-quarters of a million dollars! That is what Heritage’s generous donors contributed to support student scholarships in a single night at the 33rd annual Bounty of the Valley Scholarship Dinner.

“Scholarship Dinner is one of the most magical evenings of the year,” said David Wise, vice president for Advancement. “I say this all the time; Heritage is truly blessed with some of the most gracious and generous friends and donors. The work we do here at this university simply would not be possible without their continued commitment. Some of our most ardent supporters come year-after-year, for 10, 20 even 30 years in a row, to be part of this great event that celebrates our students and ensures that they, and future generations of students, can access a quality college education here in the Yakima Valley. Their commitment to this institution and our students is truly heartwarming and humbling.”

The event brought 250 people to the university campus on the first day of June, and raised a total of $742,275 in gifts that came in through a combination of sponsorships, table sales and paddle raises. This brings to the total raised since its inception to more than $7-million.

“One of the things that makes this so beautiful is who is giving,” said Wise. “Most universities have a deep alumni base that stretches over many generations, and their alums are by far their greatest source of contributions. Heritage is a young institution. We do not have that same luxury. Our donors are, for the most part, complete strangers to the students in whom they are investing. They give to Heritage, to our students, because they believe in the power of education, in the ability of Heritage to deliver that education, and in our students’ capability to succeed, graduate and make a real difference in the world.”

The event, with its gourmet meals, fine wines and attention to details, has a reputation for being one of the premier dinners of its kind in the Yakima Valley. Local favorite Gasperetti’s Gourmet Restaurant catered the four-course meal, and O Wines and Columbia Crest provided the wine. An original piece of artwork by Central Washington artist Rich Kimura—a work created from folded vintage fruit labels that is a cross between origami and a kaleidoscope image—set the feel for the evening. And of course, the students themselves take the starring role, hosting the evening and sharing their stories with the guests.

Board members Rick Linneweh and John Reeves.

The night’s grand total: $742,275 raised!

Guests raise their numbers high to make their gifts during the paddle raise at the end of the evening.

Recent graduate Shelby Clark, B.S.N., Nursing, shared a bit about her journey and the importance of scholarships.

Vice President for Advancement David Wise leads the paddle raise.

Dr. Andrew Sund and his wife, Norma Chaidez raise their paddles to support scholarships.

Bertha Ortega, Senator Curtis King, Ester Huey

Jim Barnhill sports his Heritage jersey emblazoned with his Boy Scouts number and Scholarship Dinner paddle raise number.

Retired Rep. Norm Johnson and Sharon Young

All Nations Student Powwow

Heritage freshman Candice Chief Scabbyrobe dances in the women’s jingle competition.

The gloom of an early spring storm couldn’t keep away serious powwow dancers and singers who came out for Heritage’s 3rd annual All Nations Student Powwow in April. More than 500 people came to the campus for the one-day event, which featured drumming, singing and dance competitions, as well as storytelling, a stick game and wápaas (basket) weaving demonstrations. And of course, vendors selling everything from Indian fry bread tacos to hand-crafted jewelry to blankets and t-shirts filled the grounds.

This is the third year that Silas Martinez has competed at the Heritage powwow. Here he is dancing in the boys junior traditional competition.

The powwow is hosted by the university’s two Native American student organizations, the American Indigenous Business Leaders of Heritage University (AIBL) and the Heritage University Native American Club (HUNAC). Student volunteers plan, organize and host the event.

“The powwow affirms our community’s place on our campus. We can celebrate our culture while also sharing it with our larger Central Washington community,” said Keegan Livermore, HUNAC president and powwow organizer.

Chris Paul Jr. was one of the many who entered the hand drum singing competition.

Dancers of all ages competed in men’s and women’s traditional, fancy, grass and jingle dance competitions—from tiny tots (children who are under five years old) to adults over 55. Kids 17 and under competed in the Stan Strong Special, which was hosted to bring awareness to suicide prevention. During one particularly meaningful special dance, a crowd of men, women and children — some in regalia and some in street clothes — danced around three featureless mannequins dressed in red. The REDgalia blanket dance raised money and awareness of missing and murdered indigenous women in the Yakima Valley and beyond.

Competitors in full regalia joined the grand entry into the arena to start the day.

