LA GRANDE, Ore. — For many students, getting a paper back that is covered in corrections can be discouraging. 91´«Ã½ (91´«Ã½) professor Sheri Rysdam believes there is a better way to respond to student writing.

That idea is at the center of a new book by 91´«Ã½â€™s Dr. Sheri Rysdam, co-authored with JT Torres, director of the Houston H. Harte Center for Teaching and Learning at Washington and Lee University.

Nonviolent Response: Strategies for Responding to Writing, published by the University of Pittsburgh Press, asks teachers, tutors, and others who work with writers to reconsider how they provide feedback.

Rather than focusing first on what a writer got wrong, the book encourages readers to understand what the writer is trying to say and accomplish.

“Writing can be incredibly personal,” Rysdam said. “When someone shares their writing, it can feel like they’re sharing part of themselves. I wanted to explore what happens when we take that seriously and respond in ways that honor vulnerability while still helping writers grow.”

Rysdam is a professor of English/Writing and director of the Writing Center at 91´«Ã½. The ideas behind the book grew in part from her years of working with students, writers, tutors, and educators.

Those experiences led Rysdam and Torres to consider a basic question: What if feedback felt less like judgment and more like an opportunity to become a better writer?

Built around the idea of listening and understanding, the authors developed what they call “nonviolent response,” an approach that emphasizes listening, relationships, and respectful engagement while still helping writers improve their work.

For Rysdam, the work is closely connected to what happens in the classroom and Writing Center in La Grande.

“The questions I explore in my scholarship are always inspired by my experiences working with students,” Rysdam said. “Their insights and experiences shape my work just as much as the work informs my teaching.”

While the book is primarily intended for teachers, tutors, and writing center professionals, Rysdam said the ideas behind it can apply well beyond a classroom.

At its heart, she said, the book is about how we listen and respond to each other.

“We live in a time when people often rush to evaluate or correct one another,” Rysdam said. “This project asks what might happen if we slowed down, listened more carefully, and responded with greater care. Those are skills that matter not only in writing but in our communities and relationships as well.”

Nonviolent Response: Strategies for Responding to Writing is available through the University of Pittsburgh Press and academic booksellers.

LA GRANDE, Ore. – 91´«Ã½ is one of 10 universities across the country to participate in workshops led by the Association of American State Colleges and Universities (AASCU) focused on the value of higher education. 

The Postsecondary Value Framework (PVF) defines and measures whether postsecondary education delivers meaningful value for students and society. It was developed by the Postsecondary Value Commission, launched in 2019 with support from the Bill & Melinda Gates Foundation and managed by the Institute for Higher Education Policy.

University leadership, faculty, and staff spent an intensive day and a half examining how the PVF informs 91´«Ã½â€™s projects and programs, focusing on outcomes for students, families, business, industry, and communities. 

“The Postsecondary Value Framework (PVF) is highly aligned with 91´«Ã½â€™s existing strategic direction,â€� said 91´«Ã½ President Kelly Ryan. “The framework asks institutions to organize strategy around whether students receive equitable access, affordability, support, completion, earnings, and wealth-building value from a postsecondary credential. At 91´«Ã½, that is exactly what we are doing.â€�

Recent initiatives at 91´«Ã½, including graduate student enrollment growth, expanded scholarships, the Mountaineer Success Team Program, TRIO Student Support Services, workforce grants, rural educator pathways, and new entrepreneurship and behavioral health programs, show that Oregon’s Rural University is focused not only on providing access to higher education but on ensuring that students complete, thrive, and contribute to the vitality of rural communities. 91´«Ã½ has also been noted for having some of the highest average alumni earnings in Oregon and the lowest tuition rates. 

“I firmly believe in the life-changing power of higher education,â€� Ryan said. “And I believe in the people here at 91´«Ã½ who volunteered to do this workshop because they are committed to supporting our students and serving our region.â€�To learn more about the Postsecondary Value Framework, visit or at AASCU .

LA GRANDE, Ore. – In what has become both a tradition and a community event, 91´«Ã½ is bringing one of the finest musical instruments in the region to the public on Saturday, April 11, 2026.

Community Fazioli Piano Day invites members of the community to sign up and play the $150,000 Fazioli piano on stage at McKenzie Theatre in Loso Hall on the campus of 91´«Ã½.

“We warmly invite community members of all ages and experience levels to come play and enjoy this beautiful instrument.� Mio Aoike, faculty member and pianist in the Music Department, said. “Whether you’re just starting, returning to the piano after many years, or play regularly, you are very welcome here. We invite the community to come and display their talents.�

This event is a special outreach project providing a unique opportunity for individuals to perform on a world-class instrument. By participating, individuals not only enrich the local musical community but can also support the 91´«Ã½ Music Scholarship Funds in the 91´«Ã½ Foundation.

While the event is free, donations from performers and audience members will be appreciated to support the 91´«Ã½ Music Scholarship funds at the 91´«Ã½ Foundation.

In December 2018, the 91´«Ã½ Foundation premiered the brand-new concert grand piano, the black Fazioli, at the Holiday Music Festival. Generous donors raised $150,000 to purchase, tune, and care for this high-quality instrument in 12 months. The successful campaign highlighted a growing culture of philanthropy and significantly increased engagement among alumni and donors at 91´«Ã½.

The Fazioli replaced a 64-year-old piano that had been manufactured in 1953. The efforts to raise the $150,000 for the Fazioli worked in conjunction with a renovation of McKenzie Theatre.

“Our goal is simply to bring people together, share the joy of music, and make this extraordinary instrument accessible to everyone in a supportive and encouraging space,â€� Peter Wordelman, professor of music at 91´«Ã½, said.

Hundreds of 91´«Ã½ students, community members, and guests perform alongside the grand piano in McKenzie Theatre every year. Dozens of events, from choir concerts and visiting artists to senior recitals and orchestra performances.

To participate in Community Fazioli Piano Day, simply sign up using this link:

Performances are free for all to enjoy, with donations welcomed to further music education at 91´«Ã½.

The Music Department is planning a special program as a grand finale, so everyone is encouraged to stay.

