That is why EOU is committed to ensuring no Mountaineer has to choose between their education and their next meal.

The EOU Food Pantry has become a steady source of comfort and dignity for students who need a bit of extra support. Stocked with food staples, hygiene items, and staffed by people who know students by name, it is more than shelves and supplies—it is a place where students feel seen.

Local partners have embraced that mission too. Community Connection of Northeast Oregon regularly provides fresh produce, essentials, and food staples, helping students cook nutritious meals on tight budgets. Their generosity reflects the heart of eastern Oregon: neighbors lifting neighbors.

Student-led programs like Swipe Out Hunger extend this spirit, allowing students with meal plans to donate unused “swipes” to peers. Added directly to a student’s ID card, these meals offer easy, barrier-free support.

Behind much of this work is EOU Benefits Navigator Pamela Frederick Williams ’20, who walks alongside students as they navigate resource assistance.

“Basic needs aren’t extras,” Williams says. “When students are hungry or unsure where they’re going to sleep, it affects everything: health, grades, mental well-being. When we meet those needs, students can finally breathe.”

For Pamela, this mission is personal. As a student, she skipped meals and stretched every dollar. She returned to EOU determined to make sure others wouldn’t face the same struggles alone.

That care was met recently with unexpected generosity. Spokane Teachers Credit Union provided EOU with a $7,500 gift to support campus food pantries—a lifeline at exactly the right moment.

“It was such a blessing,” Pamela said. “This gift will make a tremendous difference for our students.”

Faculty advocates, including Bill Grigsby, professor of sociology, and Jennifer Puentes, associate professor of sociology, help guide understanding of student hunger through teaching and research on inequality and food insecurity. Their work reinforces a simple truth: hunger is not a personal failure; it is a barrier we can remove.

The ��ݮ��Ƶ Foundation’s annual Celebration of Scholarships was a highlight of Blue and Gold Weekend, bringing students and donors together in a show of gratitude, community, and academic achievement. The event also featured a major announcement: the Foundation would be offering more than $1.3 million in scholarships to EOU students in the 2025-26 academic year, a new record in support of student success.

When announcing the record number, James Gorham, ’95, Chair of the EOU Foundation Board of Directors, was all smiles. “This event is about more than numbers,” he said. “It’s about building bridges between generations, between dreams and opportunities, and between the students who show up with grit and determination and the donors who believe in their potential.”

The event allowed guests to hear directly from scholarship recipients and see the lasting impact of their support .  Tyler Dubsky, ’03, Director of Development, shared: “Scholarships do far more than lessen financial pressure, they help students feel seen and supported. When a student meets the person who invested in their potential, it builds a real connection. It reminds us that education is not something we pursue alone, but something we’re uplifted into by the people who believe in us.”

The celebration also included the announcement of this year’s Teacher Excellence Award recipient: Doug Briney, associate professor of business. Briney was honored for his outstanding dedication to teaching and mentoring students in the College of Business.

The award was presented by Elaina Robison, 2025 President of the Associated Students of EOU (ASEOU), who offered heartfelt remarks. “Professor Briney is the kind of educator who makes you feel seen and capable. He takes time with students and shows that learning is a journey, not just a grade. He pushes students to think critically, communicate clearly, and lead with purpose.”

Robison emphasized the importance of celebrating the impact of faculty alongside the support of donors. “As students, we are shaped by those who teach us and those who believe in us. Today, we celebrate both.”

EOU President Kelly Ryan reflected on the day’s significance. “At EOU, we believe in access, affordability, and excellence. Scholarships and the faculty who guide our students are essential to that mission. The generosity and dedication we celebrate here today ensure that our students have the resources and mentorship to thrive, to persist, and to graduate ready to lead.”

March arrives with the rhythm of spring training—a season of sharpening skills, finding your footing, and stepping back onto the field. For former Mountaineer Steve Carter ’08, that spirit mirrors the way ��ݮ��Ƶ shaped his life, defined his friendships, and inspired his desire to give back. 

Carter first arrived in La Grande on July 4, 1969, in an old Ford station wagon, carrying little more than a baseball glove and a hope for direction. He was simply a young man searching for a place to learn, to belong, and to swing at his future. “It was a perfect fit,” Carter said. “A small town, good people, good players. It was where I needed to be.”

His early years at Eastern were marked by baseball achievements and deep friendships. Carter played for the Mountaineers in 1970, helping lead the team to an undefeated league season. The bonds he formed, both on and off the field, would endure across decades. “Average teams, I don’t remember much about,” he said. “But the great ones? You make friends for life.”

That promising start was interrupted when Carter was drafted and sent to Vietnam. Although frustration lingered at leaving the sport behind, he carried confidence in the work he performed while serving. “At the time, I was angry about being there, about missing the game,” he said. “But once I was in, I took pride in what I did. I did it well.”

 Returning to Eastern in 1972, he refused to let the war take baseball 

from him.  The game once again offered him purpose and belonging. And the teammates who supported him on the field would later support him in a more significant way.

Carter left Eastern after the 1972–73 season, short of graduation.

He felt older than his peers after returning from military service, and stepping away felt like the right decision. A successful career in real estate followed, yet his degree remained unfinished.

That changed in 2006, when he returned to campus as an EOU Athletic Hall of Fame Inductee. He learned he was only three credits short of completing his degree. 

His teammates escorted him to the Registrar’s Office, standing behind him so he could not leave, where he learned he could complete his degree by writing a paper about his life experiences and how his EOU education supported his success. He wrote the paper, and when he returned home from the induction ceremony, his diploma was waiting 

in his mailbox. The moment became deeply personal. 

Those same friendships and the sense of belonging that defined his time at Eastern shape Carter’s generosity today. “Every good player I ever played with has an ego, positively,” he said. “Part of the motivation for me doing this is that I don’t want to be forgotten; when I’m gone, I’d like to have given something back. And it’s perpetual. It never goes away.”

Carter hopes the university will someday have a new baseball field, a place where future Mountaineers can gather and where the spirit of the game can be felt across generations. “Imagine it’s a nice day in May,” he said. “You just say, ‘Hey, let’s go over and watch the game.’ That matters.”  

