Attend Women in Engineering Day: U of I Main Campus Moscow, Idaho

Women in Engineering Day

Photo Credit: University of Idaho

Women in Engineering (WIE) Day is a free one-day workshop Friday, Oct. 5, 2018 for female high school students, grades 11-12. The event is designed to introduce students to career options in engineering and computer science.

Registration is now open for the 2018 Women in Engineering Day at the University of Idaho College of Engineering.

Participants will have the opportunity to:

  • PARTICIPATE in hands-on engineering design activities
  • EARN a scholarship toward your undergraduate degree in engineering
  • LEARN about the diversity of careers in engineering
  • INTERACT with current students, faculty and industry professionals
  • TOUR engineering labs and research facilities

The goal of the program is to encourage pre-college women to consider careers in engineering or computer science. Women in Engineering Day participants show an aptitude and interest in majoring in technical fields, and excel in school. This workshop provides the opportunity for students to explore future career possibilities through hands-on activities, exposure to current engineering students, faculty, and professionals, as well as interaction with specific engineering disciplines.

Women in Engineering Day Prerequisites

  • Female junior or senior high school student
  • An interest to learn about what engineers do
  • A desire for career that makes a real-world difference

Women in Engineering Day is limited to 80 participants.


How to Achieve Direct Admission to Idaho Public Colleges and Universities

University_of_Idaho_Administration_Building_-_east_side_(cropped)Direct Admissions proactively admits Idaho public high school seniors to the state’s public higher education institutions based on each student’s grade point average (GPA) and SAT/ACT score.
A Board-approved benchmark GPA and college entrance exam score will determine a student’s admission eligibility.  Students at or above the benchmark will be pre-accepted to Idaho’s eight public universities and colleges: Boise State University, Idaho State University, the University of Idaho, Lewis-Clark State College, Eastern Idaho Technical College, College of Southern Idaho, College of Western Idaho and North Idaho College.
Students not meeting the benchmark will be admitted to the six public higher education institutions that offer certificate or associate degree programs: Idaho State University College of Technology, Lewis-Clark State College, Eastern Idaho Technical College, College of Southern Idaho, College of Western Idaho and North Idaho College.
Each fall, high school seniors and their parents or guardians will be notified of their acceptance and encouraged to research the academic and professional-technical programs offered throughout the state’s community colleges and four-year institutions. Students will be required to complete an admission application to the institution of their choice as a next step in the admissions process.  Students can apply to one or more of Idaho’s colleges or universities at once, and for free , using Apply Idaho . Apply Idaho opens October 1st.
Regardless of which letter a student receives, they still have the option to apply to any or all of Idaho’s public colleges and universities under normal deadlines and be considered alongside all other in-state and out-of-state applicants.
More Next Steps links to explore:

Apply to become an Idaho Science and Aerospace Scholar

rocketIdaho Science and Aerospace Scholars (ISAS) is a competitive program that allows high school juniors to take an engaging online NASA-developed course on Space Exploration through Idaho Digital Learning that teaches a broad range of Science, Technology, Engineering, and Mathematics (STEM) skills aligned with Idaho Content Standards.
The best part was walking in the world’s largest wind tunnel at NASA Ames. We also got to go in a human sized centrifuge and look at some flight simulators. The coursework itself is somewhat challenging, but the teachers were always willing to help and offered a great deal of easy to obtain extra credit for anyone who was willing to put in a little extra time and effort.   –  Jessica Klein, graduate of INSPIRE and now freshman at U of I who participated in ISAS two years ago
Because the class is offered by IDLA, any junior in Idaho – from Pocatello to Boise to Lewiston to CDA can participate! The class is a dual credit class, so you can earn college credit for free.
To apply to become an Idaho Science and Aerospace Scholar, you must:
  • Be a U.S. Citizen and Idaho resident
  • Be a high school junior with an interest in science, technology, engineering, or mathematics
  • Have a minimum GPA of 2.7
  • Be at least 16 years of age and have parental permission
  • Commit to all aspects of the ISAS program
  • Have internet access and e-mail (home, school, or public library)
For more information and to complete the application, please visit:

12 Power Ingredients that cause Racism to continue to Exist in America

By Keith L. Anderson, Ph.D.