The drum group Chute #8 served as head drum for the powwow. Heritage University board member and long-time supporter Arlen Washines, deputy director for Yakama Nation Human Services, was the master of ceremonies for the third year running. Karen Umtuch was the whip woman for the second year in a row. Caseymac Wallahee served as the arena director. Toppenish Longhouse catered the evening meal. The event was sponsored by Yakama Legends Hotel and the CIA Recruiting Program.

Ashley Crossing-Horse competes in the women’s traditional category.

Jason John dances during one of the inter- tribal dances between competitions.

Oh, the Places You’ll Go

“You’re off to great places! Today is your day! Your mountain is waiting, So…get on your way!” – Dr. Seuss

For every Heritage University graduate, there is a book of stories— stories of challenges met, obstacles overcome, victories celebrated, and paths yet to be traveled. For some, Heritage is the launching pad into the job that will build into a rewarding career. For others, it is the start of an academic journey that will take them into graduate and doctoral studies.

Here’s where five of our Class of 2019 are heading now that this chapter of their life has ended. Oh, the places they’ll go!

MARIA VILLANEUVA

B.S., Chemistry

Throughout her undergraduate studies at Heritage, Maria took full advantage of the research opportunities that were offered to her. She studied human diseases at the University of Virginia and at Montana State University and plant diseases with the USDA in Wapato. What her experiences taught her was that she wanted to be on the patient care side of things in the health care field. Maria applied to the Washington State University Doctor of Pharmacy program and was one of only a handful of applicants accepted. She will start in the four-year program this fall.

SHELBY CLARK

B.S.N, Nursing

Ever since she was 10 years old, Shelby wanted to be a nurse, just like her aunt who served as a nurse in the Army. When she started at Heritage, her goal was to graduate and start a career as a flight nurse. However, after two rotations at Indian Health Services, she developed a passion for public health. Her advisor, Dr. Christine Nyirati suggested she apply to the University of Washington’s Doctor of Nursing Practice, Population Health Track. Much to her surprise, Shelby was admitted and will start in the program this fall. Her goal is to return to the Yakama Nation to work for her tribe to help improve the healthcare system.

JOHNATHAN SCHAB

B.A., Business Administration

Johnathan entered Heritage with the goal of graduating in just three years. Not only did he accomplish this goal, he did so with a perfect 4.0 GPA.

As part of his degree requirements, Johnathan completed a summer internship with Ramsey Companies, a family-owned conglomerate in the lower Yakima Valley. They were so impressed with him that they offered him a full-time position as a financial analyst after graduation. He started his career early this summer.

CASSANDRA GARCIA

B.S., Biology

Cassandra entered Heritage set on becoming a teacher. However, partway through her education she had a change of heart and decided to work towards a career where she could work with the animals that she loves. With her advisor’s help, she became a science major and created a plan to become a veterinarian.

Admission into veterinary school is notoriously competitive, with nearly 1,500 students clamoring for 133 seats at Washington State University alone. Starting this fall, Cassandra will be one of those lucky few who are joining the Doctor of Veterinary Science Class of 2022.

JHEYMY MERCADO

B.S.W., Social Work

Jheymy is passionate about helping people suffering from mental illness to live their best life. She completed her practicum working at Comprehensive Health Care and was hired by the company shortly thereafter. She is a case manager who works with incarcerated men who have been found to be unfit to stand trial, helping them to prepare for their legal proceedings. In addition to entering her career, Jheymy was accepted into the social work graduate program at Eastern Washington University. She will be a full-time grad student, and full-time employee starting this fall.

To see a special message from Johnathan, Cassandra and Jheymy about their time at Heritage and the importance of scholarships, go to heritage.edu/sdvideo.

Class of 2019 SIMPLY UNSTOPPABLE!

Ida Moses-Hyipeer, B.A. Business Administration, celebrates walking across the stage after getting her diploma.

All totaled, 363 men and women earned their undergraduate and graduate degrees at Heritage this academic year.

“Commencement is always a special moment,” said Dr. Kazuhiro Sonoda, provost. “We are all honored to share this moment with them.”

Commencement speaker Washington State Supreme Court Justice Steven Gonzalez

This year’s commencement address was given by Washington State Supreme Court Justice Steve González. He was appointed to the State Supreme Court in January 2012 and subsequently won two contested races for six-year terms starting in 2013 and 2019. Prior to his appointment, González had served as a trial judge on the King County Superior Court.

In addition to González’s address, two graduating students gave their remarks. Cristy Fiander (B.A., Environmental Studies) presented the baccalaureate student address and George Pope, (M.A., Medical Sciences) gave the master’s degree student address.

