COLUMBIA BASIN COLLEGE

Outlook
COLUMBIA BASIN COLLEGE
SPRING 2010
Outlook explores the various
languages spoken within the
Columbia Basin College community.
contents
1
from the presidents
Mathematics Engineering Science Achievement
Striking a Balance
Pathways
3 Early
Childhood Education Nurtures
Literacy in Latino Child Care Community
5 ACONEVyT
Second Chance to Learn
A
t Columbia Basin College,
we value the diversity
of thought, feeling, and
experience shaped by the
differing perspectives of race,
ethnicity, religion, gender,
orientation, socio-economic
status, age, and physical
ability. This spectrum
of difference helps us to recognize that the aspirations and
contributions of each individual are important and meaningful. This
is the concept of diversity that allows us to regard one another
with respect and dignity, to embrace and celebrate the ways we
are both different and alike as human beings.
HUD HSIAC
7 Revitalizing
Downtown Pasco
College Spark Foundation
9 Academic
Support Assistance Program
Faculty Focus
11Omar
Bourouh, Ph.D.: No Translation
Needed
Our history is the story of immigrants and the children of
immigrants who have been drawn by the magnetic forces of
liberty and opportunity. These people have brought their many
languages to America. As a boy growing up in Cincinnati, I envied
many of my schoolmates for their ability to speak German, which
was common in many bicultural families in my neighborhood. In
grade school, I learned much about English by studying Latin. In
high school and college, I studied both French and Spanish. When
I moved to Arizona for graduate school, I enjoyed hearing Spanish
spoken everywhere across Tucson. Each language contains a
culture, a unique filter on the human experience.
Special to this Issue
13
The Deaf Way
Student Focus
15Marquia
Fitzhugh: Total Submersion
Monoligualism, the expression goes, is treatable, and the pleasant
effects of knowing more than one language are many; I invite
you to read in this issue of Outlook about the many effects those
languages we share and those we don’t have on us at Columbia
Basin College.
A
s we all know, advances
in communication,
transportation, and other
forms of technology have
“shrunk” the world and has
brought us in closer contact
with people from other
regions and countries. This
increasing contact also means
that we need to learn now, more than ever, as much as possible
about people who are different than us—this is crucial. And nothing
brings people closer than being able to communicate in the same
language.
Therefore, in this issue of CBC’s Outlook magazine we decided to
focus on language; in particular, the advantages of speaking more
than one language. As the interview with Sociology Instructor Dr.
Omar Chaoura Bourouh attests, speaking numerous languages
can allow you to live in counties as varied as Algeria, France, and
Canada. Also within these pages, articles describe various students
at Columbia Basin College and demonstrate that one only need to
walk around campus and interact with other students, faculty, and
staff to experience the richness and connection that speaking more
than one language brings.
Please enjoy this edition of our Outlook magazine and get ready to
enjoy learning another language this summer.
Martín Valadez
VICE PRESIDENT FOR DIVERSITY & OUTREACH
About this Issue
Outlook explores the various languages
spoken within the Columbia Basin College
community and how world languages play a
role in our everyday life; while also unveiling
the advantages of learning languages beyond
our native tongue.
Spanish summaries written by Amy Stroud and Dawn
Alford and translation provided by Antonio Cruz.
Richard Cummins
Language Courses
Available at CBC
Chinese
French
Japanese
Russian
Sign Language
Spanish
PRESIDENT
MATHEMATICS ENGINEERING SCIENCE ACHIEVEMENT
Striking a
Balance
by Gabriela Whitemarsh
L
anguage is such a critical part of
our identity. It tells the story of
where we come from, where we
have been, how we communicate with the
world, and predominantly who we are.
The Math Engineering Science Achievement (MESA) Community
College Program, or MCCP, funded by the National Science
Foundation (NSF), focuses on the recruitment and retention of
underrepresented minority students pursuing calculus-based,
Science Technology Engineering Mathematics (STEM) majors.