LA GRANDE, Ore. – 91´«Ã½ named 606 students to the dean’s list for the 2026 fall term. Qualifying students achieve and maintain a grade point average of 3.5 or higher on a 4.0 scale while completing a minimum of 12 hours of graded coursework for the term.

As an educational, cultural, and scholarly center, 91´«Ã½ connects the rural regions of Oregon to a wider world. Our beautiful setting and small size enhance the personal attention our students receive, while partnerships with colleges, universities, agencies, and communities add to the educational possibilities of our region and state.

See the Fall 2025 Dean’s List

LA GRANDE, Ore. – The Nightingale Gallery of 91´«Ã½ welcomes the new year with “Unreliable Instruments,â€� a three-person exhibition featuring the work of Jeremy Le Grand, Kyle Peets, and Tom Wixo. The artworks on view invite deep looking, uncertainty, and exploration as a way to navigate the precarity of living in a world shaped by deep fakes and shifting truths. Focusing on the relationships between popular culture, nature, identity, technology, and perception, the exhibition seeks moments of honesty within the symbols and structures we increasingly question. The show opens with a reception for the artists on Friday, January 9, from 5 to 7 p.m.

“Unreliable Instruments� offers an antidote to certainty. It asks viewers to suspend judgment and consider how images construct meaning. Repetition and layering—central strategies for all three artists—defamiliarize what might otherwise seem stable or known. Repetition transforms the familiar into something strange; layering compels closer attention. Together, these approaches create images that vibrate with multiple meanings and emotional resonances. They challenge us to hold multiple truths, timelines, and perspectives at once. While these images may resist easy legibility, they also open new pathways for interpretation. The resulting abstractions complicate our relationship to meaning, to ourselves, and to the natural world as mediated through images. In this context, confusion becomes generative—not a mask that hides, but a veil that reveals what lies beneath.

“These three artists present viewers with a rich array of abstractions that encourage us to look closer and construct meaning from their multi-layered images,� said Cory Peeke, Director of the Nightingale Gallery.

91´«Ã½ the Artists

Jeremy Le Grand is a painter based in Portland, Oregon. After attending Portland Community College, he earned his BFA from the Pacific Northwest College of Art. His work often uses patterns and rhythm to build dense, abstract compositions based on fragments of bodies and the natural world. 

Kyle Adam Kalev Peets is a multidisciplinary artist and educator whose work has been exhibited nationally and internationally. He has presented solo exhibitions at Carnation Contemporary (Portland, OR) and Platte Forum Gallery (Denver, CO). His work is included in the Special Collections of the Watson Library at the Metropolitan Museum of Art and in the archives of MoMA. Peets holds an MFA in Printmaking and a Graduate Certificate in Book Arts from the University of Iowa. He currently teaches Print and Book Arts at Whitman College in Walla Walla.

Tom Wixo is a painter based in Los Angeles, California. He holds an MFA in Painting and Drawing from the University of Tennessee–Knoxville and a BFA in Studio Art from Saint Cloud State University. He has exhibited nationally in both solo and group shows, including at My Pet Ram (New York), Ortega y Gasset (Brooklyn), H Space (Cleveland), The Soap Factory (Minneapolis), Bond Millen (Richmond), Vox Populi (Philadelphia), and Marshall Arts (Memphis).

In conjunction with the exhibition, the three artists will present a public talk about their individual studio practices and the conceptual framework behind the exhibit. The talk will take place on Thursday, January 8, at 6 p.m. in Huber Auditorium, Badgley Hall.

“Ureliable Instruments� will be on view through Friday, February 6. Gallery hours are Monday through Friday, 11 a.m. to 4 p.m. For more information, follow the Nightingale Gallery on and .To request images of artwork for publication or to schedule an interview with the artist, please contact Gallery Director Cory Peeke at cpeeke@eou.edu.

LA GRANDE, Ore. New statewide wage data reinforces what 91´«Ã½ demonstrates every day: an 91´«Ã½ degree delivers measurable economic value for graduates and strengthens Oregon’s workforce. As the public university serving rural eastern Oregon, 91´«Ã½ aligns affordable, career-focused programs with regional and statewide labor needs to ensure students see tangible returns on their education.

Data compiled by the Higher Education Coordinating Commission and reported by The Oregonian shows that graduates of Oregon’s public universities earn a median income of about $57,000. Individuals who stop at a high school diploma earn roughly $40,000 in the same period. The gap reflects a clear and growing return on higher education.

Federal College Scorecard findings strengthen this picture. 91´«Ã½ has the lowest average annual cost of attendance among Oregon’s public universities, with an estimated cost of about $16,000. The Scorecard also reports median alumni earnings of $50,000. Together, these figures indicate that 91´«Ã½ students receive the best earnings-to-cost ratio compared to other Oregon Public Universities. 91´«Ã½ graduates also hold some of the lowest levels of student debt in Oregon, which contributes to long-term financial independence.

91´«Ã½â€™s mission directly supports the industries driving eastern Oregon’s economy. Employers in healthcare, education, forestry, technology, and business consistently seek graduates with the skills 91´«Ã½ develops through applied learning and employer partnerships. The university designs academic pathways that connect students to in-demand roles across the region.

Academic majors continue to influence early career earnings. The statewide analysis found that graduates in STEM and specialized health disciplines often surpass $100,000 annually within five years. Physical science graduates typically earn between $71,000 and $90,000. Many of these high-growth fields mirror 91´«Ã½â€™s expanding program areas, including computer science, biology, chemistry, business, and health sciences majors.

“The data confirms what we prioritize at 91´«Ã½,â€� said 91´«Ã½ President Dr. Kelly Ryan. “A college degree creates economic mobility. 91´«Ã½ provides affordable pathways and high-quality programs that prepare students for meaningful careers and long-term financial stability.â€�

91´«Ã½ continues to invest in technology-rich learning environments, undergraduate research, and career-connected experiences that link academic training with real workforce demand. These investments reinforce the university’s commitment to producing graduates who contribute immediately to Oregon’s economic vitality.