“If they know who came before them, maybe they’ll feel part of something bigger,” he said. Carter hopes future players will feel the same sense of connection that shaped his life, that they will embrace the friendships the game brings. “If you’re good and you work together, you’ll make friendships that last your whole life,” he said. “That’s what this is really about.”

“We have a long, lovely list of the ways EOU has impacted our life and our family,” Phyllis Arnst said. “Our journey started in Eastern Oregon in 1968 in Wallowa County and then to La Grande. The journey has been as beautiful as this region itself.”

The couple met at Rocky Mountain College in Billings, Montana. Their relationship blossomed, leading to marriage and a move to Winifred, Montana where Fred took on roles as a head coach and PE teacher.

 “I was taking summer classes at the University of Montana and met the superintendent for Wallowa County who told me about an opportunity.”

 After six wonderful years in Wallowa County, a new opportunity arose in La Grande. 

“Not long after we moved to La Grande, I found a position with Eastern–I worked for three presidents, and three name changes,” Phyllis said. “I started working for a state college and retired from a university!”

“So many of our children and grandchildren have attended Eastern and earned degrees here,” Phyllis continued. “Because of our backgrounds and interests, it got us thinking about the type of students we want to support. We’re interested in supporting students who can use help, so we wanted to make sure our scholarship is renewable,” Phyllis commented.  

“It was important to us to establish rapport with students. Providing renewable scholarships makes the students feel good, knowing there are people out there who want to support their journey and help them succeed.”

“It’s a big deal,” Fred said. “It’s just one of the ways we can help students get through school–to be successful now, but also helping students succeed in life.”

“EOU does a good job helping students see the importance of philanthropy in their own lives and communities,” Phyllis reflected. “In our retirement years, we look back and see all of the benefits from our educational opportunities. We want to pay it forward, so students can have fulfilling and productive lives. It’s our hope they’ll be inspired to one day give back to their  own home communities.”

Building Lifelong Connections

Success can be measured in the many  meaningful connections made during your college experience. Savannah and Naomi Potter found far more than academic success at ��ݮ��Ƶ, where they built lifelong relationships that will extend well beyond graduation. 

“I took full advantage of connecting and meeting people here, and I’m going to build on those relationships for the rest of my life,” Savannah shared. “Those are what are going to outlast my experience here.” 

Echoing her older sister’s sentiment, Naomi appreciates the meaningful and close-knit relationships with faculty at EOU. 

“The small campus allows you to get close with the faculty, in a way you just can’t at a larger campus,” Naomi said. “It’s incredible the friendships you make with your professors.    They will change your life, and that’s so different from a big campus.” 

Savannah agreed, adding that the faculty have made her experience phenomenal.

A Journey of Discovery and Growth

Savannah’s early experience was shaped by the pandemic and online classes at a community college. Her decision to transfer was influenced by convenience and EOU’s  reputation. Raised in Baker City, she found the intimate environment provided a sense of community that was invaluable. Inspired by the science faculty, Savannah shifted her focus to chemistry. 

“From a very young age, I was always intrigued by science,” she said. “I was planning to become an ophthalmologist, but the encouragement from my chemistry professor changed my path.” 

Initially hesitant about attending college, Naomi found EOU’s unique charm irresistible. 

“I didn’t initially want to go to college, and I certainly didn’t want to go to EOU because it was so close to home. But it turned out to be the best decision of my life,” Naomi admitted.

A Shared Passion

Coming from a musical family, the sisters often perform together both on and off campus, balancing their academic commitments with their love for music. When Professor of Music Peter Wordelman asked them to perform at a Board of Trustees meeting, they felt deeply honored. 

“Our music faculty are exceptional. I changed my major to be more music-focused because of Peter,” Naomi said. “He has been such an inspiration, just like  Savannah’s chemistry professors.” 

Savannah added, “Music keeps me grounded when science gets crazy. My sister and I are almost always up for any gig or performance, and we love it.” 

Looking Forward

Naomi reflected more on the importance of savoring the college experience. 

“These were the most amazing years of my life, and they go by so fast. I try to slow down and enjoy them,” she said. 

Savannah encourages freshmen to explore various experiences. “I had no plans to pursue chemistry initially, but by participating in the chemistry club during my first year, I discovered a genuine passion for it,” she said.

Student Finds Success as Nightingale Gallery Director

Hadley Marshall, a junior from Burns, just wrapped up is her first year as Student Director for the Nightingale Gallery in Loso Hall. Through this hands-on experience, she’s discovered her ability to lead after embracing this position.

What have you learned about yourself? 

“I have learned to lead a team, which is something I didn’t think I could do. I’ve been able to lead a team of attendants, and also communicate with visiting artists. When I leave this position, I want to be in a spot where I continue to develop those skills. This college fosters an environment where students can succeed. I think that will be a crucial skill moving forward in my professional and personal life. You learn so much, including how to work with visiting artists, and how to install work, that is something that most colleges don’t offer.”

Why did you choose EOU? 

“It’s a small school with a level of education that feels more like that of a private school. EOU is an amazing fit for me. I love the community and the professors, my peers, and just all the opportunities.”

How did you become the Student Director? 

“I saw the opening for the position and as somebody who loves the arts and loves to be involved in the arts, decided to apply.”

Would you recommend EOU to others?

“I would absolutely recommend EOU to others. This campus and this school, it’s just so unique!”

In a cozy corner of the Library on EOU’s campus, longtime alumni Mary Jo Lemon, ’66, and her husband Terry Lemon, ’69, reminisced about their memories as adults, students, and children. 

“I remember my mother bringing my sister and me to her office and just playing in the halls of Inlow,” Mary Jo said smiling. “She worked for seven of EOU’s presidents throughout her career; I remember helping her fold letters and babysitting for all of the professors.”

Mary Jo, part of a five-generation Mountaineer legacy, and her husband Terry, also a Mountie, talked about the importance of EOU in shaping lives. “It was here I realized the importance of education in our lives. EOU molded me into the person I am today and I am eternally grateful for that,” Terry chimed. “I look back at my days at Eastern as an educational experience and character building. I was in the military for six months before starting college, which was a real growing up experience. But college was a maturing experience. I look back on it as one of the best times of my life.”