The students we serve come from very distinct and diverse
backgrounds that have traditionally been underrepresented in
STEM fields. The life stories of our MCCP students are widely
based on language and living in bilingual and bi-cultural worlds.
Many of them are first-generation college and immigrant
students whose maternal languages are those other than English.
Moreover, they are trying to find the constant balance between
the life they lead at home and the life they lead in
the outside world.
First-generation
college students
are faced with
the difficult task
of navigating the
higher-education
system and do not
have anyone in
their immediate
family to go to for
help. In addition to
this struggle, MCCP
students have to
find the balance
between embracing
their roots, with
fitting in with their
peers and in fields
where there are far
too few people like them. Bilingual students have the
advantage, however, of surviving in different worlds
and being the link that connects them. STEM professionals often work with others within their field
worldwide; whether it be in private industry, government positions, or research. Being bilingual and
having the knowledge and experience of interacting
with others of different backgrounds is a huge advantage. They are highly experienced and have lived the
life of staying true to who they are and navigating
The Math Engineering Science
Achievement (MESA) Community
College Program, or MCCP,
funded by the National Science
Foundation (NSF), focuses on
the recruitment and retention
of underrepresented minority
students pursuing calculus-based,
Science Technology Engineering
Mathematics (STEM) majors.
Outlook 1 1
a completely foreign environment.
Language is more often the solution
than it is the problem.
The MESA Community College
Program is fortunate to serve hardworking students who have the tenacity and courage it takes to make
it within a STEM field. Their ability
to communicate with others in more
than one language will not only allow
them to be more marketable within
the workplace, it will propel them
towards a successful future.
E
l programa de Logros en la Ciencia de la Ingeniería
Matemática al nivel de la Universidad Comunitaria,
patrocinado por la Fundación Nacional de Ciencias,
recluta y provee servicios para los estudiantes minoritarios de
baja representación que siguen carreras en las Matemáticas
de Ingeniería en la Tecnología Científica, basadas en el cálculo.
Los estudiantes a quienes se les dirige esta ayuda son aquéllos
que son los primeros en asistir a la universidad en su familia, y
muchos provienen de antecedentes bilingües y biculturales. Con
los recursos de este programa, los estudiantes están aprendiendo
con éxito como avanzar por el camino exigente de la educación
superior.
Outlook 2 2
PATHWAYS
W
hen Maria* was in the third grade she stopped attending school
in Mexico because her family could only afford transportation to send her brothers. Years later, when she arrived in Pasco to
work in the fields, she could barely read or write. Now, in her late
30s, Maria is a licensed family home child care provider (CCP) and
for the first time has the opportunity to continue her education.
In March 2007, the Spanish literacy
program that teaches basic literacy
skills began with 27 other CCPs like
Maria. These CCPs are the ‘first teachers’ for more than 250 children in our
community, yet the majority of them
have less than a fourth grade education.
“It was so hard to teach my children
when I, myself, could not read,” one
provider said.
A community coalition comprised of
the Columbia Basin College (CBC)
Early Childhood Education (ECE)
program, the Kennewick Division of
the Department of Early Learning, the
Benton Franklin Health District, and
Washington State University-Extension
(WSU-E) decided to do something to help these preliterate CCPs
to increase their literacy skills, and in turn, improve the quality of
care in their child care homes.
ECE Program
Through a $1M grant from the Bill & Melinda Gates Foundation in
2007, the program expanded into a three-year research project,
the Literacy and Educational Pathways for Latino Child Care Providers (Pathways). CCPs in the project participate in two distinct
stages. The first, at WSU-E, combines basic literacy in Spanish
through the CONEVyT curriculum provided by the Mexican
government, combined with child care best practices instruction
in Spanish. Upon earning their Secondary certificate, students are
ready to progress. The second stage, at CBC, is an ECE Spanish
Child Development Associate (CDA) training course combined
Nurtures Literacy
in the Latino Child Care Community
with English as a Second Language instruction to give CCPs the
English language tools needed to pursue ECE coursework in the
future.