Heritage V.P. for Student Affairs Melissa Hill introduces Cristy Fiander (B.A., Environmental Studies.)

Fourteen graduates received the Board of Directors Academic Excellence Award, which is given to undergraduates who completed their degree with a perfect 4.0-grade point average. This year’s recipients were: Brenda Cardona, Social Work; Janette Cardona, Social Work; Fatima Delgado, Social Work; Rylie Dixon, Social Work; Kimberling Garibay, Social Work; Delia Garza, Elementary Education; Amanda Goodman, Social Work; Rachel LaBelle, Psychology; Domitila Morales, Social Work; Jennifer Mitchell, Elementary Education; Kelsey Picard, Nursing; Johnathan Schab, Business Administration; Kyle Wandling, Accounting; and Mette Warnick, Accounting.

Naomi Leon Guerrero and Matthew Braun, both M.A., Medical Science

Yesenia Lopez, B.A., Business Administration

The President’s Student Award of Distinction, which is given to an undergraduate with a distinguished record of academic excellence and service to the university, was awarded to Shelby Clark, nursing.

David Wise and Maria Villalobos-Bevins

Honoring a Role Model

Every year, Heritage honors an alum whose service and professionalism embody the teachings of the university. This year’s Violet Lumley Rau Alumnus of the Year award recipient was Maria Villalobos-Bevins (M.Ed., 1986)

Villalobos-Bevins was one of the university’s earliest students. After earning her education degree, she went on to a 26-year career as a teacher in the Yakima Valley. Additionally, she is active in her community, volunteering as a translator for physicians at the Union Gospel Mission and serving as a visiting preacher working with incarcerated women in the Yakima County Jail. Villalobos-Bevins is also part owner of Hispanavision and leads a weekly television program that airs on several of the station’s channels.

Growing Our Own

Workforce Development Program Introduced to Fill Skills Gaps

Martín Valadez was having lunch with a business acquaintance several months ago, casually sharing that he was taking a job with a new workforce development program called Heritage@Work being developed by Heritage University. He wasn’t trying to drum up business… not yet. He hadn’t even started his new job as the program director! But the response to his announcement, which was repeated at subsequent lunches with additional business contacts, was always the same – “Wow, I think we need that!”

What he quickly discovered is the workforce development program, while originally developed by Heritage to address a need in the agricultural industry, touched on an unmet need throughout the Yakima Valley and Tri-Cities.

David Wise, Vice President of Advancement and Marketing, said Heritage learned, through conversations with local growers and others that a skills gap existed in the region. “There was a need for short- term training programs first in agricultural companies,” said Wise. “The labor market is tight, and these companies are evolving and becoming more high-tech, so they need additional workforce skills that can also lead to greater, more challenging positions for their employees.”

However, what they learned, said Wise, is that the need for up-skills was more widespread than just farm workers… it cuts across all industries, from financial institutions to municipalities to health care. “There is an education gap between high school and college that we discovered,” confirmed Wise. “Businesses who empower their employees find they are more likely to stay and grow their careers and, as a result, their earning potential. Through Heritage@Work, the employer retains good people, and our university provides a much-needed service.”

Martin Valadez

CUSTOMIZED TRAINING MODULES UPSKILL EXISTING WORKFORCE

Heritage@Work is about meeting practical and specific skills deficiencies within companies. The training provided is different for each organization, customized tothe workforce and the goals of the business. Topics like supervisor training, professional writing, leadership, ethics, and accounting basics are common requests across organizations said Valadez. But there are also niche areas like governmental accounting or human resources practices in unionized workplaces, that apply directly to one company.

“Heritage@Work is driven by the customers, so it’s very focused on how to meet their needs,” said Valadez. “We developed it not to compete, but to meet a need that no other organization is structured to meet. We don’t want to reproduce what anyone else is doing.”

Valadez was the perfect candidate to lead this charge. He brings years of experience in instruction and curriculum development as a former college professor of history and ethnic studies. Later, he moved into a career in business development and served as the president of the Tri-Cities Hispanic Chamber of Commerce. This dual perspective helps him see both sides of the partnership clearly. He can relate to the concerns of a business while also leveraging his expertise in higher education to find solutions.

NEEDS ASSESSMENT DETERMINES PRIORITIES AND GOALS

This partnership, regardless of the company or industry, begins the same – with a thorough needs assessment. “Many customers already know what they want,” explained Valadez. “With others, we meet with a number of people in the organization and put together recommendations based on what we’ve heard, confirming their priorities.”