Dr. Keith Anderson, Boise State University

This is a needed repeat.

This piece will read like a recipe. I hope it causes people to think about what’s cooked up when all the ingredients are mixed together. I define racism as racial prejudice + power. This means racism is perpetrated against people of a certain race, by people with power. Without power, racism cannot be successful. Along with power, there are ingredients added to the mix to sustain racism. Again these ingredients can only be put in the mix by those with the power to add them, mix them, and put them in oven to watch it cook. These are ingredients I’ve taught in seminars and college courses over the years. These aren’t the only power ingredients, but they are the ingredients I see on a regular bases.

Power Ingredients:

1. The power to control wealth. This ingredient makes sure that only certain people control this country’s wealth. If there is no financial power base, people will stay powerless, poor and controllable.
2. The power to define who a race of people is and who they aren’t. This ingredient has to do with one race of people having the power to create thoughts, ideas and behaviors about other races of people, via stereotyping.
3. The power to control the media, newspaper, television, books, etc. This ingredient understands that most people would rather be told what to believe and think about other races of people, than to get to know other races of people through meaningful communication. Because of this, this ingredient knows that just printing or showing the masses stuff, makes them believers in whatever they are shown.
4. The power to not have to learn about, or care about the true history or fate of another race of people. This ingredient has to do with not having to care about how others races of people view society. I always ask people in my seminars, how often do people from other races eat at your dinner table? Then I ask them what message does that send to our children?
5. The power to instill fear into one’s own race and other races of people. This ingredient is used to keep everyone in their place. Police and governmental violence against certain groups of people is not an accident.
6. The power to decide which race of people gets a quality education. This ingredient utilizes the fact that best way to keep people poor and subservient, is to make sure they don’t receive a quality education. This ensures that the wheel of generational poverty continues to turn.
7. The power to initiate internalized superiority. This ingredient allows a particular race of people from one generation to make sure their next generation feels mentally superior.
8. The power to cause internalized inferiority. This ingredient is induced generation after generation into a particular race of people, by the dominate race of people, to maintain a feeling of inferior, within a particular race of people.
9. The power to re-write history. This ingredient is used to highlight the contribution of one race but ignore the contributions of other races. Therefore, allowing them to lay claim to building this country by pulling themselves up by their bootstraps.
10. The power to convince people that racism doesn’t exist. This ingredient is dangerous. It allows everyday people to justify not doing anything to rid society of racism. It starts with, “well that same thing happens to me to. I think you’re being too sensitive.”
11. The power to turn a race of people against each other. This ingredient works by giving a few meaningless individuals within the race being dominated, wealth; knowing they won’t do anything substantial with their wealth. They won’t use their wealth to fix problems (education and nutrition) within their own race of people.
12. The power to punish people when they go from non-racist to anti-racist. This ingredient keeps people from acting on their beliefs that racism is a bad institution. It’s the main ingredient is involuntarily sustaining racism, by well meaning people. They just don’t employ any positive action to their thoughts non-racist opinions. This allows the covert and overt actions of racism to continue.
Like I’ve mentioned before, racism was started on purpose, therefore it must be un-done on purpose. Sitting around not talking about racism, not getting our minds passed the guilt of racism and pretending that racism doesn’t really exist, only fuels the continuation of racism. It is really sad that with all the technical and medical advances our society has made, we can’t seem to get over the “people” aspect of society.

Dr. Keith Anderson currently works for Boise State University with low income, first generation students as an Educational Specialist with the Federal Program Educational Talent Search. He has been with the program for over 16 years. He has served middle and high school student from Wilder High, Parma High, and Horseshoe Bend High and Canyon Springs High schools.  In the past he taught speech communication, for the Communication Department at Boise State University, for 18 years.

College of Ed Doctoral Program @boisestatelive Celebrates 25 Years

By: Sherry Squires

College of Ed celebration

The College of Education doctoral program recently celebrated its 25th anniversary at the Stueckle Sky Center. The event featured faculty and alumni from 1993-2018 who represented both the doctoral program in curriculum and instruction, as well as the college’s newest doctoral program in educational technology.