So far, the results have been outstanding. The first group of 18
students completed stage two at CBC last spring to earn their
National CDA Certification. In addition, their family home child
care environments have improved dramatically. Child care homes
which were void of books on their shelves are now better places
for children to play and learn. CCPs now read to the children daily
and plan age appropriate activities that nurture children’s social,
emotional, cognitive, physical, and language development.
*Maria is not a real person. Her story is a blending of many people’s
stories.
L
os proveedores del cuidado de niños en el programa
del alfabetismo en español del Columbia Basin College
son los “primeros maestros” para más de 250 niños
en nuestra comunidad, y la mayoría de ellos tienen un nivel
de educación más bajo que el cuarto año de la escuela
básica. Por un financiamiento de $1 millón de dólares
de la Fundación de Bill y Melinda Gates, el programa de
Alfabetismo y Caminos Educativos para los Proveedores del
Cuidado de Niños Latinos provee los mejores métodos en
el alfabetismo básico y el cuidado de niños.
by Carolyn Fazzari
Outlook
3
Outlook
4
CONEVyT
A Second C
Chance to
Learn
by Danica Garcia
olumbia Basin College’s CONEVyT
(National Educational Council for Life and
Work) program offers a second chance for
Spanish-speaking students to complete their
primary and secondary education. CONEVyT
[koh’-nay-veet] was created in Mexico, to
provide primary and secondary education
and training to adults (15-years-old+) who
couldn’t start or finish their basic education.
Course work is completed online and is supported by community study centers, known as Plaza Communitarias. The
Plaza Comunitaria at CBC opened in fall 2008 to help students
achieve life goals and equip them with the literacy, academic,
and computer skills to succeed in English as a Second Language
(ESL), GED, and higher education programs.
CONEVyT is a unique opportunity because it is open enrollment, self-paced, and customizable to the student’s education
level and personal interests. Education is divided into three basic
levels-- inicial (literacy), intermedio (elementary), and advanced
(secondary). Students take core math, language, and science
courses and then choose elective courses, such as
parenting, health education, business, agriculture,
and social sciences. Diplomas are issued by the National Institute of Adult Education, in Mexico, when
students pass the cumulative-level exam.
Computer literacy is integrated into the CONEVyT
program since course work is completed online.
Students learn to log in, type, navigate the Internet,
use email, and use word processing software to
complete their assignments.
For literacy level students who want to study
English, CONEVyT gives them an edge. Skills such
as phonetics, text decoding strategies, and writing
conventions acquired in the student’s first language
can be transferred to the student’s second language.
“I never got a chance to go to
school. I had to help my family
sell in the market...”
“We had a big family. …I had to
stay home and take care of my
brothers and sisters.”
“I want to help my children with
their homework, but I don’t
understand it. I stopped going
to school in the fourth grade
because I had to work.”
CBC’s CONEVyT Students
CBC’s Plaza Communitaria is located at the Chase
Center in Pasco and classes meet evenings and Saturday mornings. New students are always welcome.
Students interested in enrolling should contact
the ESL office at 509-542-5605. Cost is $25 per
quarter.
E
l Programa CONEVyT (Consejo Nacional Educativa para la Vida y Trabajo) de Columbia Basin College les
ofrece a los estudiantes hispanohablantes la oportunidad de cumplir su educación primaria y secundaria.
El CONEVyT fue establecido en México para proveer instrucción y entrenamiento para aquellos
adultos que no pudieron iniciar o lograr su educación básica. El currículum se relaciona con los intereses y las
necesidades del estudiante, mientras que los requisitos de la clase se entregan por el Internet.
Outlook
5
Outlook
6
HUD HSIAC
Revitalizing
Downtown
Pasco
by Rolando Garcia
Outlook
7
A
gricultural-based industry has
attracted many migrant and
immigrant farm workers to this area. As
the demographic population of the City
of Pasco continues to grow and evolve,
the number of Latino-owned businesses
in the downtown area continues to
flourish and is representative of the
large number of Latinos moving into the
area.