“Our time at Eastern was so much fun!” Mary Jo expressed. “I sang with the Blue & Gold Singers; Terry played music; there were dances in Hoke every Friday. Our classes were small and we knew our professors. Everybody knew everybody, and it was just such a fun time.”

For Mary Jo and Terry, Eastern is much more than fond memories. Their dedication to their alma mater goes beyond nostalgia and personal history. It’s rooted in the belief that education is a gateway to a better future. 

“Education can change lives. Scholarships can change even more,” Terry said. “We have the opportunity to help and support these students, and they’re so appreciative of the support. We know the students appreciate every scholarship they get. We need to do all we can do to help.”

Mary Jo and Terry have committed to giving back to EOU to reflect their desire to nurture the next generation of Mountaineers. “Terry and I decided we always want to give back to Eastern because it’s important as alumni. You think back about your time here, or maybe about your kids or grandkids coming here. There’s something that drew us here. It starts at Eastern and carries you wherever you go. The mentoring, the family you get here is so strong. Hopefully the students we are helping to support will also want to give back when they graduate and carry on the tradition.”

“It’s made us feel good watching the campus grow over the years. To be here watching the developments, knowing the affection we have for the campus feels good to be a part of the growth. It helps the quality of education for the students,” Terry said. “It makes our hearts swell. EOU was great when we were students. You think everything was wonderful at the time, and it was. Now, there is so much more. And we are able to be a part of that momentum.”

Today, the Lemons continue their tradition of supporting EOU, in a variety of forms, from service with the Alumni Board to ongoing gifts, to attending events on campus. “My mother served on the Foundation and I was part of the founders of the Alumni Board,” Mary Jo recalls of being involved. “Everyone had their heart in it, all of the alumni association. It’s been great to be involved, watching the campus and EOU community grow.”

“Oh, our blood runs blue and gold,” Mary Jo chuckled. “We do what we can to support the students and we always will.” 

Next time you’re at a football game, make sure to give a “Go Mounties” wave to Terry and Mary Jo.

Embarking on a journey with her classmates through the bustling heart of Portland, EOU student and Pendleton, Oregon native Addison Bonzani experienced the rush of city life for the first time. But getting here was not a simple process. Two powerful forces conspired to make her adventure possible: the Urban-Rural Ambassador Institute and the indomitable spirit of Scott Fairley.

The Urban-Rural Ambassador Institute is a collaborative effort between ��ݮ��Ƶ (EOU) and Portland State University (PSU), giving students from both schools residential field trips to learn about commonalities and differences between Oregon’s communities. The program aims to build a critical framework for understanding the nuances of the state’s urban-rural “divide.” Students from both universities participate in discussions with an array of elected officials and community leaders while building relationships among themselves and with people in different parts of the state.

“Portland State and Eastern Oregon students are co-enrolled in this class to learn about specific issues,” said Tim Seydel, Vice President for University Advancement, who helped launch the program with former EOU President Tom Insko. “There are actually a lot of similarities in the demographics of PSU and EOU students: working, nontraditional, first generation. This is an opportunity for them to collaborate, to effectively experience first-hand the similarities and differences both urban and rural areas share.”

Each year the institute delves into key topics, including transportation, housing, food production/scarcity, healthcare, natural resources, and more. This was Addison’s first exposure to a variety of issues and opportunities dealing with public transportation, both in Portland as well as in La Grande. 

“The class demonstrated how issues of urban and rural areas are similar, but manifest differently,” Bonzani reflected. “I had never been to Portland before this trip. And, while I don’t want rural areas to become urbanized, we can take lessons from larger areas to build solid infrastructure in our rural communities.”

“We started discussions about a program to help close the urban-rural divide in 2017 and welcomed the first cohort in 2018. We wanted to make it a model for programs in other areas to bridge similar gaps,” Seydel said. “Scott just loved the idea of connecting students from different parts of the state on a common topic.” 

Scott Fairley spent his career working to connect communities with resources through the Oregon Governor’s Office programs, including Regional Solutions and Business Oregon. “When the governor began organizing Regional Solutions divisions across the state, we were eager to be a part of the program. We provided office space on campus for their staff and that’s when I started working more closely with Scott,” Seydel recalled.

Fairley was raised in Pendleton, and dedicated himself to helping people and communities. According to friends and colleagues, he truly understood rural and urban issues and served the public across the state and in his hometown throughout his life. He unexpectedly passed away in December of 2020 at the age of 53, but his legacy continues. “He was such a kind, good person. He always found possibility instead of impossibility,” Seydel said.

“I knew Scott for a number of years before his passing,” Bonzani reminisced. “My sister and I worked in his home and occasionally walked his lovely dogs, Truman and Pearl!” Scott was described as a devoted family man who was heavily involved in his community and his hobbies. He graduated from Pendleton High School and the University of Oregon before beginning his career in public service. Scott worked for the Department of Transportation, and Department of Environmental Quality, served as an ombudsman in the Oregon Governor’s Office, and served on Pendleton’s City Council and Planning and Airport Commission.

Upon his passing, a colleague of Scott’s established a memorial scholarship at EOU to honor their urban-rural collaborations and their friendship. “We are honoring Scott’s legacy in eastern Oregon,” Nate Lowe, Dean of the College of Arts, Humanities, and Social Sciences, shared. “The responses we hear from students who take the course is that it far exceeds their expectations and that it has led them to better appreciate the nuances and complexities of diverse communities in the state. This scholarship supports more students building bridges of understanding.”

“I know the good he did in his life, so I shouldn’t have been surprised to receive this scholarship,” Bonzani shared. “He would have been so happy to create this opportunity for students like me. I’m grateful that even years later, Scott is instrumental in teaching me valuable life lessons.”

Hope Schuermann, Ph.D., Program Director and Senior Clinical Educator behind the initiative, shared her passion for making a difference: “There is a great need for mental health providers in Oregon, particularly in rural areas. This was the basis for the beginning conversations,” she expressed, emphasizing the urgency of the situation.