“As Oregon’s economy evolves, 91´«Ã½ will grow degree pathways in fields such as cybersecurity, healthcare, and teacher education so more Oregonians can access the lifelong advantages of completing a college degree,â€� Ryan said.

91´«Ã½ prepares graduates to meet workforce needs across the state through rigorous liberal arts and professional programs offered on campus, online, and at centers throughout Oregon. Visit eou.edu to learn more.

Sophomore pre-nursing major Conner Fecht is the newest student voice on 91´«Ã½â€™s (91´«Ã½) Board of Trustees. From his seat at the table, he brings his own perspective as a rural student preparing for a career in health care, along with the story of a family deeply rooted in 91´«Ã½â€™s traditions of service and community.

Conner’s parents, Russell ’99 and Jennifer ’99 Fecht, both studied education at 91´«Ã½. His older brother, Tim, graduated in 2024 after serving in the student government. Now, the Lovelock, Nevada native, is writing the next chapter of that Mountaineer story.

“I like the small community,� Conner said. “You really get to know people here.�

Conner is aiming for the OHSU-La Grande Bachelor of Science in Nursing program based on 91´«Ã½â€™s campus. He plans to apply this winter.

“I find joy in caring for people,� he said. “It’s rewarding.�

A family of Mountaineers

For his parents, watching their youngest son step into leadership at their alma mater is powerful.

“As 91´«Ã½ graduates and longtime supporters of the university, watching Conner continue the Mountaineer legacy is both humbling and deeply meaningful,â€� Russell Fecht said. “His service on the Board of Trustees is something we never could have imagined when we first set foot on campus years ago.â€�

Conner’s mom, Jennifer Fecht, remembers arriving at Eastern from Long Creek, Oregon, where her high school graduating class had just seven students.

“Transitioning to 91´«Ã½ was a smooth experience,â€� she said. “The professors recognized me by name, and I could easily reach out to any of them for help when needed. 91´«Ã½ was more than just a college. It was a community that made me feel at home and prepared me for success.â€�

That sense of connection has lasted. When the Fechts return to campus to support their sons, they still run into professors who remember them.

“That says everything about the kind of institution 91´«Ã½ was and continues to be,â€� Russell said.

When it came time for Tim and Connor to choose a college, Jennifer tried not to steer them.

“I made a conscious effort not to pressure them into attending 91´«Ã½ and let them make their own decisions,â€� she said. “Of course, I was delighted when they both chose 91´«Ã½ because I knew they could thrive and participate in as many activities as they wanted. Watching Conner feel confident to join clubs, participate in student government, and become an RA makes me proud that he is living his college life to the fullest.â€�

A student voice at the table

On campus, Conner’s involvement runs deep. He serves as a student representative on 91´«Ã½â€™s Board of Trustees, a significant commitment for a second-year student, and as a justice with the AS91´«Ã½ student government. He applied for the trustee position as soon as he heard about the opportunity.

“I was interested in the inner workings of the university,� he said. “I didn’t think I’d get it, but I wanted to help, offer a student perspective.�

That perspective felt urgent at his first board meeting.

“It’s very complicated, every component of it,� he said, reflecting on the challenges facing higher education. “It’s sad to see the numbers going down,� he said of national enrollment trends. “I just want to help.�

His parents see this as a natural extension of what he has seen at home.

“Conner’s service on the Board of Trustees has shown me that he is interested in staying informed about educational issues,� Jennifer said. “Having grown up observing his parents and brother, who are educators, he is very aware of various education issues. He pays close attention to details and considers both sides before making decisions. These traits will certainly benefit his career in rural health and emphasize the importance of community service.�

Shaped by rural roots

Conner grew up in Lovelock, Nevada, a town of about 1,600 people, roughly 75 minutes from Reno. On his mom’s side, his family is from near Long Creek, Oregon, and their ranch is just over an hour from La Grande, another tie that makes 91´«Ã½ feel like home.

“There’s a big shortage of health care in rural areas,� Conner said. “But it’s also the community. Everyone looks after each other. I want to be a primary care provider in rural areas, go where I’m needed.�

His parents say that the desire to “go where he’s needed� has been there all along.

“We’ve always seen in Conner a strong sense of purpose and empathy,� Russell said. “The fact that he wants to return to rural communities, places that often struggle to attract and retain health care professionals, speaks volumes about who he is.�

Growing up in a small town, Jennifer said, taught him that giving back is essential.

“He learned that when everyone works together toward a common goal, the result is often positive,� she said. “With this mindset, Conner recognized that volunteering would be an important part of his life. He has dedicated his time to the local recycling center, participated in his church’s events, and assisted the local Lions Club whenever needed. With his kind heart and willingness to help, Conner would fit in perfectly within a rural community. A community would benefit just as much from him as he would from the connections he would form there.�

Russell sees Conner’s career path as more than a job.

“What stands out most is that this isn’t just a career choice for him; it’s a calling,� he said. “He wants to be the kind of person who shows up where he can make the most difference.�

Quiet, steady leadership

Day to day, 91´«Ã½â€™s small-school advantages are already shaping Conner’s education.

“The class sizes make a difference,� he said. “I really get to know my professors.�

Even the largest courses feel manageable. Anatomy started with more than 100 students and “dwindled down,� while most of his classes now hover around 20. The relationships, he said, help him learn and keep him moving toward his goals.

His parents see the same quiet leadership they watched grow during his high school years.

One defining moment came when Conner was recognized as a Nevada Interscholastic Activities Association (NIAA) Top Ten Student Athlete for the entire state of Nevada.

“That award wasn’t just about grades or athletic ability; it reflected his leadership, character and sportsmanship across three different sports,� Russell said. “Conner has always led by example. He worked hard, treated others with respect and inspired his teammates simply by the way he carried himself.�

They still remember a comment from a parent who is also a teacher in their school district. That parent told them that Conner exemplified what he wished every Mustang would strive to become, and that his own son looked up to Connor.

“Hearing that as parents was incredibly meaningful,� Russell said. “It showed us that Conner’s influence went far beyond his own achievements; he was making the people around him better.�

Jennifer points to another story that captures who her son is.