Columbia Basin College’s Housing and Urban Development (HUD) Hispanic Serving
Institutions Assisting Communities (HSIAC)
grant, in partnership with the Pasco
Downtown Development Association
(PDDA), the Tri-Cities Hispanic Chamber
of Commerce, and the City of Pasco, is
giving Pasco business owners expertise to
improve economic conditions in downtown
Pasco. Through the Façade Improvement
program, which is specifically designed to
increase the business traffic flow throughout downtown Pasco, local businesses
have the opportunity to improve existing
façades. The focus of the Façade Improvement program is to establish a newer identity and centralized theme which is both
historical and indicative of the population
which encompasses the area.
CBC marketing faculty and students will
collaboratively work with the PDDA and
the City of Pasco to develop a comprehen-
sive marketing plan to increase the business is necessary and vital as we try to convey
our message across to the local merchants
traffic flow in the downtown business
and secure proper progress of the grant.
core. Efforts will include enhancing existing
Preliminary grant efforts are also focused
downtown events, creating promotional
on creating and developing educational
materials, establishing marketing strategies,
workshops and seminars, also in English
and identifying new opportunities. Addiand Spanish, for spring quarter that will
tionally, student design teams supervised
enable local Pasco business owners to run
by CBC faculty and local architecture firms
more productive businesses. These new
will work with local downtown businesses
to design and construct improved
storefronts. The assembled partl programa de financiamiento para Ayudar
ners working together and using
a las Comunidades de las Instituciones que
their expertise and resources will
Sirven a los Hispanos en el área de Viviendas
facilitate the revitalization of the
y
Desarrollo
Urbano del Columbia Basin College,
Pasco downtown area.
en colaboración con la Asociación del Desarrollo del
Centro de Pasco, la Cámara Hispana de Comercio
Language is an important factor
de los Tri-Cities, y la Ciudad de Pasco, les otorgarán
as it relates to the overall level of
a los propietarios de negocios del centro de Pasco
success and intent of the grant.
un conocimiento más profundo del programa
We must ensure that both English
de Mejoramiento de Fachadas. La meta de este
and Spanish are used to actively
programa es de establecer una identidad más nueva
facilitate the grant’s goals and
al igual a un ambiente centralizado que es tanto
objectives. This accommodation
histórico como representante de la comunidad latina
presente en nuestra región.
E
Outlook
8
COLLEGE SPARK FOUNDATION
T
his year, the College Spark Foundation granted Columbia Basin
College the funds to create the Academic Support Assistance
Program, or ASAP. ASAP is designed to aid 35 low-income, first
generation Latino college students through their first year at CBC
with individual and small group advising, cultural and academic
events, and help with scholarships and financial aid.
Our community is home to many promising students who would benefit from
ASAP. While they have goals, motivation, and the skills to achieve, they may
lack parents
with a college
degree, the
money to afford
tuition and fees,
and basic knowledge about higher education.
ASAP will monitor progress
and encourage
excellence as
the students are
exposed to their
new college
environment.
Earlier this year, we held a bilingual family dinner and introduction
to ASAP and CBC, which included a bilingual campus tour. Families were able to experience the college firsthand, and especially
enjoyed the Atrium of the Thornton Center. Some parents were
even moved to ask about
the High School Equivalency
Program (HEP); while others asked how they could
begin taking college courses.
ASAP is designed to aid 35 lowincome, first generation Latino
college students through their
first year at CBC with individual
and small group advising,
cultural and academic events,
and help with scholarships and
financial aid.
