Let us share with you our philosophy, as well as the specific tools we are using. Working with faculty advisor Professor Jim Davis, we plan to use generative AI systems as tools much the same way we would use Microsoft Word’s built-in spelling or grammar checker, or the AP Stylebook plugin.
To test that theory, we have created a GPT called AP Style Editor, a custom version of ChatGPT, that is prompted to use the Purdue Online Writing Lab AP Style Guide to process our stories and provide suggested edits. It is a rough prototype, but it has already proved useful in our copyediting process. We hope you notice the difference in improved writing quality throughout.
We try to be transparent with writers about any edits we make to their work and where generative AI is concerned, we seek to maintain that value by offering them access to the output that informed any edits we made to their work. We think this offers two benefits: it makes our process transparent and auditable, and it offers our peers a co-learning opportunity. We have found that, as in our other classes, where we are put together in groups to solve problems together, our learning outcomes are enhanced.
It is not an automated process, but an interactive process where each edit is verified by a student journalist, carefully considered and then applied, if appropriate, to the story. Sometimes, as should be expected from these early technology previews, the suggestions are not appropriate or contain misunderstandings generated by the models. This is similar to how writers complain about old-fashioned grammar checker suggestions that are occasionally useful, but often generate inappropriate suggestions. They can easily be evaluated and applied or disregarded.
We also hope to find ways to use generative AI to build engagement with the newspaper. Ideally, every SCC community member would eagerly turn to The Ebbtide the day it was published. Instead, like other news gathering organizations, we struggle to build our readership due to intense competition from social media. We want to bring in more readers, so they can benefit from the outstanding work of our student journalists, and if generative AI can help us do that, we want to explore implementations.
Ideally, student journalists would come pouring through the doors at the beginning of each quarter. Even if we were overwhelmed, we would still have a duty to reach out and connect with other students who may need encouragement. We feel that bridging the gaps between affinity groups, cliques, and even rivals requires us to constantly be exploring new ways to connect, rather than divide.
Lastly, some individual writers have workflows that include generative AI systems for brainstorming.
We do not currently mark articles that may have been informed by these generative AI processes, and we would like to hear from you if you think that would be of value.
Our professor made clear that generative AI must be used as a convenience or for accessibility, not as a way of avoiding schoolwork or taking shortcuts. Since these generative AI models have a tendency to produce unreliable output, it is of utmost importance to prevent these tendencies to creep into our work.
With the Washington State Office of the Superintendent of Public Instruction directing K-12 teachers to offer generative AI instruction to students, “AI policy and use should be geared to improving learning for every student, empowering teachers, and strengthening learning management systems. It is important that policies also consider student safety and well-being, and provide access to educational tools for all students.”
This means high school graduates in Washington State will soon be matriculating into SCC with AI skills ready to get to work, and we want to be ready to hand them the tools they expect to use to be successful. We agree with the OSPI guidelines to create a “human-centered AI learning environment,” to “empower students to actively shape their learning experience with AI,” and to “comply with student/personal privacy and data protection laws.”
We must be realistic and expect that we will make errors and some of them may make their way into the newspaper. We understand that the possibility of a mistake making its rounds on social media could be embarrassing, but in a learning environment mistakes must be acceptable. For without the ability to make mistakes and then to learn from them, learning cannot happen; and we will generate a climate of fear and distrust far more detrimental to the learning environment than letting slip a “hallucination” by a piece of computer software.
Journalists are the first to admit to error and to learn from it because we have formalized systems for how to deal with them, “Correct the error, don’t repeat the error,” says Prof. Davis. For all the distrust of journalists from all shades of the political spectrum, there is a lot that could be learned from this profession.
In a world of Tik Tok, Instagram Stories, and YouTube Shorts, a course in written journalism must seem like a communications course on the benefits of the hand-cranked printing presses or a telecommunications class on the merits of tin cans connected by a piece of string. Instead, Prof. Davis’s course this semester on News Writing taught us to deconstruct news articles to see how they function, how the parts work together to tell a story. Not only that, he taught us how to identify the human stories all around us, and how to gather the information necessary to relate those human stories to a wider audience. All of it is valid and important: even more so today.