“Conner is the kindest person I know,� she said. “He has always been incredibly aware of others and their feelings.�

During his early high school years, a classmate invited the entire class to a party. When Conner realized very few people planned to attend, he quietly gathered his closest friends. He convinced them to go, bought a gift card, candy, and a card for everyone to sign, and showed up.

“We didn’t find out about it until afterward, when we learned that they were the only ones who attended,� Jennifer said. “This story perfectly captures who Conner is. He consistently includes those around him, goes out of his way to make others feel welcome, and befriends everyone.�

“That quiet, steady leadership,â€� Russell added, “is the same quality we see now at 91´«Ã½, whether he’s serving fellow students as an RA, pursuing nursing, or representing the entire student body on the Board of Trustees. It reflects who he genuinely is at his core.â€�

Looking ahead: ‘Get yourself out there.’

Conner is realistic about the competitiveness of nursing. If he’s accepted to the OHSU-La Grande program next fall, he’ll transition to OHSU enrollment while taking classes on 91´«Ã½â€™s campus and finish a three-year Bachelor of Science in Nursing (BSN). After that, he hopes to earn a master’s degree and become a family nurse practitioner serving rural communities.

Would he recommend 91´«Ã½ to other students, whether they’re into nursing, English or theater?

“Yeah,� he said confidently, noting he’s already recruiting friends from home. “It’s a good fit for people who don’t want a huge campus.�

His advice to classmates is equally direct:

“Get yourself out there. Be involved as much as you can while you’re here.�

For the Fecht family, that mindset feels like the perfect expression of what it means to be a Mountaineer: show up, serve others, and make the most of every opportunity.

“It’s the kind of leadership that runs in the family,� Russell said.

For Conner Fecht, carrying on a legacy isn’t about following a script. It’s about going where he’s needed and making sure the communities that shaped his family continue to have the opportunities and the care they deserve.

LA GRANDE, Ore. – The 33rd Annual Holiday Music Festival at 91´«Ã½ will once again usher in the season with a community-wide celebration of music and tradition. Performances are scheduled for Saturday, December 6, at 7:30 p.m. and Sunday, December 7, at 3 p.m. in the McKenzie Theatre in Loso Hall on the 91´«Ã½ campus.

This event, sponsored by Koza Family Dental Care, showcases a festive lineup of community members and 91´«Ã½ student performers. Audiences will enjoy performances by the Grande Ronde Symphony Orchestra, the 91´«Ã½ Chamber Choir, 91´«Ã½â€™s 45th Parallel Ensemble, the 91´«Ã½ Fiddle Ensemble, and the Grande Ronde Music Association Community Band and Community Choir, plus additional special performances. The program features traditional holiday music from around the world—an uplifting start to the holiday season.

Admission is $12 for adults and $10 for students and seniors. Tickets are available at Red Cross Drug Store, the 91´«Ã½ Bookstore, or online for $12 each at . Advanced ticket purchase is highly recommended.

All proceeds benefit the music funds held by the 91´«Ã½ Foundation, supporting student opportunities and vibrant musical programming at 91´«Ã½.

Event Details

• What: The 33rd Annual Holiday Music Festival at 91´«Ã½
• When: Saturday, Dec. 6, 7:30 p.m.; Sunday, Dec. 7, 3 p.m.
• Where: McKenzie Theatre, Loso Hall, 91´«Ã½
• Admission: $12 adults; $10 students/seniors
• Tickets: Red Cross Drug, 91´«Ã½ Bookstore, or online at eou.edu/music (credit card)

LA GRANDE, Ore. – 91´«Ã½ (91´«Ã½) has launched a new 91´«Ã½ Advocacy Platform to empower alumni, students, faculty, staff, and community members to speak up for Oregon’s rural university and the value of higher education statewide.

The platform offers a simple, nonpartisan way for supporters to Oregon’s Rural Voice in Higher Education affecting 91´«Ã½ and to send messages to lawmakers with just a few clicks.

“Advocacy is how we move 91´«Ã½â€™s mission forward—how we ensure that the voices of eastern Oregon and rural communities are heard in Salem and across the state,â€� said Tim Seydel, Vice President for University Advancement. “When supporters sign up to become 91´«Ã½ Advocates, they’re helping position the university to advance opportunities for students, strengthen our region’s economy, and expand 91´«Ã½â€™s impact far beyond eastern Oregon.â€�

Advocates can sign up to receive timely action alerts and share their voices in support of higher education funding, student aid, and regional investment.

Participation is quick, private, and impactful. Visit eou.edu/ua/government-relations to become an 91´«Ã½ Advocate today.

LA GRANDE, Ore. – The Board of Trustees of 91´«Ã½ will meet on Wednesday, Nov. 12, 2025, from 1 p.m. to 5 p.m. and Thursday, Nov. 13, 2025, from 9 a.m. to noon. The meeting will take place in Inlow Hall on the campus of 91´«Ã½ in La Grande, Oregon. The public is invited to attend in person. The meeting will also be broadcast via the internet, and a recording of the meeting will be available for viewing following the meeting. Livestream and recordings are available from the board’s webpage: /governance/livestream-meetings/

November 12-13, 2025 – (including links to meeting materials)

Public Comments  

Requests to provide Public Comment must be submitted electronically to board@eou.edu or mailed/delivered to the Office of the General Counsel and Board Secretary at One University Blvd, Inlow Hall, La Grande, OR, 97850. and received by 1:00 p.m. on November 7, 2025:

• Written comments:  Materials may be subject to disclosure under the Public Records Law.
• Remote delivery of an oral comment via Zoom:  Please provide a contact phone number and specify if you wish to comment during a particular agenda item or during the public comment section. A follow-up email with further instructions will be sent to you.
• In-person oral comment during an Agenda Item:  Please provide a contact phone number and specify if you wish to comment on a particular agenda topic or during the public comment section. A follow-up email with further instructions will be sent to you.
• In-person oral comments during the Public Comment section of the meeting, it is preferred that requests be submitted electronically to board@eou.edu and received by 1:00 p.m. on November 7. The public may also sign up in person in the boardroom, before the public comment section starts. The sign-in sheet will be located at the Recorder’s desk.  