A collaborative effort involving the university and local mental health professionals, the journey from conceptualization to final approval took two years, with dedicated individuals like EOU Trustee Chuck Hofmann, M.D., former EOU President Richard Chaves, and Peter Geissinger, Dean of the College of Science, Technology, Math, and Health Sciences, working tirelessly to turn the vision into reality. Hofmann reflected on the 24-month process, highlighting the remarkable outcomes achieved when eastern Oregon unites for a common cause.

“This shows you how in eastern Oregon, when different constituents come together, we can make incredible things happen!” Hofmann exclaimed. The collaboration extended beyond the university, with the Eastern Oregon Coordinated Care Organization (EOCCO) providing crucial scholarship support for students entering the program, advancing  their commitment to the well-being of communities throughout the region and beyond.

The CMHC program is fully online and is poised to have a profound impact on Oregon’s mental health landscape. The program ensures that during their practicum and internship courses, students work directly with clients in their local communities. 

Schuermann explained, “Once our students enter into their practicum and internship courses, they will be working with clients at hospitals, agencies, community centers, schools, and practices in and around where they live.” This not only addresses the immediate need for mental health counseling, but also establishes a pipeline of compassionate professionals committed to working in their communities post-graduation.

Kate Gekeler, ’22, Retention Coordinator at EOU and a member of the inaugural CMHC cohort, shared her excitement about the program. “I do a lot of listening to students. I think I could make a difference in the current role I am in; this will provide me with a best practice method,” she said, underscoring the program’s potential to empower individuals to bring positive change to their communities.  

Not only do students come from all over Oregon, they come from as far away as West Virginia, showing the program is well-developed for students across the nation. “You’ll find a lot of similarities of places including rural Oregon to West Virginia,” Hofmann said. “This program is helping address the shortages in mental health, but it’s also the opportunity to learn from one another in these unique environments.”

Gekeler already has a background in social services that amplifies her understanding of the transformative impact mental health counselors can have. “I want to keep doing what I am doing, but want to help students grow,” she expressed, showcasing the program’s potential to shape not only individual careers but also the collective well-being of communities.

Schuermann acknowledged that a career in counseling isn’t about financial gain but is fueled by a profound love for humanity. Grateful for the financial support from organizations like EOCCO, she highlighted the critical role it plays in ensuring that students can pursue careers in mental health counseling without financial barriers.

EOCCO, a coordinated care organization serving 12 counties in eastern Oregon, has pledged significant financial support with two separate gifts totaling $300,000 for scholarships. Hofmann, who is a retired physician from Baker City, was involved in the early development of the coordinated care model, explained, “We’ve been very successful, including local hospitals, local providers.” He emphasized the importance of integrating behavioral health into primary health practices, recognizing the vital role it plays in patient care.

Hofmann’s hope for the program is to attract students from eastern Oregon who will establish and practice mental health services in areas where the need is greatest. He passionately shared, “behavioral health has gotten the short stick compared to physical health,” and emphasized the need to bridge the gap and offer a helping hand to those in crisis.

“I’ve spent my entire life in eastern Oregon,” Hofmann reflected, expressing his excitement about contributing to EOU’s transformative journey. With a new president at EOU and a community dedicated to progress, Hofmann sees this as a pivotal moment to drive positive change. “It’s a special place,” he added, encapsulating the unique spirit that fuels this endeavor to bring mental health services to the heart of Oregon.

Deep in the basement of EOU’s Ackerman Hall, the former elementary school, is the brand-new anthropology classroom and lab. A space designed for students to really own, while they explore the worlds, techniques, and processes of anthropology and archaeology.

In the corner, stacked nearly to the ceiling are tattered old boxes with smudged labeling and layers of dirt from storage, filled with known and unknown contents and artifacts, waiting to be studied.

“We’re thrilled to have this new lab and class space,” said Rory Becker, professor of anthropology at ��ݮ��Ƶ. “We can manage, stage gear, treat everything properly and know artifacts won’t be disturbed. The stations really expand our capacity in the things and ways we teach.”

EOU admissions counselor and 2019 Anthropology alum, Berenice Chavez is excited for the possibilities the new lab brings for students. “It makes so much sense to have this space right there. It’s going to open up a lot of opportunities for students. It’s a place they can gather, have their own space together to learn, and share their ideas and passions. I can’t wait to see how it’s going to further unfold and impact the ability for hands-on learning in a way we’ve never been able to do before.”

The lab is only a part of the broader archaeology story being told. “Local projects find me more often than not,” Becker said with a smile. “I get 50 to 70 calls per year with people who found something and ask us to come dig it up and check out the space. Then we evaluate each scenario to determine what’s going to be really productive for the students.”

Students studying in the Anthropology/Sociology program select which concentration to pursue and then take courses based on their interests and career trajectories. “I try to demystify [archaeology] early. I didn’t know what I was going to do with [my degree], I just knew I liked it. I tell the students to ‘just follow your interests and see where it takes you’” Becker said. “That’s what makes EOU’s program so different from others: we focus on the hands-on experiences and make sure there are opportunities.”

“You can go anywhere in the world, or stay right in your backyard,” said Becker of the field of archaeology. And that’s just what EOU students experience. Currently, Becker and students work with the Maxville Heritage Interpretive Center for real-world fieldwork at the Maxville townsite, approximately thirty minutes north of Wallowa, Oregon. The land is privately owned so there is no danger of it being logged or developed. “For years we’ll be able to take students there so they can do test excavations and real fieldwork,” Becker said.

Beyond eastern Oregon, students from EOU have the opportunity to join a field school with the University of Wyoming and go on four-week long digs in Croatia. There are several projects in Croatia, and through grant funding, costs are kept low for students. “I had a really positive study-abroad experience myself and want to make sure students can participate,” Becker said of the field school program. “An important piece of this is the fact that EOU students get to go places they never thought they would, and do things they never thought they could. It can be incredibly overwhelming to be in a new environment, without speaking the local language, doing fieldwork for more than ten hours a day, six days a week. But it’s so rewarding.”

The first Croatia field school was in 2014 with three EOU students in attendance and occurs every other year. “Coming into college, I never thought I was going to study abroad,” said Chavez. At the time, it seemed like a fun idea, but the process seemed really stressful. I had never been outside Oregon, Washington, and Idaho, and my first time stepping on a plane, I was headed to Croatia.”