The doctoral program at Boise State was created in 1993 by the dean of the College of Education, Robert Barr, to fill a need for educators looking to advance their studies in the Treasure Valley. Since then, graduates of the doctoral program have become leaders in public education and school improvement, and bring their advanced expertise in education to work as school principals and university professors, as well as in private businesses and organizations.

“Students bring their knowledge of teaching philosophy (from their studies) and apply it to the classroom,” said Keith Thiede, associate dean for College of Education graduate programs.

According to Bill Parrett, professor and director of the Center for School Improvement, (and one of the first professors hired in the college to teach doctoral students) the doctoral program “served educators existing in the community. Boise State College of Education was growing to provide graduates with development programs that were previously only available elsewhere.”

Past students remembered how the program brought them together with like-minded and committed fellow educators with whom they built friendships and support throughout their time in the program. “The people in the doctoral program are what I remember most,” said Laurie Wolfe ‘05, chief academic officer, Gem Innovation Schools. “My favorite part of the doctoral program was reading and having a group of educators with a wide range of experiences to discuss current education topics with. Everyone brought their own expertise and perspectives to the program and it made the experience much richer.”

The Doctor of Education in Curriculum and Instruction was the first doctoral degree program at Boise State University. As of Spring 2018, the College of Education has conferred doctoral degrees to 139 students.

Boise State Sports Innovation and Culture: Why Intersectionality Matters

“There is no greater agony than bearing an untold story inside you.” – Maya Angelou

While it began as an exploration of the oppression of women of color within society, Intersectionality is now applied to all social categories (including social identities usually seen as dominant when considered independently). 

This is a first in a series of blogs that add to the discussion in Sport Innovation and Culture (SIC) 301 INTERSECTIONALITY AND SPORT at Boise State University.

Without an intersectional lens, events and movements that aim to address injustice towards one group may end up perpetuating systems of inequities towards other groups.

From: What is intersectionality, and what does it have to do with me?

Theoretical frameworks are more easily understood for students if they can see application to their own lives, current events, or popular culture. “Sport has the power to hold a lens up to some of the biggest challenges in the world,” writes Michelle Moore, an educator, strategist and former athlete.  “It also has the potential to have a positive transformative affect on society.”  Intersectionality is important to consider as a part of understanding issues of diversity and inclusion within  sports. It provides a vital insight into where and how exclusion can be challenged, as well as identifying real opportunities for meaningful access and equal opportunity in all areas of life. Sports open doors to business, education, law, government, health and a myriad of other realms. We need to gain a more sophisticated understanding of the barriers and complexities that sports present, and how they intersect.

It’s now been over two decades since legal scholar Kimberlé Crenshaw wrote her original paper coining the term “intersectionality.” The theory addresses the interconnected nature of social categorizations such as race, class, and gender as they apply to a given individual or group.  Overlapping and interdependent systems of discrimination or disadvantage are created.

Eleanor Robertson writes:

Crenshaw coined the term as an explanation of why black and immigrant women’s experiences ended up being ignored by both feminism and the anti-racist movement. Her original paper contains dozens of stories detailing how domestic violence and rape crisis facilities had serious trouble helping these women because their cases were “too complicated”. Those were immigrant women who were too afraid of deportation to use legal redress against their abusive husbands, women who spoke a language other than English and weren’t given access to an interpreter, or staff who had no idea how to handle a victim whose cultural background forbid her to acknowledge an abuser within her family for fear of damaging the family’s honor.

“There’s always someone asking you to underline one piece of yourself – whether it’s Black, woman, mother, dyke, teacher, etc. – because that’s the piece that they need to key in to. They want to dismiss everything else.” – Audre Lorde

The experiences of the black immigrant women underscore the fact that Intersectionality is an analytic framework which attempts to identify how interlocking systems of power impact those who are most marginalized in society. The discussion considers how various forms of social stratification, such as class, race, sexual orientation, age, disability and gender, do not exist separately from each other but are interwoven together.