For more information about public comment, see sections 8 and 9 of .  The meeting is accessible to persons with disabilities.  If special accommodations are required, please contact (541) 962-3740 or board@eou.edu at least 72 hours in advance.

LA GRANDE, Ore. — Teaching for the future starts by honoring the past. On the hillside at the Lower Cove Cemetery, Megan McGinness and her class of 91´«Ã½ students steer a ground-penetrating radar over the ground, tracing a pioneer cemetery so every resting place is remembered.

Eleven 91´«Ã½ students set out across Lower Cove Cemetery, under a perfectly blue autumn sky, a small cart in tow. Inside is ground-penetrating radar (GPR), a noninvasive tool that sends pulses into the soil and records reflections from what lies below. The goal is both practical and profound: help caretakers of the pioneer cemetery, still in use today, locate unmarked or deteriorated graves so future burials can proceed respectfully and accurately.

Leading the project is archaeology professor Megan McGinness, who says the day in the field transforms what students learn in lectures into a lived, career-shaping experience.

“I’ve tried to teach excavation methods in class, but it hits so differently when they can actually get their hands on the tools and physically do the work,� McGinness said. “The application is so much more meaningful than just seeing it on a screen.�

The class will return with an even larger team, 13 students, to complete a full grid of the cemetery. Working in pairs, students establish reference points, pace out survey lanes, collect GPR profiles, and log observations that will later be developed into a subsurface map. Along the way, they practice the habits that make real-world research possible: communication, careful note-taking, ethical decision-making, and a respect for the people and histories beneath their feet.

Sophomore Ali Abbott, who is minoring in anthropology, says that being on site brings home the community impact of the work.

“It’s going to help people’s future… planning and understanding of where loved ones were,� Abbott said. “And [it’s] helping Cove natives know where their history lies… It’s interesting. It’s really cool to be able to see where people are in the ground.�

McGinness remembers feeling the same spark as an undergraduate. “I was in a class like this and realized, ‘You can actually do this for a job?’� she said with a laugh. “There’s a lot more to it than standing outside and looking at the ground, but showing students that science can be hands-on, and that it serves people, is the point.�

Respect, accuracy, and service

Because many markers at the cemetery have deteriorated or disappeared, and because the site remains active, GPR offers a respectful way to confirm burial locations without disturbing the ground. The students’ survey will help cemetery stewards plan new interments while honoring those already at rest. For students, the work underscores that archaeology is as much about care as it is about discovery.

“One student said, ‘We get to do this? This is half our class credit?� McGinness said. “Yes—and it’s the half they’ll remember. For many, it’s their first time doing this kind of work, and it’s an experience you rarely get otherwise.�

By the term’s end, students will have collected and interpreted data, communicated their findings, and reflected on what it means to apply science in the service of people. That is what 91´«Ã½ means by student success and transformational education.

LA GRANDE, Ore. – 91´«Ã½â€™s Master of Social Work (MSW) program is preparing the next generation of social workers to serve rural, diverse, and underserved populations with compassion, skill, and cultural competence. As the program advances toward accreditation by the Council on Social Work Education (CSWE), 91´«Ã½ continues to uphold high professional standards rooted in service, advocacy, and community impact.

Designed for working professionals and students seeking flexibility, 91´«Ã½â€™s MSW program offers a fully online, asynchronous learning experience that allows students to complete fieldwork in their local communities. This format enables students to balance academic study with professional and personal commitments while building the skills needed to address real-world social challenges.

Small, close-knit cohorts foster personalized mentorship and meaningful connections among students and faculty. Through this structure, students gain academic guidance, professional insight, and community support that extend beyond graduation.

“Our program is built around the needs of rural and underserved communities,� said Christine Saladino, director of the MSW program. “We focus on developing practitioners who understand the social and systemic challenges these communities face and are ready to lead with empathy and evidence-based practice.�

The MSW Program is offering information sessions open to anyone on the following dates:

• November 6, 2025 | 6–7 PM Pacific Time
• January 7, 2026 | 12–1 PM Pacific Time

Follow to register.Learn more about 91´«Ã½â€™s Master of Social Work program and admission details at .

La Grande, Ore. — 91´«Ã½ (91´«Ã½), along with 91´«Ã½ Athletics, the 91´«Ã½ Foundation, and the 91´«Ã½ Alumni Association, extends a heartfelt thank-you to all who braved the cold and rain to take part in the 2025 Homecoming festivities.

Alumni, friends, families, students, and guests gathered throughout the weekend to reconnect at events including the Alumni Association Tailgate Zone, the annual Fun Run, the Mountaineer March Homecoming Parade, and alumni athletic matchups.

91´«Ã½â€™s Ag Club took home this year’s Parade Cup Trophy, with the Chemistry Club recognized as runner-up for their creativity, enthusiasm, and design among dozens of parade entries.

91´«Ã½ also extends special thanks to our proud community partners, Benchwarmers–Family Friendly Pub & Grill for sponsoring the Mountaineer March, Nate Conklin State Farm for sponsoring the MAA golf scramble,  and  Legacy Ford for powering this year’s Tailgate Zone.

“Homecoming brings together the heart of what makes 91´«Ã½ special — the people who love this place,â€� said Rich Sipe, Chair of the 91´«Ã½ Alumni Association Board. “Even with the weather challenges, our Mountaineer spirit shone bright all weekend.â€�

91´«Ã½ extends its appreciation to Athletics, student volunteers, Facilities, Event Services, A/V and IT, Security, University Advancement, and all campus and community partners whose collaboration ensured a successful and spirited celebration.

Plans are already underway for next year’s Homecoming, and the University looks forward to welcoming Mountaineers back to campus once again.

Contact: University Advancement | 91´«Ã½
advancement@eou.edu | 541-962-3740

LA GRANDE, Ore. – 91´«Ã½ is making it easier for students to find the help they need to succeed. Through the new Mountaineer Success Team Program (MSTP), every student is connected with a personalized support network that brings together advisors, mentors, coaches, and more.