Moving Across
Generational
and Language
Gaps
by Casey Roberts
Outlook
9
Without a 24-hour-a-day academic atmosphere, like that of a four-year college or university, CBC students
must integrate college into their already hectic young lives. This
includes their family time, since most students still live with parents
or relatives, or may already be parents themselves. The close-knit
Latino family dynamic is often cited as a barrier to the success of
the Latino college student. ASAP works to make the students’
families more comfortable with the college and better acquainted
with the purpose and policies of higher education.
Moving across generational
and language gaps, the families, students, and our ASAP
staff were able to come
together and celebrate the
students’ past and future
academic accomplishments,
as well as share a meal with
new friends.
E
l Programa de Ayuda del Apoyo Académico
(conocido en inglés por el acrónimo ASAP), está
diseñado para ayudar a 35 estudiantes latinos de
bajos ingresos al nivel universitario siendo los primeros
en su familia en asistir a la universidad, durante su
primer año en el Columbia Basin College por medio de
consejos académicos al individuo y en grupos pequeños,
por los eventos culturales y académicos, y por la ayuda
con becas y ayuda financiera. El ASAP recientemente
organizó una cena familiar bilingüe y una visita del
campus. Las familias que participaron pudieron conocer
el ambiente universitario de primera mano y el evento
fue un gran éxito.
Outlook
10
Faculty Focus
Omar
Bourouh
No Translation Needed
by Dawn Alford
O
mar Bourouh,
Ph.D., Columbia Basin College Sociology Instructor
and Algeria native, needs
no one to translate for
him. In fact, he is fluent in
four languages…five if you
count Russian, although
he’s admittedly a bit rusty.
His life is a collage of interesting experiences—
encompassing world
travels and enriched by
his ability to communicate
with people from different
lands.
With an estimated 2,000 languages spoken
on the African continent, according to
Nations Online, three of these languages
are systemic of Algeria. Berber, a language
spoken in five countries across northern
Africa, including Omar’s home of Algeria, is
his native tongue. Upon entering elementary school and throughout college he was
taught Algeria’s official language, Arabic,
while also learning French. This came
naturally to him, as French was also taught
in schools and is widely used in business
and administration. Then as an undergrad,
Omar mastered Russian and English; rounding out his global language repertoire.
As Omar explained, in life there is a practical side to knowing different languages.
Throughout his travels to Africa, France,
England, Turkey, Canada, and the United
States, he has been able to communicate
freely with diverse nationalities. While living in Canada, he was also able to assist immigrants with translating their documents
or interpreting for them.
“It’s like you open a window and you see all
the cultures in front of you—you see all the
people in an accessible way,” states Omar.
Outlook
11
Knowing multiple languages also makes
larger quantities of information more readily accessible, according to Omar. Whether
seeking the news of the day, researching
data for a paper, or compiling supplemental information for classroom discussions,
Omar’s arsenal of information is expanded.
“Language helps connect the dots. It gives
you immediate access to information and
shortens the distance in learning,” states
Omar. “It’s truly liberating.”
At home, his family primarily uses English
when communicating, but with a twist.
They mix all languages together within a
sentence. It’s a real innovative way of communicating, says Omar.
As a recent member of the CBC faculty
(fall ’08), Omar has found the need to
learn a sixth language. To conduct research
on the local Hispanic community, he’ll need
to know Spanish. He admits that he may
struggle a bit, considering time constraints,
but insists that he will learn this language,
too.
E
l Dr. Omar Bourough, profesor de
sociología en CBC, domina cuatro
idiomas, y tal vez cinco si se cuenta el
ruso (aunque él confiesa que le falta la práctica). Su repertorio extenso en idiomas le abre
un mundo de posibilidades. Omar es capaz
de comunicarse con personas diversas, buscar
las noticias del día, investigar los informes de
datos, y recopilar información suplementaria
para las discusiones de clase de viarios fuentes
por todo el mundo.
Outlook
12
The Deaf Way
by Dawn Alford
In the hearing world, adjusting language patterns
or communication styles is generally done on
a limited scale and often accomplished without
much forethought.