Journalism ethics and the investigative process don’t become less important in a market saturated with attention-seeking 15-second video clips, they become more important than ever. The march of technological progress goes on, but the values and ethical systems that led to the impeachment of corrupt presidents, uncovering malfeasance in corporate boardrooms and in civic chambers, our value system spurred us to at least attempt — sometimes succeeding, often falling short — to heal the wounds of communities that were devastated in the wake of school shootings, over-policing, and environmental destruction.
The Ebbtide, since 1965, is foremost a learning environment and a school social club. We strive to have a welcoming and open environment, that encourages the SCC community to bring their curiosity and passion for unveiling stubborn truths. You have a home here.
Our door is always open, and we encourage you to come in and join us, on Monday afternoons from 2:30 to 4:20 p.m. when The Ebbtide club meets in PUB 9101.
It’s been quite a quarter here at The Ebbtide.
We’ve brought you stories about issues that deeply affect our diverse domestic and international community, from the Rally for Missing and Murdered Indigenous Women, to the physics professor who abandoned his students to solve the mysteries of matter and energy on their own for most of the quarter, to the recent mysterious departing of our honored athletic director.
We hope you’ll share our work with your friends and families, talk about it in your classes, and consider becoming part of the conversation either through our comments section, our Instagram account, or by writing a letter to the editors.
We want to hear from you. If you feel your voice doesn’t have sufficient volume, or has been silenced, let us be your ally in amplifying it.
Looking forward to meeting you in spring quarter. You know where to find us.
The Editors
Audrey DeVet-Adair’s small portrait of a green-goblin-like creature leads us to the question “What is truly beneath the green lakes of nature?” The character in DeVet-Adair’s Waterlily is a character Audrey plans to integrate into her future novel.
“The imagery is based on Ophelia from the Hamlet, by Shakespeare.”
DeVet-Adair was inspired by John Everett Millais’ Ophelia painting which depicts her lying in the river of flowers and algae. Her laying figure is mirrored into DeVet-Adair’s green creature with water lilies circling around it. The muddy green shadows projected by an acrylic-washed medium spilled life into her underwater scenery. It is one thing to paint with multiple contrasting colors, but it is another challenge to do so with only one base color.
“I wanted to stay true to nature, there isn’t a lot of color going on looking underwater.”
DeVet-Adair’s ability to utilize a slim downed color palette is a skill envied by many, and we shall hope to see how this artist continues on her artistic journey.
An autumn inspired piece delicately painted by Isabella Hoggat, includes little easter eggs dotted into Times Change. 13 pumpkins were visible in the piece, commemorating Hoggat’s favorite artist Taylor Swift. The three ghosts display the narrative of an unrequited love.
“One of the ghosts is handing them a pumpkin and the other is just watching them from afar.” Another addition was the 3 realistic crows which displayed Hoggart’s skill in hand-painting the finest details.
In the corner of the room, a collage of photos captured sides of Ian Bray’s grandfather’s house entangling the tragedy that struck the 1980s photographer. Bray spotlighted stilled corners of his grandparent’s house, from “Stowed” away boxes as, “they didn’t have the energy to unpack it all,” Bray said. “The hallway To Bed”, a “Table for One”, an armchair depicting that on “Here He Sits”, and a “Tripping Hazard” that influenced their grandfather’s injury beginning the series of Bray’s entire collection.
“It’s kind of like a memorial to the man who is technically still alive, but he’s not the same he’s changed.” Bray said.
This writer wished to have covered the beautiful string of stories depicted in Bray’s photographs, but this writer shall focus solely on the “Table for One” shot that captured utter loneliness and isolation faced by elders who are grappling onto the life they once had. With empty pill bottles, old letters, scattered magazines and house projects left unfinished; this picture calls upon the fading memories faced by Bray’s grandfather, which Bray described as “the isolation my grandfather was feeling.”
]]>Many students may be surprised that they fall within the scope of accessibility services or that they exist at all. “I do hear from quite a few students that when they do make their way here, they didn’t know that we were around. I wish there was more awareness,” said Supervising Access Specialist Miranda Levy. Even if these support systems are there, many students feel like it is not for them as there is still stigma around claiming that one has a mental or physical disability. This can extend beyond extreme cases into ones that pertain to anxiety and depression which impact a large portion of students on campus.