Valadez has a full plate, managing the logistics of the curriculum, the instructors and the venues. Some are one-off training sessions while others are comprehensive courses that run for many months. He writes some of the curriculum and recruits experts, from higher education or the business world, to write other parts and then conduct the training. The perfect candidates are subject matter experts who are also engaging in the classroom. His connections in both higher education and the community have helped.

“I may use current or retired professors or current or retired professionals in a specific field or industry,” he said.

TRAINING MODULES MAY DOUBLE AS CONTINUING EDUCATION OR COLLEGE COURSEWORK

The name of the game is providing businesses with custom skills training, in which they get exactly what they are paying for. Some want the classes to count toward continuing education credits for their employees while others ask about making the trainings available for college credit so an employee can pursue a degree at Heritage. All of those moving parts fall under Valdez’s auspice.

In a recent example, he sought out faculty in the English department to determine whether a 16-hour workforce-training curriculum might transfer to Heritage as a one-credit class. Valadez said the curriculum is rigorous and more application than academically focused. “Everything in the workforce training modules is practical. There’s a lot of continuous conversation and a lot of feedback from organizations.”

To ensure the training is delivering and equipping the employees as it was designed, Heritage@Work asks participants to complete assessments and provide feedback at the beginning and the end of the training. “We need to demonstrate there is growth and learning,” said Valadez.

Heritage@Work was championed by President Andrew Sund, Ph.D., who oversaw a highly-successful program like it at his previous institution and “lit the fire” at Heritage, said Wise, who was tasked with researching the demand before the program was introduced. Heritage board member John Reeves was another strong proponent, focused especially on how it would benefit farm workers and the agricultural industry. He was instrumental in collecting stakeholders and holding focus groups to make the idea a reality.

Just twelve months later, Heritage@Work is up and running, and generating a lot of excitement, all without a dollar spent on formal marketing! “It’s been gratifying,” said Wise. “It’s a unique opportunity for us – to help those who are already employed contribute more while also providing a diversified revenue stream that contributes to the overall financial health of our university.”

To learn more about Heritage@WORK, visit heritage.edu/workforce.

Legal Eagles

Legal Internships Give Students Opportunities to Serve Their Communities

Last semester, two Heritage students took a different route to work than normal. In January, they began six-month fellowships at two local organizations, working with attorneys to get a sneak peek at what a law career might look like. The program is called The American Rural Communities (ARC) Law & Policy Fellowship, and it was launched last year as a collaborative between Heritage, Columbia Legal Services (CLS), Northwest Immigrant Rights Project and PopUp Justice.

HANDS-ON, REAL-WORLD EXPERIENCE BUILDS STUDENT SKILLS AND CONFIDENCE

Senior Noemi Sanchez, a history major, joined Columbia Legal Services as an intern-fellow and junior Maria Rivera, who is studying criminal justice and history, joined the Northwest Immigrant Rights Project. The non-profits provide legal services to underrepresented populations in the community. CLS advocates for laws that promote social, economic and racial equity for those in poverty, often through class action litigation. Northwest Immigrant Rights Project devotes itself to supporting immigrants through advocacy, legal services and education.

Maria Rivera at the Northwest Immigrants Rights Project in Granger, Wash.

During these internships, the students were mentored by practicing attorneys and gained practical, professional skills as well as learned about experiences other attorneys had in law school and in their careers – especially as people of color. In addition, the students promoted and were guests at a set of workshops called the Lunchbox Series. The series brought together experts in law and social justice who are advocates versed in the diversity and unique aspects of rural communities to share thoughts, provide guidance and answer questions.

The organizations maximized the students’ skills and their enthusiasm to dive in, introducing them to cases and tasking them with projects like conducting client interviews; gathering, organizing and cataloging research; and distributing information about resources through community outreach.

LIVED EXPERIENCE LEADS STUDENTS DOWN DIFFERENT LEGAL PATHS

Sanchez and Rivera learned about the fellowships from Kim Bellamy-Thompson, who is chair of the Social Sciences department at Heritage. “Both students see the need for social change in the community,” said Thompson. “I knew they would be interested in the fellowship.”

Thompson said she looked for juniors or seniors who have strong writing skills and even more so, have a fire in them, believing that action for these causes can lead to a change.