Chavez, from Umatilla, Oregon, graduated from EOU with degrees in Anthropology and Art and received upper division credit for her time spent in Croatia, which applied directly to her degree. “I’m so glad I was approached for this opportunity,” Chavez said. “The fact we got to go to another country and experience a different culture, it was a really well-rounded experience. I got to learn about the culture, the language and explore the cultural anthropology side, taking in the museums, art work, art history, architecture.” Fieldwork and hands-on learning create opportunities for not only meaningful interactions between students and their faculty, but also interactive experiences to help students build confidence to enter the world boldly and proudly. “Rory Becker approached me to consider the Croatia trip,” said Chavez. “I don’t know that I would have sought it out; I would have been scared to even consider it on my own. But, we have the opportunity to have these meaningful conversations and relationships with our professors. I’m grateful for it opening me up to embracing this type of journey and experience. It’s opened me up to want to keep exploring.”

7,000 miles to EOU

For ��ݮ��Ƶ freshman Mohtarama “Mary” Qazizada, education is a birthright. Mary is passionate about a woman’s right to education, but more importantly she believes learning is the key to changing the world for the better.

Mary was born and raised in Afghanistan and is deeply saddened as she watches her homeland “stagger backwards.” Women in the war-torn country are denied access to education. “It is a basic right for every human being to have, or to get, an education. It makes us better human beings and better citizens; it helps us develop opinions, character, and a better way of solving the problems around us,” Mary said. “If we are educated we can better serve our society, our country, our community. That is why education is important.”

The 21-year-old freshman computer science/IT management major waited five years after her father left Afghanistan to make her own journey to the United States. Her father had previously immigrated to Oregon, following Mary’s older sister. While the family is back together again, the journey was fraught with uncertainty.

In 2017, Mary’s father fled Afghanistan, but was unable to take his children. Mary and her three brothers later left their home for Turkey when it became clear they were at risk for retaliation and their safety was threatened.

Although the separation from his children was difficult, Mary understood her father left to make a better life for his children, and “make opportunity possible.”

Early in Mary’s life her father would take her to American University in Kabul to learn English. Mary remembers hiding her books so as not to arouse suspicion and waiting after class for her father to pick her up to get her home safely.

Mary said this is where she inherited the value of education.

“No matter what the obstacles are, we have to do our best to get that education,” Mary said.

After Mary arrived in Oregon she waited a year to establish residency before applying to EOU.

“I loved it, I was so excited for the term to start,” Mary said.

Mary credits much of her success to her professors and the connections they have with students.

“They are passionate about what they are doing. They are more than happy to help you if you encounter any problems or difficulties.  They go beyond their responsibilities,” Mary said. “They always help you in the best possible way. They are passionate, they are kind, they are very knowledgeable people.”

Mary said she could say a lot more about her professors but does not have the vocabulary in English yet.

If she could share her secret to establishing a relationship with professors she said it is vital to value your own time, and theirs. Mary said students should use this opportunity to, “make ourselves better people.” As a Mountaineer, who traveled more than 7,000 miles to start at the university, Mary said education has a moral and ethical value beyond financial considerations.

“We should try the best we can in educating ourselves and ask for help, the professors are more than happy to help us. Never underestimate the importance of office hours, those are really important,” Mary said.

While in Turkey, Mary said she could not speak her native tongue without upsetting Europeans, but, “when I came to La Grande, not only was I able to talk in my native language, people were very curious, they would ask questions about my culture.”

“One thing that would be important for people to understand is that it might take time to understand the culture. Although La Grande has been patient, it is important to understand it might take time to adapt,” Mary said.

Although she is half-way around the world from where she was born, Mary said she thinks about the women in Afghanistan who have no access to education.

“When half of the society can’t educate themselves, how is that society going to turn out?,” she wonders. “If they are given the chance for an education, if they are given the chance to use their creativity the world can be a much better place. We have seen that through the years how educated women have impacted not only our workforce but how mothers raise their children. If mothers are educated they can raise better children, and better children would make a better society. It makes me sad to see women in my homeland not have access to education,” Mary said. “If you want a better society, educate the women.”

While there are differences between her native country and Oregon, Mary said she finds La Grande friendly and accepting.

“That’s one of the things I love about the whole community,” Mary said. When asked if she feels like she belongs, Mary said unequivocally, “oh yes, very much so.”

From snow to sunburn, the EOU Men’s Baseball season plays through any and all weather conditions.  From early mornings to late evenings for both practice and games, the team sees it all.  Except the backdrop of the EOU campus. 

“I love being part of a baseball program being built from the ground up.  It’s taken an enormous amount of hard work, but has been so gratifying,” said Austin Gerding, who joined the Mountaineer baseball team in 2020, recruited from Chemeketa Community College.  “Getting a field on campus would be one of the final pieces of bringing Mountie Baseball to the University and the community.”  

Like so many, former EOU baseball players remember the sinking feeling when the news was announced in 2006 to cut the baseball program. Coaches, players, everyone were saddened for the players and for the loss of this program, knowing how many students – past and at the time – came to play baseball for Eastern.  “It was tough. Like all sports, baseball is more than just a sport.  It brings people together,” Director of Athletics at EOU Anji Weissenfluh said.  “Baseball was a connection to Eastern.  Coming out in the fresh spring air with the campus in the backdrop, like it used to be, as the team played – it was an experience.”

EOU baseball has a history nearly as long as the school itself, dating back to the 1930s, further deepening the roots of the team into the history of the school.  The previous field, formerly located on the southeast end of campus, was overhauled leading to the development of the new Fieldhouse.  

Now, with renewed support from donors, a new on-campus homefield is becoming a reality, but the campaign still needs additional support.  

“The field is the home-plate of the program.  It helps the coaches recruit the best players.  It helps us bring students to EOU – now, and for generations to come.  By supporting it, you get to invest in the team, the campus, the community – everything.  It’s for the future,” said Emily Adams, Executive Director of Philanthropy in University Advancement.  “It’s a university priority to build a competition-level baseball field on campus because of how much this means to our students, our university, and our community.”