Levy explains that in the majority of cases students don’t need to provide documentation. “We are constantly trying to improve and remove barriers for students,” said Levy. Students typically can be screened in under two weeks. Accommodations are completely confidential, last for the quarter, and can be renewed when new classes are taken on. “If a student is going into this and they’re like, ‘I don’t know what accommodations I need. I don’t really know what to say,’ that’s fine, because that’s our job. It’s our job to find that kind of stuff out,” Levy said. She has been working on integrating with different advisors on campus to create a funnel for students who may require accessibility services.
If a student is unable to make it into the office, the alternative of reaching out to a teacher to inform them of personal issues impeding academic performance could still prove fruitful. Many teachers are understanding when it comes to academic challenges and will make the effort to help get students back on track if notified. The level of support they provide is up to their discretion, whereas accommodations would be guaranteed by the accessibility office once granted. Teachers understand the importance of supporting students in need and are often willing to provide additional assistance and resources to ensure their success.
Typically it is more beneficial for students who are unsure to come in and talk with the accessibility center than to suffer by going without extra support. Accessibility services are safety nets that don’t necessarily need to be used and can be discontinued at any time. In some cases evaluations may reveal that there is not a current use case for accommodations but that does not prevent students from coming in and getting reassessed at a later date. “If this is a reasonable accommodation… I am legally required to give it to you,” said Levy, urging those that may be requiring assistance to not be afraid when expressing their needs while visiting the office.
The following are some additional links to articles written by Levy, as well as additional resources that provide more information about accessibility topics.
Celebrating Women’s Health and Disabilities with the Accessibility Advisory Committee
Winter is Coming…Do you know about Seasonal Affective Disorder?
SCC Day at a Glance Tag: Accessibility
Accessibility Advisory Committee YouTube Channel
ADA National Network
]]>
Activist Tim Wise spoke on the topic of critical race theory (CRT), and the attacks coming from conservative activists threatened by diversity, equity, inclusion and accessibility (DEIA) programs. His foil for the evening was columnist and cable news pundit Christopher Rufo, who lives on the Olympic Peninsula.
“The narrative was shifting, and in response to that, we should have been expecting Chris Rufo,” Wise said.
The program presented on March 7 was titled, “The Attack on CRT, and Anti-Racist Education.” CRT, developed by academics in the 1970s, has become a shorthand for DEIA policies meant to address inequality due to systemic racism. These contentious policies have grabbed headlines across the nation, as they found a home in educational institutions and corporate America.
Rufo, who was contacted by The Ebbtide after the program, responded via email with an insult. “I don’t know who Tim Wise is, but I applaud anyone who, despite profound intellectual disadvantages, summons the courage to speak in public,” he said.
Wise, an author, anti-racism activist and educator, got his start organizing against David Duke, a self-avowed white supremacist running for governor and senator of his home state of Louisiana during the early 1990s. So far, attacks on CRT and DEIA have not been enough to stop SCC from completing a comprehensive revising and updating of its Equity-Centered Strategic Plan to address past shortcomings and meet the future needs of our increasingly diverse community of domestic and international students.
The program started a few minutes late — due to a delayed Washington State Ferry — with the now-traditional land acknowledgement, delivered by Ellie Abraham from the Suquamish tribe. SCC’s land acknowledgement begins with, “Shoreline Community College acknowledges that we occupy the ancestral lands of Coast Salish peoples, in particular the Duwamish tribe. We see you, respect your right to sovereignty and self-determination, and are committed to being better listeners, learners, and in lifting Indigenous voices.” These statements have been criticized locally by a University of Washington professor as “inappropriate”, and nationally by the Association of Indigenous Anthropologists as, “Doing more harm than good,” they say.
At just before 6:30 p.m., event organizer and American Ethnic Studies professor Nicole Buyagawan introduced Wise to applause. The event was presented by Shoreline Community College Foundation, WAVES for Asian American Native Hawaiian Pacific Islanders, the Multicultural Center, and the Office of DEIA.
Over the course of the next hour, Wise entertained the audience, relating personal stories which informed his politics, ”If you are progressive and white in the South… race will be the crucible through which you had to come to get to your politics.”
Wise is an engaging speaker, and the audience snapped their fingers in agreement over the skewering of his targets, laughing at the insinuation that in order to open a recreational cannabis business, he could, “get a storefront in the state of Washington now, and an occupational license, ’cause apparently that’s all it takes [is] being white and having drug experience.’”