Why are discussions of race, class, and disability within feminism so often characterised as infighting, or sideshows to the main event? Could it be that, for some strange reason, marginalised women’s experiences with intersectionality and its usefulness are systematically ignored and discredited? Far from being some bizarre esoteric theory, intersectionality is alive and kicking all around us, and not just in exclusive ivory tower gender studies clubs.

Our discussions will seek a deeper understanding of the role of sports culture and its meaning for marginalized groups and how power dynamics (i.e., ideologies, leaders) and politics (i.e., media, legislation, organizational policies, leaders) influence sport and consequently, societies as a whole. In 2015, Crenshaw said “Intersectionality is an analytic sensibility, a way of thinking about identity and its relationship to power,” in her article Why intersectionality can’t wait.

Originally articulated on behalf of black women, the term brought to light the invisibility of many constituents within groups that claim them as members, but often fail to represent them. Intersectional erasures are not exclusive to black women. People of color within LGBTQ movements; girls of color in the fight against the school-to-prison pipeline; women within immigration movements; trans women within feminist movements; and people with disabilities fighting police abuse — all face vulnerabilities that reflect the intersections of racism, sexism, class oppression, transphobia, able-ism and more. Intersectionality has given many advocates a way to frame their circumstances and to fight for their visibility and inclusion.

Intersectionality has been the banner under which many demands for inclusion have been made, but a term can do no more than those who use it have the power to demand. And not surprisingly, intersectionality has generated its share of debate and controversy.

Critics have painted those who practice intersectionality as obsessed with “identity politics.” But Crenshaw mainains that intersectionality is not just about identities but about the institutions that use identity to exclude and privilege. Others accuse intersectionality of being too theoretical, of being “all talk and no action.” To that, Crenshaw says: “We’ve been “talking” about racial equality since the era of slavery and we’re still not even close to realizing it. Instead of blaming the voices that highlight problems, we need to examine the structures of power that so successfully resist change.”

Some have argued that intersectional understanding creates an atmosphere of bullying and “privilege checking.” Acknowledging privilege is hard — particularly for those who also experience discrimination and exclusion. While white women and men of color also experience discrimination, all too often their experiences are taken as the only point of departure for all conversations about discrimination. Being front and center in conversations about racism or sexism is a complicated privilege that is often hard to see.

Intersectional work requires concrete action to address the barriers to equality facing marginalized groups in U.S. society.

Intersectionality alone cannot bring invisible bodies into view. Mere words won’t change the way that some people — the less-visible members of political constituencies — must continue to wait for leaders, decision-makers and others to see their struggles. In the context of addressing the racial disparities that still plague our nation, activists and stakeholders must raise awareness about the intersectional dimensions of racial injustice that must be addressed to enhance the lives of all youths of color.

Sport presents an ideal lens to look through for learning, teaching, inquiry, analysis and community-building. Title IX celebrated its  fortieth anniversary in the spring of 2012. In honor of this historic celebration, Arne Duncan, United States Secretary of Education from 2009 through 2015, explained Title IX’s significance to college sport stating:

“Student-athletes learn lessons on the court and the playing field that are hard to learn anywhere else—lessons about teamwork, commitment, adaptation, and discipline.”

 “Sport has the power to change the world,” said Nelson Mandela.”It has the power to inspire. It has the power to unite people in a way that little else does. Sport can create hope where once there was only despair. It is more powerful than government in breaking down racial barriers.”

Idaho’s Students and Teachers Deserve Better Via @Collum4Idaho

This is an excerpt of an article was writen by Kristin Collum. Choose Kristin Collum as Idaho’s next Lieutenant Governor!

Idaho’s schools are in crisis and our students, the heart of our next generation, are suffering the consequences. Student performances in statewide tests that are used to demonstrate proficiency levels have failed to improve. Over a four-year period, Idaho’s test scores have continued to suffer.

Read the full article at the Collum for Idaho Website.

