It is a question I hear often. While many of my friends and family have been to college at some point in their lives and, therefore, I assume have interacted with at least one professor, it is interesting to me how they still have no idea what it is that I do. Their confusion was mirrored in a recent Washington Post Op-Ed entitled “Do Professors Work Hard Enough?” In the arti-cle, former New School chancellor, David C. Levy, stated:

An executive who works a 40-hour week for 50 weeks puts in a minimum of 2,000 hours yearly. But faculty members teaching 12 to 15 hours per week for 30 weeks spend only 360 to 450 hours per year in the class-room. Even in the unlikely event that they devote an equal amount of time to grading and class preparation, their workload is still only 36 to 45 percent of that of non-academic professionals. Yet they receive the same compensation.

Wait, what? This one Op-Ed put faculty members on the defensive. Responses were posted far and wide. They even sparked a twitter discussion under the hashtag #dayofhighered on Monday April 2nd. Professors and others involved in academ-ia were encouraged to tweet what they were doing over the course of a day. Many also provided links to articles and blogs pertinent to the issue of “What Do You Do?”:

Reading #dayofhighered tweets. Amazing that some people still believe college teachers/profs don't work much. My part-time work is 40 hrs/wk (@fair_island) Spending 4.5 hours setting up assessment surveys and grading for a class...#dayofhighered and that's before a meeting and 6 hrs of class… (@katie_collins) Eating lunch from a styrofoam container while doing computer work. #dayofhighered (@terfle) Confirmed date for final exam: 7-10 p.m. next Wednesday. This is not a 9-5 job. #DayofHigherEd(@RohanMaitzen) (continued on page 11)

SoundingsSoundings

AFT Local 1950

Nominations Meeting Friday, April 27

Room 2925 2 to 3:30 PM

SCC Board of Trustees Study

Session with Math Department Wednesday, April 25 Board Room, 1000 building

3 to 4 PM

SCC Board of Trustees Meeting Wednesday, April 25

Board Room, 1000 building 4 to 6 PM

Volume 39 Issue 7 April 23, 2012Volume 39 Issue 7 April 23, 2012

calendarcalendar

in this issuein this issue What Do You Do?

Ruth Gregory Associate Faculty of Cinema & Digital Filmmaking rgregory@shoreline.edu

President’s Corner 2

Union Membership Form 5

Commencement Information 6

May Day Activities 8

AFT WA Scholarship Information 9

SCCFT Updates 10

Making Waves— An ESL Pathway for Nursing

Assistants 13

SCCFT Executive Board 14

2

President’s CornerPresident’s Corner

The Washington State Legislature adjourned sine die

in the early morning hours of April 11 after adopting

a supplemental budget that does not make addition-

al cuts to education for fiscal year (FY) 2013. Cuts

to the community and technical college (CTC) sys-

tem for FY 2013 of approximately 1.5 percent that

were already included in the previously-passed bien-

nial budget will take place as planned.

Although state tax revenue continues to generate

fewer dollars than needed to sustain state spending

at its current levels, improved revenue forecasts

since the fall’s grim projections allowed the Legisla-

ture to avoid making additional cuts to education for

next year. In addition, lawmakers closed the antici-

pated revenue shortfall for FY 2013 by eliminating a

tax break for some large banks and by adopting a

reform that decreases pension benefits for newly-

hired state employees in defined pension plans who

retire before the age of 65. (This pension plan re-

form does not affect faculty whose retirement is

covered through TIAA-CREF contributions.)

Despite the lack of additional cuts to education, the

Legislature directed that some current funds be used

in specific ways. These “redirected” or

“earmarked” funds will go to identified programs

and will not be available for general college budg-

ets. Here is State Board staff analysis of two of the-

se “earmarks”:

STEM Enrollments: Out of current funds, the CTCs must use $2 million solely to increase en-rollments in science, technology, engineering and math. The State Board must report to the Legis-lature by June 30, 2012, on how the $2 million will be spent. Each June 30th thereafter, the State Board must provide updates on how the $2

million was spent in the previous year.

Customized Training: Out of existing appropria-tions, $200,000 in FY 2012 and $1.8 million in FY 2013 must be deposited into the Customized

Training Account for use solely by that pro-gram. This funding will come out of college dis-trict base budgets on a one-time basis. (The Cus-tomized Training Account provides loans to busi-

nesses, so the fund replenishes itself.)