Wise defended CRT and equity programs, and rebuked attacks on them by the likes of Rufo. Wise contended that Rufo has been successful in his attacks on CRT in government and schools. “Now we have 20-plus states that have limited or banned materials that are ‘intended to generate shame or guilt’ on the basis of race,” he said.
The most substantive counterarguments to CRT come from other anti-racist educators.
Professor Glenn Loury at Brown University agrees with a key CRT concept from Robin DiAngelo’s ‘White Fragility.’ “Defense mechanisms around biased social cognition prevent honest confrontations with it,” he told Current Affairs. Yet, he strongly disagrees with affirmative action. “Don’t dishonor my amazing achievement by chalking it up to favoritism. I resent it. I don’t like it. I don’t need it. I don’t want it. That’s not a political position. I’m defending my own dignity here,” said Loury.
There are possibilities for grace even in disagreement. Columbia University Associate Professor John McWhorter, no fan of CRT, recently rose to the defense of rival Ibram X. Kendi, no fan of McWhorter. “The thing is that, whatever one makes of his beliefs, there is all evidence that Kendi is quite sincere in them. If some of us perceive duality and circularity in his thinking, that’s fine. A public intellectual is entitled to his views, and if an interested public wants to pay, in some form, to consider those views, then that should be fine, too,” said McWhorter.
Wise doesn’t want educators restricted from engaging in conversations about CRT. From the podium, Wise said, “If Chris Rufo gets his way… you won’t be allowed to use that terminology, in case little Susie Suburb in some fifth grade class gets upset and goes and tells her mom and dad.”
Addressing concerns that CRT in education or the workplace might cause white people to feel shame, Wise said, “If you’re a white person who learns history and decides that you feel bad about being white, it’s ’cause you’re learning about the wrong white people.”
During his self-described “monologue”, Wise said that critics are using the term as a placeholder for policies they disagree with, “First of all, for it to be an attack on critical race theory, those launching the attack would have to understand just what the hell critical race theory is.”
In a 2021 interview in The New Yorker magazine, Rufo explained how CRT became his target, “‘Critical race theory’ is the perfect villain,” he said. Also in the interview, Rufo explained the reasoning behind his attacks on CRT, quoting a conservative who felt, “‘These institutions that I believe in’ — the school, the workplace — ‘are being devoured by an ideology I don’t understand.’” Wise quoted Rufo, saying he, “didn’t give a shit about what critical race theory did and didn’t say.”
Wise says a key concept of CRT, that racism is systemic, has roots in Dr. Martin Luther King Jr.’s 1967 speech before the American Psychological Association, where King refers to the barriers that prevented Black people from fully participating in American society, “their plight was not a consequence of superficial prejudice, but was systemic,” said King.
In an interview with The Ebbtide, Wise spoke about the difficulties of engaging in the generational struggle for egalitarianism in a multicultural society with a history of inequity. We met in the Staff and Faculty Lounge, behind the Avanti Market, where Wise sat alone, collecting his thoughts before addressing the audience awaiting him.
Despite, “all of the backlash to anything even remotely resembling an equity program, let alone even a conversation, is as dispiriting as it is,” he said, “it’s also important to remember that the reason we’re in [this] phase is because those of us who do this work have, to a certain extent, been effective in the last three decades at shifting the conversation and the narrative.”
The stakes were high during the Civil Rights Era of the 1960s, but victory felt near, just as it did during the summer of 2020, and yet, “Everybody that I’ve talked to, who was around and old enough in 1968, thought the revolution was right around the corner,” Wise said. “Everyone else who thinks that they’re going to usher in justice as some permanent condition, they’re all going to be very disappointed and they’re probably going to burn out if they don’t have a more realistic assessment.”
The importance of listening to the voices of the people who are most affected by racism is paramount. Affected communities are stressed, exhausted and demanding action. One woman of color educator who spoke during the question and answer session said, “I feel like it’s a lot of BIPOC women who are always talking and we’re sick and tired, sick and tired, especially when we’re working in education.”
In our interview and in his lecture, Wise often referred to the successes that activists have achieved over the years, including, “Lots of white folks — most of whose names are not known like the handful of us are — but that’s because they’re trying to do collective community work. If we don’t have people doing that stuff at the community level, the handful of public intellectuals aren’t gonna mean anything, right?”