Since the 2019 announcement of bringing back baseball to the EOU campus, baseball alumni, local and regional community members, and other friends of the program and university couldn’t be more thrilled to see baseball’s return.  It is through this excitement and support, the Foundation has already seen an upswing in private donations, such as the most recent $100,000 pledge from an EOU graduate and baseball alumnus’ family trust.  “This type of support is so overwhelming and sends a powerful message to our players and our community – people are committed to the long-term vitality of this program and what the students are working to achieve,” Adams said of the gift.

Weissenfluh stressed the importance of raising private funding as soon as possible to bring to reality an on-campus home field, “student-athletes deserve it and we want them to take pride in their field.” Weissenfluh said the new field will be a top tier facility and a source of pride for students and alumni. “EOU has a long history of success in sports,” Weissenfluh said. “We want to build something they are proud to be a part of.”

Easton Watterson, another 2020 recruit who joined the program from Treasure Valley Community College echoed this sentiment, “Having a baseball field on campus will allow players to perform better – and will give our friends, family, alumni, and the community a great venue to watch our games.”

“It’s time to get the proverbial team back together because we need this and we want this,”  Adams exuded.  “We’re committed to rallying everyone together to get a homefield back on campus – to further connect with alumni and the community. Now’s the time – it’s at least a $3 million project to make this a reality.  We’ve just started, but we still have a ways to go to get there.”

Her face lit up as she talked about the projects and possibilities this new school year brings, as a member of the inaugural cohort of the Agriculture-Entrepreneurship program.  Eva Martin, a sophomore from Ione, Oregon, expressed her passion for community outreach.  “I grew up in FFA [Future Farmers of America]; I love being able to teach, inform, and inspire others about what agriculture is and means.”  

The new Agriculture-Entrepreneurship degree at Eastern has already received widespread support from those recognizing the niche this program fills.  Both Northwest Farm Credit Services and the Harry A. Merlo Foundation provided generous programmatic and scholarship donations to launch the program forward from the start.

“Our purpose at Northwest Farm Credit Services is to improve lives in the communities where we work and raise our families.  The agriculture industry plays such a vital role in the U.S. economy – even globally – and this program directly impacts our local communities as a part of that global system.  This new Agriculture-Entrepreneurship program broadens opportunities – and perspectives – for students in exciting ways,” said Brent Fetsch, Oregon President at Northwest Farm Credit Services. “This program is the opportunity for EOU to continue making education more accessible to more students.  Someday these student will be our employees, customers, or informed voters, which is why we’re proud to invest in this program as well as directly investing in eastern Oregon.  We’re excited to see the ongoing growth and hope our investment is followed by others, both from the agriculture industry and private sector in support of making education accessible.”

“These donations for the program truly meant everything to being able to start where we are.  We are able to purchase lab equipment for hands-on field work.  We are sending students on robust port tours.  We awarded $30,000 of renewable scholarships.  These are essential tools of the program to help convey the bigger picture of agriculture to our students,” Mueller said.  

This program is experiential learning with hands-on activities in all of the classes and coursework.  Students are scheduled to be in the field, working on tangible projects across campus, as well as throughout the community.  But, in order to do so, resources are required.  “We’ve already received so much support from Northwest Farm Credit Services and the Merlo Foundation – and we continue to apply for additional grant funding,” Mueller said.  “We’re purchasing a mobile agriculture logistics unit – a self-contained field classroom with a variety of data collection tools and equipment.  This will enable us to get students into the communities for real-world research.  We’re also looking at hosting ‘boot camps’ for junior high and high school students.  I’m excited for the possibility of hosting Ag academies for K-12 teachers to incorporate agriculture into their curriculums.”

“I’m so excited for this upcoming year,” Martin said of the start of the program, as a member of the first cohort.  “We have the opportunity to really focus on our community outreach and giving back.  I think it’s really important because there are so many people out there who are willing to donate.  Donors see there are hardworking students who are willing to do what it takes – we’re working hard for them because of what they have already done for us.”

The Agriculture-Entrepreneurship degree is designed to meet the needs of the agriculture industry.  Whether students return home to run their family’s farm or ranch, pursue work in public policy, find employment with a large-scale firm, or any other opportunity within the supply chain.  “The feeling is absolutely incredible – we are providing a degree for students in agriculture which has the potential to help them find their long-term career path; even if they don’t come with a background in agriculture, they can still find so many great career opportunities,” Mueller said.

But, the program isn’t at full fruition yet.  “Long-term, I would love to have an agriculture innovation-entrepreneurship center – maybe even a new facility on campus – where students will develop their own entrepreneurial projects,” Mueller envisioned.  “For capstone projects or personal passions, students can give more meaning and feeling to their degree, while we bring in actual connections to outside entities as they pursue these real projects.”

“The community, our partners, and our stakeholders are excited about this program.  They are supportive and really want to see it succeed,” Mueller said of his outreach efforts.  “To me, the one thing which has truly warmed my heart is the amount of positive community feedback we’ve received – and that’s just the start.”

Sunshine radiates through the massive windows into the new Health & Human Performance (HHP) offices overlooking the Track & Field Complex.  In the past, sharing only one lab between classes, research, and testing, coupled with program faculty spread between offices across campus, the thought of a state-of-the-art lab and teaching facility wasn’t even a concept.  

But, a generous bequest changed everything.  “We have faculty in three different buildings across campus,” said Kyle Pfaffenbach, Associate Professor and Department of the Health & Human Performance Department, “now, we are doubling our labs for classes and research – plus the office synergy, collaboration, and camaraderie to be all together – this is such an opportunity.  Not just for our on-campus students, but the data and research our online students will now have access to is incredible.”

Dr. Jean Neely coached and taught physical education at Eastern Oregon College in La Grande for 30 years before retiring and moving to live with her twin sister, Janice.  Upon Jean’s passing in 2009, Janice directed a portion of both their estates be gifted to the EOU Foundation to support scholarships and programs in health and exercise. “The Neely sisters had such a passion for and serving their communities.  That’s what the Neely sisters were known for,” Pfaffenbach noted.  “The idea was to always be giving back and inspiring – when we read about them, they did so much.  Even posthumously, they’re still doing that.  They are helping our students learn and helping us carry on their legacy.”