B
ut, for the deaf or hearing impaired, their way
of communicating is broadened by necessity.
Use of sign language, reading lips and facial
expressions, writing, and on occasion using one’s voice
are ways that the deaf have adapted to communicate
with the hearing. Yet, inside the deaf community, they
need only to use sign language.
“’The Deaf Way’ is a lot
more fun,” signs Columbia
Basin College freshman Ann
Buckley-Fink. “There’s lots
of joking and teasing-- it’s not
just a language, it is a culture.”
“
K-12 was spent at a school for the deaf, where Ann
gained additional instruction in ASL and other core
courses. However, only basic English skills were taught
during her formative years. And because Ann lived
within the deaf community, there wasn’t much need
for writing after graduation. Now that she is in college
working towards her A.A.S. in Health Information
Technology, Ann admits to struggling with her English.
13
“I can read and understand everything (in
English),” signs Ann.
I can read and
understand
everything (in
English), signs Ann.
Imagine being born deaf
into a family who also were
without hearing. This is Ann’s
reality. She, along with her
parents and two sisters grew
up in a quiet household--relatively speaking. American Sign
Language (ASL) came to her
quite easily; as it was the language spoken at home.
Outlook
ASL is a very complex and expressive
language; using hand gestures, facial expressions, and body postures. It is a very
complete language, in and of itself. But
because there are no signs for some parts
of speech such as: the, a, and is, ASL does
not translate easily into English.
”
She concedes, however,
that her instructors find
her essays difficult to
understand because she
writes words out of order
and commas are often
missing.
“If I said: ‘CBC really cool’ in sign
language, it would translate into
English as: ‘The CBC is cool because
school is important.’ In ASL you simply say it in two to
three signs versus 15 words,” explains Ann.
It’s taking some effort, but Ann says that she is improving.
As the deaf community must adjust and learn English
to communicate with the hearing, Ann encourages the
hearing to do the same by learning sign language and
“The Deaf Way.”
P
ara los individuos sordomudos, su manera
de comunicarse se amplía por necesidad.
El lenguaje por señas, leer los labios y las
expresiones faciales, la composición y a veces la
manera en que uno vocaliza son todos métodos que
han utilizado los sordomudos para comunicarse con
los que tienen el sentido del oído. La estudiante Ann
Buckley-Fink nació sordomuda y se crió en una familia que también era sordomuda. Ella opina que “El
Camino Sordomudo” es mucho más divertido que el
mundo de los que pueden oír.
Outlook
14
STUDENT FOCUS
the directors
Marquia
Fizhugh:
Total Submersion
Miriam Fierro
Roy Garcia
CAMP
College Assistance Migrant Program
Outreach
Adán Suárez
Gabriela Whitemarsh
by Dawn Alford
HEP
High School Equivalency Program
Christina Martinez
apanese is more than simply a
language; it’s also a culture, a
people. If anyone understands
this, it’s Marquia Fitzhugh.
J
“Japanese is more diverse (than English);
because there are three ways to write. Like
any language, if you practice it every day,
it’s easy,” states Marquia.
“She (Noriko) really gets into it! She tells
stories of when she lived there; it almost
feels like we (students) have been there
too,” states Marquia.
Marquia is not your typical American college student. The 19-year-old sophomore
is intrigued--some might say obsessed--with
all things Japanese. She has submerged
herself in the Japanese culture; watching
cartoons, listening to boy bands like Visual
Kei [kā], collecting tabloid magazines, and
on occasion, dressing like many teens in Japan--in Harajuku fashion. Among her most
prized possessions--a tattoo in Japanese
characters of her favorite singer HYDE.
Did I mention HYDE is from Japan?
She and her classmates find themselves
talking to one another outside of class, not
just for extra practice, but because it’s fun.
According to Marquia, an added bonus is
that her friends can have private conversations because those around them can’t
understand what they’re saying. On the
other hand, knowing another language and
culture has increased the diversity of her
friends. In fact, some of these friendships
have spilled into the CBC Japanese Culture
Club, where Marquia serves as president.