Whether CRT and DEIA programs survive the attacks on them won’t be decided by the popularity of the public intellectuals who tout their benevolence or malevolence, but by the effects they have on the lives of people in affected communities just like ours here in Shoreline.
]]>Seriously, though…
One skill we all agree on is financial responsibility or the art of saving money. Specifically, as a college student, money is spent lavishly for our tuition fees, groceries, hanging out, entertainment, rainy days and so much more. As such, saving every bit of money, no matter how small, benefits us. Therefore, getting free tickets to public attractions is not something to pass on.
Public library cards from The Seattle Public Library or the King County Library System can be used to redeem free admission to participating museums.
The museums in question include the Seattle Aquarium, Museum of Flight, Museum of Pop Culture, and more.
To apply, you would need to show valid ID: The Seattle Public Library accepts many forms of IDs and the King County Library System accepts photo IDs
For clarification: the King County Library System (KCLS) and The Seattle Public Library (SPL). They are two different systems. The difference is that the former allows a maximum of two2 passes each month but the latter only allows one.
“KCLS and SPL are two separate library systems. SPL receives operating funds from the City of Seattle to serve residents within Seattle city limits. KCLS serves residents outside Seattle city limits and receives funds from King County taxpayers who live in those municipalities,” according to the KCLS website.
To find out more about the museum passes and attractions that are participating, visit The Seattle Public Library or the King Country Library System.
To find out about the library branches, visit The Seattle Public Library branches or their website or visit the King Country Library System branches, or their website.
]]>The Ebbtide planned on writing an article featuring Eskridge and what he has accomplished in his long career at Shoreline. In the midst of sending emails back and forth with Eskridge, there was suddenly a delay in responses from him. It was then that Jack Kahn, the SCC president, sent an email stating, “I am writing to notify you that Steve Eskridge, Director of Athletics, Intramurals, and Physical Education, has left the College. His long-standing service to our Athletics department is appreciated and we wish him the best in his future endeavors.”
The Ebbtide has reached out to the school for any records of Eskridge leaving the college, but no response was received as of publication deadline.
On the hunt for a new athletic director, Shoreline Community College looked to their staff first to find a temporary replacement for this key position. The person they thought fit best is Derek Levy, current Vice President of Student Services. Levy seems to be a capable replacement with years of experience and a variety of positions held on campus and at other universities. While accepting the appointment of VP of Student Services for one year in July of 2023, Levy was quoted in the Shoreline Community College website as saying, “I am excited to offer enhanced support to our students, my colleagues, and the College during this time of transition, before returning to fully focus on my dean duties.” It now looks like he will be even busier with the title of interim athletic director as well.
The search for a permanent athletic director has not slowed down however since Levy has filled in the role temporarily. According to Jack Kahn in the same email discussing Eskridge leaving the school, “Acting Vice President for Student Services Derek Levy, will assume temporary leadership of the Athletics department while a recruitment is completed to fill the vacant Director role.”
Eskridge is leaving large shoes to fill. In the meantime, with Levy leading the athletics department, SCC is hoping to not miss a beat, or a basket.
]]>There isn’t yet to be an official shuttle mentioned that will be taking students, however; the rendezvous point will be at Northgate station at 12.45 p.m. that day
A registration form—available since Feb. 16—allowed students to save a spot free of charge for the upcoming trip. Although those who signed up were not guaranteed one of the limited spots when applying for the trip, students who were selected were to be notified by email.
Unfortunately, registrations for the tour were closed prematurely after only a day, “due to an overwhelming number of submissions,” according to their Instagram posting.
Josiah Ophanskiatikul, a Thai student involved with the ISL, shared that although they only had 33 spots available, they received registrations from approximately 100 individuals on that singular day.
If students had previously indicated through the form that they wanted to be put on the waiting list, there is still a chance of getting a spot up until March 1. Nevertheless, if students wish to join the group trip, they are permitted to as long as they purchase their own tickets.
Nonetheless, students interested in joining the group trip are welcome to do so, so long as they purchase their own tickets. According to the official website, admission for the day of the trip is priced at $42.95.