Pfaffenbach described the research he and his department conducted on the Neely family, upon learning of this gift.  “We didn’t know them personally, but as we learned about the positive impact they had across their lifespan – and continue to make in our community with this gift, we felt such a tremendous sense of gratitude and this incredible connection to them.”

Resources from the Neely estate will be used to establish a significant student scholarship endowment, and to equip the EOU Health and Human Performance labs in the new Fieldhouse.  “We have added world-class motion capture technology and spaces for physiology testing.  The new space and equipment will provide students with valuable experiential learning.  It will also allow for continued collaborations with community partners, and the opportunity to expand the programs we can offer.  We are always trying to make positive impacts on the community and this gift provides the infrastructure for us to be able to offer this,” Pfaffenbach stated.  “It’s a game changer in so many ways; there’s no way to narrow down the impact.”

“My focus with Health and Human Performance gives me a space where I feel continuously stimulated and fascinated,” said Kendall Bonzani, a senior in the Health & Human Performance (HHP) program, with a concentration in Exercise Science and a goal of becoming a physical therapist.  “When I heard one of my classes would require two terms of dissection, I was extremely intimidated.  Each week, I was building confidence – with another layer of musculoskeletal identification, came another layer of confidence.  It’s this experience, real-world in a classroom, that will help me excel after EOU.  Similar to the challenges in the lab, I’ll be presented with challenges every day after graduation.  These might all feel daunting at the time; however, I have found the confidence to face these challenges head–on because of what I have learned and experienced at EOU.”

The tenacity Bonzani embodies and continues growing from her time at Eastern is reflective of the same passion and enthusiasm twin sisters, Jan and Jean Neely, who bequeathed not only a gift, but a lifelong legacy to EOU, health, wellness, and a culture of giving.  “The Neely Sisters are an inspiration,” said Pfaffenbach, “their story is so cool!  And, for two sisters to be that dedicated and trust EOU and the Foundation with this.  We have a responsibility to use this gift in a way to benefit people through the medium of health, wellness, and education.  We get to embody and live that every day as we steward this gift.”

Ryan Looney’s, ’98, skill at building teams has proven successful—and those successes culminated into an opportunity to be the head coach of an NCAA Division 1 basketball team. There were a lot of stops along the road to the Division 1 job, but that was never the plan.

“Each time we moved, there was an opportunity that presented itself,” he said.

The first opportunity was a graduate assistant coaching position at University of Wisconsin, La Crosse, where he earned a master’s degree in athletic administration. When he graduated, he was asked to follow his boss to Minnesota State, Morehead, to be the full-time assistant coach. It wasn’t long before he was back in La Grade as head coach at his alma mater.

At 27, Looney wasn’t far removed from being a player on EOU’s basketball team.

“Being a head coach and running my own program where I played was a dream come true,” Looney said.

He said he learned quickly that hard work and passion pay off. His first year with the team, 2004, the Mountaineers didn’t have a lot of wins, but the team’s breakout season of 2005-06, produced the best record since 1969. 

During the 2006-07 season the Mountaineers finished with an overall record of 23-8, advanced to the finals of the 2007 Cascade Collegiate Conference Tournament, and were ranked as high as No. 17 in the NAIA national poll. 

In 2007-08 the Mountaineers finished with an overall record of 26-6, won the school’s first conference championship in 38 years, advanced to the NAIA National Tournament for the first time in school history, and were ranked as high as third in the NAIA national poll. That year, Looney was recognized as the Men’s Basketball Coach of the Year. 

During the 2008-09 season, the team finished with an overall record of 25-8, won the Cascade Collegiate Conference Championship, advanced to the Elite Eight of the NAIA National Basketball Tournament, and were ranked as high as No. 6 in the NAIA national poll.

He then spent seven years at Seattle Pacific, an NCAA Division II school. Looney led the Falcons to a 22-6 record in 2009-10 and became the school’s first coach to earn a conference championship spot in their inaugural season. The Falcons compiled a 20-10 record in 2010-11 en route to an NCAA Division II Tournament. In 2011-12 the team reached the Sweet 16 of the Division II Tournament. During the 2012-13 season the Falcons finished with the best overall record in program history at 27-4, won the Great Northwest Athletic Conference Tournament Championship, reached as high as second in the NABC national poll, and advanced to the NCAA II West Region Final. 

During the 2013-14 season the Falcons finished with an overall record of 26-6, won the Championship, won the Great Northwest Athletic Conference Tournament Championship, reached as high as second in the NABC national poll, and advanced to the NCAA II Tournament. Looney was recognized as the 2014 GNAC Coach of the Year and the 2014 NABC West Region Coach of the Year.

Looney and his family then headed south to Point Loma Nazarene University in San Diego where the wins kept coming. Looney spent three seasons at Point Loma, leading the team to its first Division II National Championship game. The Sea Lions won their first regular season conference title in 2019. In three years, Looney finished with a 69-28 record.

His continued success caught the attention of Idaho State University, a Division I program and a job Looney said he couldn’t turn down. Unfortunately, his first few seasons have been constantly interrupted by the COVID-19 virus.

“My first season COVID hit,” Looney said. “It’s been an interesting time. Everything about coaching basketball is totally different.”

For 15 months he wasn’t allowed to leave campus to recruit or to bring students to Idaho State for a visit.

“It can be difficult to build a program until we start to resume some sort of normalcy,” Looney said.

The success has been up and down, Looney said. The 2020-21 was the best season the school had in 30 years, but this year they are struggling with injuries, COVID infections and quarantines.

Luckily, things are loosening up. Looney said this past fall his staff was allowed to start in-person visits with potential recruits, most he brings in from the Pacific Northwest, but he’s had experience with players from Spain, Denmark and countries in Africa.

“The foreign students add a different dynamic,” Looney said. “It’s fun for those guys to come to college in America and learn a different culture, as it is for the Americans to learn about where those guys come from as well.”

Coaching college ball requires early mornings, late nights and a lot of time on the road, but Looney said there are plenty of rewards and benefits—like when a former player yells his name from the stands at a game.

“It’s about the relationships built that go well beyond playing the game,” Looney said. “The most 

satisfying things are when a former player sends a wedding invitation or an email about a promotion, or a note that a baby is coming—those things bring a smile to my face.”