Introduced in fall 2024, the MSTP brings together a wide network of support, including academic advisors, faculty mentors, athletic coaches, belonging advisors, success guides, and more, so that every student has their own personalized “Success Team.� Through this approach, students can easily schedule appointments, connect with resources, and find guidance on both academic and personal challenges.

The program offers a wide range of roles to meet students where they are. Success Guides encourage involvement and growth, Benefits Navigators connect students to essentials like food, housing, and healthcare, and faculty mentors provide career and skill development. For student-athletes, coaches and athletic support staff offer comprehensive guidance, while belonging advisors create an inclusive environment where all students feel connected. Even online learners benefit from dedicated success coaches who help them stay connected to the university community.

The MSTP works hand-in-hand with the Mountaineer Information Center, which opened in September 2024 as a one-stop shop for student services. Located on the first floor of Inlow Hall, the Information Center helps students with everything from financial aid and advising referrals to campus navigation, student ID cards, and even access to a campus food pantry.

Together, the MSTP and Information Center demonstrate 91´«Ã½â€™s commitment to building a university where students feel supported, connected, and equipped to succeed both inside and outside the classroom.

LA GRANDE, Ore. – 91´«Ã½ (91´«Ã½) has earned national recognition from , ranking #2 in the nation among the Most Popular Online Exercise Science Degree Programs. The ranking highlights accredited colleges graduating the highest number of students in the field and underscores 91´«Ã½â€™s commitment to academic excellence and student success in online learning.

In addition to the top overall ranking, 91´«Ã½ achieved a standout distinction by receiving the highest peer recommendation rate nationwide at 90%, a metric based on more than 75,000 student surveys collected by .

“Our Exercise Science program combines academic rigor with the flexibility and accessibility of online learning,â€� said Dr. Kyle Pfaffenbach, professor of Health & Human Performance at 91´«Ã½. “The recognition, especially the peer recommendation rate, is a direct reflection of the trust and satisfaction our students and alumni feel in the program.â€�

OnlineU’s methodology for its 2025 rankings emphasized key factors, including graduation rates, retention rates, affordability, and peer recommendations. 91´«Ã½â€™s program stood out for maintaining one of the most affordable tuition rates among the top-ranked schools.

91´«Ã½â€™s fully online Bachelor of Science in Health & Human Performance with a concentration in Exercise Science prepares students for careers in fitness, health promotion, coaching, and advanced studies in allied health professions. Students benefit from personalized advising, small class sizes, and one-on-one faculty mentorship, hallmarks of the 91´«Ã½ learning experience both online and on campus.

“91´«Ã½ is proud to be recognized as a national leader in online exercise science education,â€� Darren Dutto, Ph.D., Dean of the College of Science, Technology, Mathematics, and Health Sciences (STMHS) at 91´«Ã½, said. “This recognition affirms the outstanding work of our faculty and the success of our students who are building meaningful careers in health and human performance.â€�

91´«Ã½ Online offers more than 30 fully accredited online degree programs designed to fit the needs of working professionals, career changers, and students across the globe. Most degrees can be completed in two to three years with dedicated faculty support every step of the way.To learn more about 91´«Ã½â€™s Exercise Science program, click here.

LA GRANDE, Ore. – 91´«Ã½ celebrates Homecoming 2025 from Oct. 9 through Oct. 12. The 91´«Ã½ Alumni Association invites all alumni, families, and friends to join in a weekend full of tradition, connection, and Mountaineer pride.

The long weekend features a wide variety of activities for all to enjoy. Events requiring registration include the Homecoming Fun Run and the Mountaineer Athletic Association (MAA) Golf Scramble. Registration forms are available on the 91´«Ã½ Homecoming webpage.

Festivities begin on Thursday, Oct. 9, with the Athletics Hall of Fame Ceremony at 6 p.m., honoring outstanding Mountaineer achievements.

On Friday, Oct. 10, will be the 27th annual Nate Conklin State Farm MAA Golf Scramble, teeing off at 9:30 a.m. with a shotgun start. The four-person scramble raises scholarship funds for 91´«Ã½ Athletics and continues its long tradition of community support. Goss Motors, a sponsor for 24 years, will again host hole-in-one and putting contests, with prizes including Mountie and Nike gear, local dining certificates, and free rounds of golf.

Later in the day, the Homecoming Parade will roll through downtown La Grande at 4:30 p.m., showcasing student groups, alumni, and community pride. At 6 p.m., alumni, athletes, and fans will gather for the Track & Field Celebration and Track & Field Reunion Celebration Reception, starting at 6 p.m. at the David E. Gilbert Center, followed by the traditional Mountaineer Spirit Bonfire at 8:30 p.m. to ignite campus energy.

Saturday, Oct. 11, brings a full day of competition and celebration. The begins at 8 a.m., and the Softball Alumni Game at 9 a.m. on the Peggy Anderson Field. At 10 a.m., the Baseball Alumni Game and the open, leading into the Men’s and Women’s Wrestling Alumni Duels, held on the 91´«Ã½ tennis courts, at 11 a.m.

91´«Ã½ kicks off at 1 p.m., when the Mountaineers face Arizona Christian in the Homecoming Football Game, in Community Stadium. The day continues at Quinn Coliseum with the Women’s Basketball Alumni Game at 5 p.m. and the Men’s Basketball Alumni Game at 7 p.m.

Homecoming concludes on Sunday, Oct. 12, when the Women’s Lacrosse team takes the field at Community Stadium at 11 a.m. against an opponent to be announced, giving fans one last chance to rally around 91´«Ã½ Athletics. For full details and registration information, visit the Homecoming webpage at .