]]>For those confused with regards to what the program offers, in short it is a cohort-based model that provides access to in-depth and collaborative honors courses, research and leadership opportunities, and additional academic support for students planning to transfer to a four-year university. Said program has been available at Shoreline Community College for quite some time. According to the SCC Honors College website, “Of the 34 Community and Technical Colleges in Washington State, Shoreline has the most robust Honors College.”
As of fall quarter 2023 the Honors College fee has been reduced to $295 per quarter. Previously, domestic students paid $495, while the price for international students climbed to $695. Many students complained, and the school lowered the price to encourage more applications. Financial aid may help cover the cost of this fee depending on an individual’s situation, but interested students should contact the Financial Aid Office for certainty.
A typical stereotype that students have towards the program is that it may be significantly harder than the regular curriculum. Many lose interest before finding out that multiple benefits are truly worth the effort.
“I talk to a lot of students who think like, ‘ah I don’t think I’m a good enough student,’ and really some of our students that absolutely thrive are students who have not necessarily been a stellar student in the past. But having smaller classes, having more interactions, having a community could really shape them,” said K Michael Overa, the Interim Director of the Honors College.
An Honors College Program alumni, Jasper Rei Balinas, reassured future students about the matter as well. “Personally, I didn’t have difficulties with the rigor of the program. I think a lot of people have this preconceived notion that the HC program is ‘too hard’,” said Balinas. “I think it’s easy to assume this if you haven’t tried. I found that, rather than an increase in content difficulty in comparison to regular courses, there was an increase in the depth of the content in the honors courses.”
It is with no doubt that there will be more tasks and academic work to be done, but the program spikes the diligence and competitiveness in students who strive to excel academically. Alumni have transferred to competitive four-year institutions, including the University of Washington, University of California Irvine, UCLA, USC, Reed College and Western Washington University, among others.
Other than getting a more in-depth learning of certain subjects, Honor students also get rare and unique opportunities.
“If we took English 102 and we just kept pushing it further that’s kind of what it is. So in the fall students choose a topic, they do research and then in winter they work with a mentor, and then in the spring they have the opportunity to present at the University of Washington undergraduate research symposium,” said Overa.
Every quarter the program offers different classes. For spring quarter, The Honors College is offering:
This year, they also reintroduced the Honors 101 Leadership Seminar and Honors 201 Transfer Seminar. It is also important to note that not only do students benefit from the rigorous learning system of the program, but students also get access to the honors lounge, a more intimate classroom environment, as well as the opportunity to create closer friendships.
“The Honors College program at Shoreline Community College gave me a better environment to connect with peers who were similarly driven and hungry for knowledge. The program enhanced my enjoyment of my studies during my time at Shoreline. I made many connections through the program, and I keep in contact with a handful who have become close friends even after transferring to UW,” said Balinas.
According to the Honors College website, additional benefits include:
“I absolutely encourage students to take the program. I think it is an excellent way to create an academic network, learn from others, and start building critical skills that will help you shine at university and beyond (especially if you take research track) — it makes your transfer applications stand out, and opens doors to many opportunities. I think the Honors College is a large reason why I was able to get into a highly competitive major at UW, as well as get a position as an undergraduate researcher during my first summer after my transfer. This could be you too!” said Balinas, reaching out to prospective students.
For more information about the program, visit https://www.shoreline.edu/honors/, take a trip to FOSS (5000) Building, Room 5336 or email at TheHonorsCollege@shoreline.edu. The Interim Director of the Honors College can be contacted directly by email at kovera@shoreline.edu.
“I will not pretend that this is not more work: going deeper does require attention, time, and engagement,” former honors college student Balinas said. “It’s easy to assume that being in the program will be substantially more difficult than taking regular courses. And to that, I say: that’s a big assumption that you are choosing to limit yourself, your learning, and your opportunities with!”
]]>
Looking back, this situation likely could have been prevented at multiple junctures. According to student Cameron Mann the “first two weeks, one and a half, were normal.” The eccentric physics teacher appeared in faux military attire and was seen by many as an affable and intelligent person. “In class he is a solid teacher,” said Mann.
The instructor contracted COVID-19 at the beginning of fall quarter and then told the class that he had a series of personal hardships. Over the course of these events he stopped communicating with the students. When he didn’t show the last couple of weeks, with a final exam looming, the students reached out to school administration.
Students were offered a withdrawal with a full refund or the option to extend their coursework into the break to complete the class. Mann decided to work into the break because he didn’t want to waste an entire quarter repeating physics.