PIPELINE TO LEAD MORE LOCAL STUDENTS TO RETURN TO THE COMMUNITY

For her part, Sanchez was trying to figure out if law school was a must for her real career passion, public policy, which propels social justice through legislation. Rivera was certain law school was her next step, but she wanted more exposure to daily life as an attorney as well as more direction about proceeding to law school.

Senior Noemi Sanchez at Columbia Legal Services in Yakima.

Lori Isley, a directing attorney at CLS, said students like Sanchez are an asset to her organization and the community.

“This has been a very exciting collaboration,” said Isley, who was one of Sanchez’s supervisors and mentors. “One exciting part for me is developing a pipeline from our community into law school by providing context and connection and then having them come back and serve our community.”

Sanchez has been working on the organization’s Working Family Project, which focuses on the undocumented community and farm workers. This is a special interest for Sanchez because she grew up in a family of farm workers and she saw workers with untreated injuries or wage issues who were afraid to speak up for fear of losing their jobs. As a student who identifies as a queer and non-binary student, Sanchez is also passionate about advocating for LGBTQ inclusion in the schools.

“So many Heritage students bring lived experiences of the challenges faced by many in our community,” confirmed Isley. “Having them makes our work more effective. Their own stories are a source of power, and it helps them connect with others on the journey.”

Isley said Sanchez organized research and cataloged information requests so litigation could proceed more quickly and smoothly. She also helped elevate the organization’s community outreach by assisting Insley with visits to camps of H2A workers, using social media to locate and reach out creatively to people in Mexico for a case, and even recorded a Facebook video to explain a settlement in layperson’s terms. Community outreach actually proved to be one of Sanchez’s favorite aspects of the work.

“It’s been really exciting,” said Sanchez about their visits to the camps. “I love to connect with people and show them they are not alone. This means a lot to me because my parents and grandparents didn’t have access to these things.”

Sanchez is still planning to work in public policy, but she has decided that law school can equip her to do that, first at the city and county level, and later, she hopes, at the state level. “When I first came here, I was unsure about law school, because I’m so policy driven,” she said. “What I learned is policy changes can come out of litigation, so even as an attorney, I can still create change.”

NON-PROFIT ENVIRONMENT, CLIENT STORIES IMPACT RIVERA

While Sanchez was pondering the value of law school, Rivera needed no such confirmation. She had been single-mindedly pursuing the goal of earning a Juris Doctorate from the minute she set foot on the Heritage campus. She had taken two years off after high school and had worked for a law firm during that time, so she knew it was what she wanted. When she joined the Northwest Immigrant Rights Project, however, she was surprised by how much she enjoyed the non-profit environment, something she admits she had never considered.

“There are four attorneys here working 100 cases, and they all have pretty big hearts,” said Rivera, who described the all-female office staff she worked with as nurturing, strong and persistent.

The fellowship dovetailed with Rivera’s long-term goal to practice immigration or criminal law in the Valley. She has a curiosity to know what makes people do what they do and for uncovering details that may prove someone’s innocence.

Rivera said her daily tasks were similar to a paralegal’s. She took notes, researched background information on immigrants’ countries of origin to document facts that could strengthen their cases for remaining in the U.S. Many clients had difficult lives before arriving in the Valley.

“I’ve taken the declarations of two clients so far,” said Rivera, who explained that it’s part of the immigration process. “They sit down with me and tell their stories about why they came to the U.S. many times, traumatic events have occurred, and it’s a process that results in the reopening of those wounds.”

As Rivera guides them gently through conversations that can take two or three hours, she tries to capture as much detail as possible while walking slowly toward topics that are painful for them. She believes it’s a privilege to be entrusted with their stories. “It’s not something I take lightly,” she said somberly.

Both Rivera and Sanchez now share the same goal – attending law school and then returning to the Valley to put their law degrees to work in their community.

Bellamy-Thompson said the fellowship would not be possible without someone willing to step up and fund it. Thankfully the Laurel Rubin Farm Worker Justice Project stepped in and provided all of the funding necessary. Isley shared that the project, which exists to make internships available to students interested in pursuing law careers that provide services to farm workers in Washington, has a long history of funding law school students, but this was the first time the organization supported undergraduates.

“We can do great things if we have the funding,” said Thompson, who hopes to offer the ARC Fellowship again to students in spring 2020.

“I can’t imagine not coming back to this community after law school,” concluded Sanchez, who is hoping to begin law school in the fall of 2021. “I just want to give back to the people who have given so much to me.”