Travelling to her beloved Japan will have
to wait for now; but Marquia continues to
prepare herself for what will one day be
her trip of a lifetime.
Love for Japan and its culture also propelled Marquia to take classes at Columbia
Basin College to learn the language. Now
in her fifth Japanese course, of a six-course
series, she is closer to becoming fluent.
Marquia is well versed in three styles of
Japanese writing: Kanji, a set of complex
Chinese characters, the traditional writing
style called Hiragana, and Katakana, a way
to write foreign words.
Marquia credits her Japanese Instructor and
Club Advisor Norkio Ryder with fueling
her desire to one day travel to and work
with Japan. Along with language, Norkio
teaches students about the cultural aspects
of Japan and its people by covering such
topics as: food, etiquette, and the school
system, while also clearing up misconceptions.
Outlook
Medical Imaging
15
M
arquia Fizhugh tiene gran
curiosidad –algunos dirían una
obsesión- con todo lo que
pertenece al mundo japonés. Ella se ha
rodeado con la cultura japonesa mirando
caricaturas y escuchando música japonesa,
vistiéndose como muchos jóvenes en el
Japón, y tomando cinco clases de japonés
en CBC. La pasión por el idioma y la
cultura le ha inspirado a esta estudiante
de segundo año en CBC ser la presidenta
del Club de Cultura Japonesa, y un día ella
espera viajar y trabajar en el Japón.
Rolando Garcia
HUD HSIAC
Hispanic-Serving Institutions Assisting
Communities
Adán F. Tijerina
SSS (TRiO)
Student Support Services
Susan Vega
Upward Bound (TRiO)
MESA
Mathematics Engineering Science
Achievement
Carolyn Fazzari
Early Childhood Education
Pathways
Jason Clizer
CONEVyT
National Educational Council for Life
and Work
Casey Roberts
College Spark
The U.S. Department of Education provides 100% funding for the following Columbia Basin College federal programs:
College Assistance Migrant Program at $1,976,903 from 2007-2012, Student Support Services at $277,976 per
year from 2005-2009, Upward Bound from 2007-2011 $366,988.00 per year, High School Equivalency Program at
$2,132,064 from 2005-2010, and the Title V Institutional grant at $2,870,294.00 from 2006-2011. Washington MESA
Community College Program grant is funded by the National Science Foundation through the University of Washington at
$275,000 from 2009-2014. The KnowHow2GO grant is funded by Northwest Education Loan Association at $20,000
from 2008-2010. The College Spark grant is funded by College Spark Washington at $50,000 for the 2009-2010
academic year. HUD HSIAC grant funded by the U.S. Department of Housing & Urban Development at $600,000 from
2009-2012. Nuclear Education Scholarship program funded by Nuclear Regulatory Commission at $120,000 for the
2009-2010 academic year program.
Columbia Basin College complies with the spirit and letter of state and federal laws, regulations and executive orders
pertaining to civil rights, equal opportunity and affirmative action. CBC does not discriminate on the basis of sex, race,
color, national origin, religion, age, marital status, physical, mental or sensory disability, sexual orientation or Vietnam
veteran status in its educational programs or employment. Questions may be referred to Camilla Glatt, Vice President for
Human Resources & Legal Affairs, (509) 542-5548. Individuals with disabilities are encouraged to participate in all college
sponsored events and programs. If you have a disability and require an accommodation, please contact the CBC Resource
Center, (509) 547-4412, or TTY/TDD at (509) 546-0400. This notice is available in alternative media by request.
Outlook
16
heritage
awareness
month
events
January – June 2010
January
Dr. Martin Luther King, Jr. Holiday
February
Black History Month
March
Women’s History Month
April
Gay/Lesbian Awareness Month
May
Asian American/Pacific Islander Month
For a current list of events and times,
visit the diversity calendar
columbiabasin.edu/diversity