The Ebbtide reached out to the instructor via email twice in the weeks prior to publication, but the instructor did not respond by our publishing deadline. The Ebbtide chose not to name the instructor because his reputation has significantly diminished on a professorial rating website and SCC administration is involved in the matter.
Another student, Tim Lin, faulted the instructor for not answering questions on the subject material. Both felt that the situation shouldn’t have progressed to the point where the instructor failed to show up.
“The biggest mistake [the physics teacher] made was not contacting the school,” Mann stated.
SCC administrators lament the fact they didn’t know about this earlier. VP of Instruction, Lucas Rucks, said students can file an academic grievance if they feel unfairly treated by the professor. Or students could simply bring the issue to the attention of a dean or other faculty for action.
“I think there is a time and place for escalating things: instructor to dean to vice president,” Rucks said. “We truly are here for you. If something is wrong, tell us so we can try to fix it.”
While the teacher recovered from COVID-19, no new content was posted, Mann and Lin said. This was the first instance in a long string of absences, which students took in stride, redistributing the time they would have spent on physics into their other classes. The teacher retroactively posted the material and had a habit of sending online videos of other lectures in lieu of in-person instruction.
“When he does post material to read, I would have questions for him and send him an email, and I would try [to contact him via] Canvas message, but about one-10th of the time he would reply,” Lin said. Mann recounts that the teacher “missed about 60% of the lectures, closer to 50% for labs.”
After recovering from COVID, the teacher told the class that he was experiencing a multitude of personal issues, including a parent suffering dementia, a car collision, and an unrelated head injury that required a hospital visit. Lin said the teacher, “never graded anything during the quarter… everything was graded with auto-grade.”
None of the students were sure what to do. Members of the class fell into two camps. One with a take-it-as-it-comes approach to their learning, the other would continue to reach out to the professor for assistance and guidance even as instruction continued to falter.
With three weeks until the end of the quarter and piling course work, students began to realize that the outcome of the class and their grades may be in jeopardy. Two weeks before finals, the instructor disappeared, leaving students to wonder when their final exam would even take place.
In the final week, students congregated and reached out to the dean of STEM courses, Delila Paredes. “I encouraged my classmates to send a message… in the same week maybe five to 10 people [messaged],” Lin said. Response was quick as the quarter came to a close. Another physics teacher stepped in and helped students navigate a path forward through online classes.
During winter break, students “had to retake all the exams taken… cause [they were] not entered into Canvas,” Lin said.
Mann and Lin said the replacement teacher handled the transition to online classes well and was available any time students reached out. Students were able to complete the class with fair grades, even though it extended into what was seen as an unfair time schedule.
]]>The play encapsulates the stories of female roles and gets the audience to question who is truly the bad guy within this story. Monson says the female characters would turn against one another because, “These girls are still exploited by the patriarchal societies, the strong man, powerful man. Then they were forced to give names because… there was no other way for them to survive.”
The show will be held on March 8, 9, 15 and 16, at 7:30 p.m. with matinees on March 10 and 17 at 3:00 p.m. Students can buy tickets at the door of the 1600 Theater building or through the QR code on the posters through Brown Paper Tickets. Tickets are $5 for students and seniors, $10 for faculty and staff and $15 for general admissions.
In addition, Monson would like to thank SCC President Dr. Jack Kahn for the support given to the theater department. This winter’s theatrical performance was also aided with promotions and marketing strategies from Cat Chippa.
“We are able to do this productions with the support of student government… the budget comes from students fees and student support… that’s why we can make the tickets prices really low for the students,” Monson said. “Humanities Dean Nancy Dick is a big support because this is a class… we have to do in the class environment, we need a lot of support from the Dean.”
Monson applauds the students for bringing this historical piece to life. She notes that in the current world we need to, “stay together against all the bad things, all the wrongdoings and injustice in the world, we can fix it. But if we cannot all be together, we still can do a lot as an individual person. Just, we have to be brave and speak up.”
Monson directs her students to innovate their own characters as singular people, who try to do the right thing in the world that oppresses them to survive. The conflicts faced within this piece are a beautiful representation of humanity.
—
[Updated 09/04/2024 to correct the spelling of SCC President Dr. Jack Kahn.]
]]>