Homecoming 2025 events: 

Thursday, Oct. 9, 2025

• 6 p.m. | 2025 91´«Ã½ Athletics Hall of Fame Induction Ceremony

 Friday, Oct. 10, 2025

• 9:30 a.m. | Nate Conklin State Farm MAA Golf Scramble

• 4:30 p.m. | Homecoming Parade

• 6 p.m.| Track & Field Celebration

• 8:30 p.m. | Mountaineer Spirit Bonfire

 SATURDAY,  Oct. 11, 2025

• 8 a.m. | Homecoming Fun Run

• 9 a.m. | Alumni Breakfast & Awards

• 9 a.m. | Softball Alumni Game

• 10 a.m. | Baseball Alumni Game 

• 10 a.m. | Legacy Ford Tailgate Zone Open

• 11 a.m. | Men’s & Women’s Wrestling Alumni Duels

• 1 p.m. | 91´«Ã½ Football vs. Arizona Christian

• 5 p.m. | Women’s Basketball Alumni Game

• 7 p.m. | Men’s Basketball Alumni Game 

 Sunday, Oct. 12, 2025 

• 11 a.m. | Women’s Lacrosse vs. TBA

LA GRANDE, Ore. – 91´«Ã½â€™s Nightingale Gallery opens its 2025–26 exhibition season with “The Full and the Fleeting,â€� a solo exhibition by Portland artist Elizabeth Arzani. The show explores how language shapes experience and memory, asking what it means to live with—or hold close—particular words.

The exhibition opens with a reception for the artist on Friday, October 3, from 5 to 7 p.m.

Arzani’s work investigates language as a shifting, paradoxical medium. In “The Full and the Fleeting,� she pairs printmaking and ceramics with text and ephemera to create installations guided by the homonyms “whole� and “hole.� These simple variations in spelling suggest contradictions that echo throughout her practice. Moving between two and three dimensions, Arzani’s works transform paper and clay into meditations on absence, presence, and the spaces language creates—whether as an entry point, an exit, or a place to sit with a question.

“Elizabeth’s installation invites us to consider the words we live alongside and the layered connections between language, imagery, and form,� said Cory Peeke, director of the Nightingale Gallery.

An interdisciplinary artist and educator, Arzani lives and works in Portland, Oregon. She has exhibited nationally at institutions such as the University of North Carolina, Pacific Northwest College of Art, and the Seattle Art Fair, as well as internationally in Luxembourg and Australia. She is a member of the Portland-based artist collective Carnation Contemporary. Arzani earned her MFA in Visual Studies from Pacific Northwest College of Art and her BFA in Painting and Art Education from the University of North Carolina at Charlotte.

In conjunction with the exhibition, Arzani will present a public artist talk on her studio practice and the conceptual framework behind the exhibit. The talk will take place on Wednesday, October 1, at 6 p.m. in Huber Auditorium, Badgley Hall.

“The Full and the Fleeting� will be on view through Friday, October 31. Gallery hours are Monday through Friday, 11 a.m. to 4 p.m. For more information, follow the Nightingale Gallery on Facebook and Instagram.

To request images of artwork for publication, or to schedule an interview with the artist, please contact Gallery Director Cory Peeke at cpeeke@eou.edu.

La Grande, ORE – 91´«Ã½â€™s Johana Sepulveda carried her community with her when she graduated in 2025. With her Master of Arts in Teaching (MAT) in hand, she returned to her hometown of Boardman, Oregon, to teach fourth grade at Windy River Elementary, the same district where she grew up.

“I didn’t speak any English when I started kindergarten,� Sepulveda said. “I know the challenges my students are facing because I’ve lived them. That’s why I want to provide the kind of support I needed when I was their age.�

Sepulveda’s journey reflects the strengths of 91´«Ã½â€™s MAT program: an accelerated, hybrid model that prepares teachers to thrive in rural classrooms. But her experience also illustrates the way student voices continually shape and improve the program itself.

Learning While Leading

The MAT is a demanding 10-month program that blends intensive coursework with full-time classroom experience. Many candidates, like Sepulveda, are already working under restricted teaching licenses when they enroll, teaching during the day and logging into online classes at night.

“It was challenging to balance work and school at the same time,� Sepulveda admitted. “Some nights I was energized and eager to learn. Other nights, I was exhausted. But the professors were approachable and supportive. They always made time for us.�

That accessibility, she said, was surprising. “They got back to me on weekends, they answered questions quickly, and they made me feel like I could reach out whenever I needed help. That support carried me through.�

A Program That Listens

According to Kristin Johnson, Admission and Retention Coordinator for the MAT program, that kind of feedback isn’t just appreciated, it’s essential. Each year, faculty gather input from students through surveys and an advisory council, then use it to refine coursework, structure, and delivery.

“We are continually improving the program by taking student feedback,� Johnson said. “If we’re seeing similar feedback from a lot of students, we make that adjustment. We also meet twice a year with an advisory council that includes school administrators, practicing teachers, and our own students. That helps us stay current and relevant in the field so we’re not teaching outdated practices.�

One of the biggest evolutions has been the program’s shift in modality. Today, MAT students spend only one week on campus at the start of the program. The rest of their coursework is conducted online through weekly Zoom sessions and independent study, an intentional design that supports rural candidates who cannot easily travel to campus.

“In the past, students had to come to campus more frequently, which we loved,� Johnson said. “But that’s just not what our candidates need now. Many are already teaching in their own classrooms, often in rural communities. By reducing the travel requirement, we make the program more feasible and responsive to their realities.�

Staying Relevant in a Changing Field

Education, Johnson added, is not static. Best practices evolve as research deepens and student demographics shift. Some approaches stand the test of time; others are discarded as outdated.

“That’s why it’s so important to stay connected to both our candidates and the field,� Johnson said. “Our faculty are still in classrooms doing observations, so they’re not removed from the K–12 setting. They see the challenges, the successes, and the changes firsthand. That keeps us relevant.�

For Sepulveda, that relevance showed up in practical tools she could use right away. “I learned so much about the science of reading,� she said. “I was able to take strategies from class and apply them to my students the very next day. That gave me confidence and helped me grow as an educator.�

Rooted in Rural Communities

Now in her own classroom, Sepulveda embodies what the MAT program aims to deliver: prepared, resilient teachers who are rooted in the communities they serve. In Boardman, where many families speak Spanish at home, her bilingual skills allow her to bridge gaps for both students and parents.