Jose de Jesus Melendez went to college at the age of 27 in order to expand his career opportunities. By the time he graduated, education was both the journey and the destination.

Born and raised in a remote village in Mexico with no electricity or services of any kind, Melendez said he  was barely literate in his own language when he came to the U.S. He attended first through fourth grade, but those years were constantly interrupted.

“The teachers assigned to our village were not willing to teach school there,” Melendez said. “We would get a young teacher who would stay a couple months and then leave. Then there would be several months before we would get another teacher.”

When he was 15 Melendez came to the U.S. The oldest child in his family, it was his responsibility to join his uncles in California and make money to help support the family in Mexico. He said he worked in the Greater Salinas Valley for many years in the produce industry. By the time he was 24, he was still struggling to master the English language.

“I started to feel a strong desire to access systems that were obviously English-only systems of employment,” Melendez said.

Melendez said he started focusing on learning English, bought books and was Sesame Street’s No. 1 fan.

“I was glued to the TV to learn from that little program,” Melenedz said.

Eventually, learning English wasn’t enough and Melendez wanted an education. At 27, while living in Southern Oregon, he hurt his back while doing migrant labor work. He wanted to improve his situation and while reflecting on what to do next, he was encouraged to enter a 12-week, on-campus, GED program at the University of Oregon. But there were obstacles.

“When I showed up they said the program was for recent high school dropouts who were no older than 20, but I convinced them to let me stay,” Melendez said.

One of his teachers, Donna Wong, had also come to the U.S. as a child and understood the language and culture barriers. She helped him navigate the system and was integral in his success not only earning a GED, he said, but getting him to apply to college. He received a full scholarship to what was then called Southern Oregon State College in Ashland.

Lack of education and cultural differences continued to present challenges for Melendez.

“I was struggling so much I almost dropped out,” Melendez said. “I didn’t have the background to carry the class load.”

While at Southern Oregon, his counselor helped him get into appropriate academic classes and steered him toward EOU and its bilingual education minor. Melendez jumped at the suggestion, but what he expected to be a program taught in two languages turned out to be an English for Speakers of Other Languages minor. He felt isolated and again considered dropping out of school.

“The EOU Ambassadors Coordinator, Mindy Morrison, told me, ‘No, you are not leaving, end of story.’ She convinced me that going to college was the greatest missed opportunity I would ever have.”

Morrison helped Melendez navigate a system that confused him and pointed him to the Learning Center and tutoring programs.

“I was their best customer, getting help with science, math, and geography,” Melendez said.

With the transfer and the extra year of classes necessary to teach school, Melendez finished his degree in five years. During his student teaching stint in Ontario, he kept an eye out for a job working with second language learning students. He was hired to teach dual language split kindergarten and first grade classes.

“They had a contract for me to sign before I finished student teaching,” Melendez said. 

There was a lot of regional interest in my teaching career. Local newspapers covered his first day in the classroom.

Education was no longer the path to a lifelong career for Melendez—it was the career and a calling as a student and a teacher. He taught elementary school for several years and earned a master’s degree in curriculum and instruction with emphasis on English Language Learner education. 

Wanting to move into administration, Melendez earned another master’s degree in educational leadership. He became an elementary principal. Still hungry for learning, he went on to earn an Educational Specialist Degree, culminating with his superintendent credentials.

He helped open a new school in Mesa County in Colorado, then returned to the Northwest to serve the Meridian School District outside of Boise. His next stop was Washington state before coming to La Grande last year to head up the school district as its Director of Student Success.

He said the position is to assist families, connect them with community resources and help students be successful in La Grande’s K12 system.

“Our initiative is to create a culture of care,” Melendez said. “We make sure children are socially and emotionally healthy. We watch carefully and monitor when we include or exclude students and why.”

The other part of his job is coaching the district’s elementary school principals.

“I really love that part,” Melendez said. “When I was a school principal I needed coaches, too.”

The successful lifelong learner and educator, Melendez said he had some discouragement along the way, but chose to focus on the positive reinforcement he received.

Melendez said , “People would ask, ‘Why are you struggling here? You could go back to where you came from and you would be way better off.’ But I relied on the folks who gave me life and hope because they wanted what was best for me.”

Following Oregon’s 2022 legislative session, EOU will see several important investments in student support services, scholarships and its iconic Grand Staircase. 

“We are happy to announce that ��ݮ��Ƶ had a very successful February session with several significant investments from the state,” EOU President Tom Insko said. “I greatly appreciate the hard work and advocacy of our regional legislators, trustees, students, and partners who pressed for support of our mission as Oregon’s Rural University.”

Restoration of the Grand Staircase

EOU will receive $4 million to restore the historic Grand Staircase on the north side of the La Grande campus as both a practical access point and distinctive architectural feature of the community and region.

“This investment in restoration of the Grand Staircase will enable us to take care of a historic community icon and leverage a significant connection between the university and community,” Vice President for University Advancement Tim Seydel said. “It means a great deal to many of our alumni, community members and friends of the university. Credit for keeping this project moving forward goes to our Staircase workgroup, which spent many years advocating for this historically significant stairway that has been a part of EOU since our founding.”

Visual and Performing Arts Endowment

Additional scholarships in music, theatre, art and similar programs will be available to EOU students, thanks to a $1 million investment in arts and culture. The university plans to begin awarding scholarships from the fund starting in 2023. 

“As an educational and cultural engine for rural places, these scholarships will help us capitalize on recent reconnovations to EOU’s performing arts venues: McKenzie Theatre and Schwarz Theatre in Loso Hall,” Seydel said. “These scholarships will add fuel to our already excellent visual and performing art programs and attract student artists to EOU.”

Strong Start student support programs

Student support services funded by pandemic relief initiatives have had a significant impact on retention and student success efforts at EOU and across the state. These services can be extended and expanded with this additional infusion of state support expected to be $900,000. 

The short session also saw students from all Oregon public universities meet with legislators for University Lobby Day in February. 

“The role of students in sharing their stories with legislators cannot be overlooked,” Seydel said. “Working together, we have an amazing impact.”