Yet the underlying cause for these scores lies elsewhere. More than 300,000 students in Idaho are learning from 15,000 teachers who are substantially underpaid. According to the respected and nonpartisan Idaho Education News, Idaho teachers’ salaries rank near the lowest in the nation and come in well under the national average. Starting salaries for Idaho educators fall below those of almost all of our neighboring states.


5 Reasons to Support Snake River Alliance

“In the End, we will remember not the words of our enemies, but the silence of our friends.” Martin Luther King, Jr.

Will you speak up? One vital group is doing just that. The Snake River Alliance serves as Idaho’s nuclear watchdog and Idaho’s advocate for renewable and nuclear-free energy. They raise community awareness about the dangers of nuclear waste, weapons and power while working to identify and promote sustainable alternatives. Their work is done through advocacy, collaboration, education and grassroots organizing.

Here are seven key areas that make Snake River Alliance so important:

Nuclear Waste: We can’t afford to be silent. The risks of transporting deadly nuclear waste, the environmental justice impacts and the long-term health effects are profound. The challenge of making nuclear power safer doesn’t end after the power has been generated. Nuclear fuel remains dangerously radioactive for thousands of years after it is no longer useful in a commercial reactor. The resulting waste disposal problem has become a major challenge for policymakers. Source: Union of Concerned Scientests

twitter-header_photo_sra_blackThe recent rupture of a barrel of nuclear waste at the Idaho National Laboratory (INL) highlights why Snake River Alliance is investing in a far-reaching public education campaign, Don’t Waste Idaho, to stop more shipments of nuclear waste to the Gem State.

Our goal is to stop the federal government from bringing in nuclear waste in violation of the 1995 Nuclear Settlement Agreement. The U.S. Department of Energy is proposing changes that would weaken the agreement —if the Idaho Governor and Attorney General agree to the new terms.

This has been a long fight. About Don’t Waste Idaho, former Governor Phil Batt said, “I’m grateful they are trying to get the agreement carried out. I want to stop any weakening of the agreement that I negotiated and signed with the federal government in 1995”.

Currently, INL stores hundreds of thousands of gallons of liquid nuclear waste, thousands of barrels of plutonium waste, and hundreds of tons of highly radioactive spent nuclear fuel. The INL sits directly above the Snake River Plain Aquifer and the fresh water supply for over 1/5th of Idaho’s residents. The State of Idaho’s own research shows that the water beneath the INL – and the radioactive isotopes it contains – will flow to the Magic Valley within 150 to 250 years.

​In the 1950s and ’60s, plutonium-contaminated waste from the Rocky Flats H-bomb plant was buried in unlined pits and trenches in the Arco Desert above the Eastern Snake Plain Aquifer. Much of that waste is being exhumed and processed for shipping to a permanent disposal site in N.M.

Now, the Department of Energy plans to change the 1995 agreement so large quantities of nuclear waste can be brought to Idaho. There are also plans to bring in very radioactive commercial fuel rods to INL for “research” from Byron, IL.

Snake River Alliance is connected to the community. They are your neighbors. They are you and me. “When I learned that the federal government now wants to truck nuclear waste on I-84, right through Boise, I was horrified,” said Amber Labelle, a veterinary specialist who recently moved to the area and had no knowledge of Idaho’s nuclear waste issues. “As a mother and a scientist, I was shocked to learn about Idaho’s history of being used as a nuclear waste dump.”

Leslee Reed co-owns Onsen Farms in Buhl with her husband James Reed. As part of the Don’t Waste Idaho advisory board, they are calling on Attorney General Lawrence Wasden and Gov. Butch Otter to make sure there is a clear plan for any additional nuclear waste that comes into Idaho leaving within one year.

“If we don’t enforce our existing agreement with the federal government, the Hanford waste could get stranded in Idaho and threaten our water,” said Leslee Reed.

They support renewable energy. It is superior to fossil fuels, which are non-renewable. The latter draw on finite resources that will eventually dwindle, becoming too expensive or too environmentally damaging to retrieve. In contrast, the many types of renewable energy resources-such as wind and solar energy-are constantly replenished and will never run out. Renewable energy produces no waste products such as carbon dioxide or other chemical pollutants.