For now, Sepulveda is happily rooted in her fourth-grade classroom, but she dreams of teaching Spanish again in the future. “I don’t assume students know something,� she said. “I approach it in a way that makes it understandable for everyone. That’s what language learning should feel like.�

“Rural areas don’t always have the same resources as bigger cities,� she said. “But teachers can bridge those gaps. For my students, being able to ask questions in Spanish makes a huge difference. For parents, it means they’re included in their child’s education. That’s the kind of impact I want to make.�

A Program That Grows With Its Students

For decades, 91´«Ã½â€™s MAT program has launched teachers into Oregon classrooms. Today, it continues to evolve, driven by feedback from students like Sepulveda and informed by the needs of rural schools.

“I was able to apply what I learned right away,� Sepulveda reflected. “It helped me become a better educator. And that’s what matters most, helping students learn and succeed.�

As Johnson sees it, that’s the heart of the program’s mission: preparing teachers who not only thrive in their own classrooms but also shape the future of the program itself.

“Our students’ voices matter,� Johnson said. “They help us grow, and in turn, we prepare them to go out and make a difference in schools across Oregon.�

LA GRANDE, Ore. – Teach Rural Oregon, a program in the College of Education at 91´«Ã½ (91´«Ã½), is proud to announce it is joining the GRAD Partnership as its newest Intermediary and local partner for the state of Oregon.

As a GRAD Partnership Intermediary, Teach Rural Oregon will support the implementation of student success systems in local schools and districts with a focus on rural areas of Oregon. It will also work to involve additional partners in building a sustainable ecosystem for student success across the state.

As Oregon’s designated Rural University, 91´«Ã½ cultivates innovative partnerships with communities across the region to expand economic and educational opportunities for all. Teach Rural Oregon aims to recruit diverse student teachers to complete their student teaching in rural and isolated districts across Oregon, and is also working with like-minded partners to address issues such as absenteeism, graduation rates, career-technical education/university degree attainment, and teacher retention in rural areas.

Student success systems build on earlier evidence-based student support models—such as early warning and on-track systems—to meet the new scope and scale of student needs emerging from the pandemic. Student success systems are a comprehensive, school-wide effort that integrates holistic, real-time data with student, parent, and educator insights to improve strategies that ensure students graduate from high school prepared for lifelong success. This framework ensures the right supports reach the right students at the right time, enabling schools to establish school-wide preventative efforts as well as quickly and effectively respond to emerging challenges at the school, grade, and individual levels.

By integrating supportive relationships and mindsets that promote student belonging and connectedness, student success systems help create school environments where every student feels welcome, supported, and motivated to succeed.

Student success systems originated from a collaboration among national education organizations responding to urgent student needs following pandemic-related school closures. Now in its third year, the GRAD Partnership has grown to include more than 200 districts across over 25 states. The initiative is driven by 12 national partners, all working together to ensure every student graduates high school ready for lifelong success. Teach Rural Oregon will join 15 other Intermediaries, including rural-serving GRAD Partnership Intermediaries in a Rural Cohort of Intermediaries, as part of a professional learning community, and will receive capacity-building support from a GRAD Partnership technical assistance provider.

“Some of the many issues facing rural Oregon school districts, particularly since the pandemic, include high absentee rates and low postsecondary degree attainment among students,â€� explained Dave Dallas, Director of Teach Rural Oregon and an instructor in the College of Education at 91´«Ã½. In the most recent Oregon Statewide Report Card, 38% of students statewide were chronically absent. At a local level, 10 of these districts reported that over 50% of their students were chronically absent, and all but two of these districts were 100% rural-serving districts.

A recent report from the Oregon Health Authority showed that rural counties in the state have some of the highest four-year high school graduation rates; however, these same counties had some of the lowest rates for postsecondary degrees among adults 25 or older. “As Teach Rural Oregon’s mission evolves and matures, we don’t just want to recruit teachers into these rural areas. We want to make sure that students are in school and have the tools and resources they need to further their education beyond high school, be it in the trades, community colleges, or higher education,� said Dallas.

The capacity-building support from the GRAD Partnership will empower Teach Rural Oregon to build and improve student success systems in a cohort of schools. Recent data from the GRAD Partnership’s Year Two Impact Report show that schools that began implementing student success systems in 2022–23 and continued using them in 2023–24 saw the average chronic absenteeism rate decline from 29% to 21% over two years, and the average course failure rate decline from 31% to 20% over two years. In ninth-grade classrooms, where early intervention is especially critical, results also showed meaningful improvement: the average ninth-grade chronic absenteeism rate declined from 31% to 26% over two years, and the average ninth-grade course failure rate declined from 32% to 22% over two years.

“We are thrilled to welcome Teach Rural Oregon as the newest GRAD Partnership Intermediary. Intermediaries are vital to our goals of ensuring all students have the support they need to graduate on a pathway to adult success. Because Intermediaries are trusted local partners with strong ties to their community, they are well-positioned to catalyze adoption of student success systems. Teach Rural Oregon brings a wealth of deep connections and local expertise and will be a valued partner in the national movement for student success,� said Patricia Balana, GRAD Partnership Managing Director.

Dallas shared, “Teach Rural Oregon, and the College of Education at 91´«Ã½, are excited to join this partnership and are confident that it will enhance the knowledge and tools we have available to assist rural school communities throughout Oregon.â€�

LA GRANDE, Ore. – 91´«Ã½ and Portland State University are teaming up to host a joint alumni social, Downtown to Dirt Roads, on Thursday, September 11, 2025, from 3:30 p.m. to 5:00 p.m., at Backfire Station in downtown Pendleton.

The casual drop-in event is designed to bring together alumni and friends in an informal setting to reconnect and celebrate the strong ties between both institutions.

Attendees will have the opportunity to meet 91´«Ã½ President Kelly Ryan and PSU President Ann Cudd, along with other special guests.

“Events like this highlight the importance of partnerships and connection, not just between our universities, but within the communities we serve,â€� said Kelly Ryan, president of 91´«Ã½.

The social is open to all alumni and friends of 91´«Ã½ and PSU.

Event Details:
Backfire Station, Downtown Pendleton
Thursday, September 11, 2025
Drop-in between 3:30 – 5:00 p.m.For more information, contact the 91´«Ã½ Alumni Association.