You will receive a massive return on your investment. Western states could save $600 million by using more renewable energy. The Rocky Mountain Institute analyzed a case study of Tri-State Generation and Transmission Association, a coop that provides power to more than 1 million consumers in Colorado, Nebraska, New Mexico, and Wyoming.

RMI found the coop’s customers could save over $600 million through 2030 if the co-op integrated more renewable energy resources instead of relying on its array of fossil fuel power plants. The savings could be realized by avoiding the operating expenses and fixed costs of the coop’s fossil-fuel power plants. RMI also just released a report on the subject.

So what are you waiting for? YOUR voice matters: Take Action Today!

Don’t Waste Idaho fact sheet English

Don’t Waste Idaho fact sheet Spanish

Boise State Video Production Suite Features One Button Studio

Written by Sherry Squires

The Boise State university Library is pleased to announce the opening of the Video Production Suite featuring the One Button Studio. The suite provides a simplified system for creating videos and is located on the second floor of the library, Room L205.  It can be reserved and scheduled via the library’s website under Study Rooms. Students can schedule the room for one-hour increments, up to 2 hours each day. Room reservations can be made at Then, check out the room key from the circulation desk to access the room.

The process of creating a video using this resource is simple: Insert the thumb drive into the USB slot on the table, press the “one button” and record. When finished, press the “one button’” again to end recording, and your video will be written to the thumb drive. Take the thumb drive to one of our two editing stations, and apply the appropriate finishing touches.

The room contains a green screen wall with different color backdrops, overhead lighting, a lectern, and a handful of adjustable height chairs for use in your video.There are two 27″ iMac computers, a Blue Yeti microphone, and the full Adobe Creative Cloud suite for your post-production editing needs. Assistance is available. To learn more about the Video Production Suite, go to

C of I honored as top accounting bachelor’s program in Idaho

The College of Idaho recognized as the top Accounting bachelor program in the state.


The College of Idaho can add another accolade to its list of top honors with an endorsement from listing the College’s Accounting-150 Hours program as the top accounting bachelor’s program in the state for the 2018-2019 school year., a resource for aspiring CPAs and other accounting professionals to explore options for education and career options, rated bachelor accounting programs based on data from the National Association of State Boards of Accountancy (NASBA), ranking schools primarily on graduating students’ first-time pass rate of the CPA exam.

“At its core, accounting is about the concrete…the quantifiable,” stated AccountingEdu’s lead-in to the list of top schools. “But all too often even accounting students give too much attention to subjective noise when trying to get a feel for the quality of one degree program versus another. We all know better than to give weight to anything that can’t be represented in numbers.”

The C of I’s CPA exam first-time pass rate stands at 63.6 percent, the highest rate of success within Idaho. 2016 data provided by NASBA revealed only 54 percent of candidates nationally pass all four sections of the exam on their first attempt, placing C of I’s students far above the national average.

Although AccountingEdu chiefly used this statistic in its endorsement of the C of I, the website also praised the College’s accounting program for its unique, five-year program providing all the necessary credits for students to qualify for CPA designation, as well as the amount of opportunity for internship and experiential learning, including individually arranged capstone projects.

“There are plenty of reasons why The College of Idaho stands out for its Accounting 150 Hours Major program,” stated AccountingEdu. “It provides students with opportunities to work on projects that connect them with the community, build strong connections with accomplished alumni and local leaders, and partner with professional mentors.”

Dr. Marilyn Melchiorre, C of I’s chair of the business and accounting department, credited fellow faculty members John Danielson, Kris Erne and Rick Goodwin for their work over the last five years to continue pushing C of I’s accounting curriculum to higher levels of rigor, helping to better prepare students for post-graduation success.

“This is exciting news for our department,” Melchiorre said. “What sets the C of I accounting degree apart from others is the unique curriculum of fundamental and advanced accounting courses containing hands-on learning with faculty mentors who have extensive work experience in both public and private accounting sectors.”

For more information about C of I’s accounting program, visit

For AccountingEdu’s full list of top accounting schools, click here.