In addition to these restrictions, the Legislature lim-

ited the use of funds in a number of other ways and

asked for several reports and studies that may result

in action during the next Legislative session. Again,

this is State Board staff analysis:

Tuition Waiver Study: The State Board must conduct a comprehensive review of its tuition waiver policies and report to the Legislature by December 1, 2012. The baccalaureate institu-tions must each conduct a review of their own

tuition waivers.

Intercollegiate Athletics: The use of appropriat-ed state funds to support intercollegiate athletics programs is prohibited. The baccalaureate insti-

tutions have the same prohibition.

Differential Tuition Authority: The authority to implement differential tuition is removed for both our system as well as the four-year institu-

tions for the remainder of the biennium.

Differential Tuition Study: By January 2013, a legislative advisory committee will review the impact of differential tuition rates on the GET program and make recommendations on how dif-ferential tuition should be addressed to maintain

the ongoing solvency of the GET program.

State Need Grant Study: The Washington State Institute for Public Policy is directed to conduct a study of the State Need Grant Program to deter-mine whether funding for the program has been utilized in the most efficient way possible to maximize the enrollment and degree attainment of low-income students. A report is due to the

Legislature by December 1, 2012.

No Cuts, For Now

Amy J. Kinsel

Professor of History & AFT Local 1950 President akinsel@shoreline.edu

3

No Higher Education Funding Study: Previous budget proposals included a study of higher edu-cation funding. This was not included in the final

budget bill nor in a separate policy bill.

Despite the restricted or directed use of some funds,

the news from Olympia is good for the state’s com-

munity and technical colleges (CTCs), and gives us a

much-needed breather from continued drastic fund-

ing reductions. Unfortunately, this good news is like-

ly to be only temporary. The structural problem for

community and technical colleges is that the current

full-time-equivalent student (FTES) reimbursement

system no longer covers CTC operating costs. A new

funding model for CTCs, and for all of higher educa-

tion, must be

agreed upon by ed-

ucation policymak-

ers, politicians, and

the public.

New leadership at

the State Board will

have an opportunity

to establish a new

direction for the

CTC system and

weigh in on the

state higher educa-

tion funding model. SBCTC Executive Director Char-

lie Earl announced on April 17 that he will retire,

effective July 31. There will be a regional and na-

tional search for a new SBCTC director.

The nine-member governor-appointed State Board

meets approximately monthly, and their actions de-

termine the direction of the state CTC system. As

the AFT-WA Vice President for Legislative Affairs, I

attended the State Board for Community and Tech-

nical Colleges (SBCTC) meeting in Olympia on March

29, and participated in a budget-development exer-

cise. Groups of SBCTC board members, staff mem-

bers, college presidents, students, and labor repre-

sentatives discussed and prioritized items that might

be included in the CTC appropriations “ask” in the

next Legislative session.

A top priority for everyone attending was to restore

funding for faculty increments. The Legislature has

not funded cost of living allowances (COLAs) or in-

crements for four years. SBCTC and AFT-Washington

will very likely both recommend that faculty incre-

ment funding be included in the 2014-2015 state op-

erating budget. AFT-Washington and WEA will also

again propose that faculty unions gain authority to

bargain for local funds to pay faculty increments.

Under current law, collective bargaining covers only

state-appropriated funds and not locally-generated

funds, which

includes fees

and tuition

revenues.

Because the

balance of

funding for

colleges has

shifted dra-

matically in

recent years

from state

support to

revenue generated through fees and tuition, faculty

unions are now bargaining for faculty salaries from a

shrinking pool of state-appropriated monies. Bar-

gaining for local funds will allow colleges to reward

faculty for their hard work and years of experience

by tapping into local funds.

Students may be surprised to know that faculty

members are earning less money year after year

even as the costs to students of attending college

increases. Over two biennia, the Legislature has in-

creased tuition significantly rather than increasing

tax rates or implementing tax reform. Legislators

may claim that by avoiding general tax changes they

“A top priority for everyone attending

was to restore funding for faculty

increments. The Legislature has not

funded cost of living allowances (COLAs)

or increments for four years. “

4

have not increased “taxes” on Washington citizens,

but they have certainly made it more expensive, and

thus more challenging, for students to attend col-

lege. CTC students will suffer another 12 percent

tuition increase for Fall 2012 (if the State Board for

Community and Technical Colleges approves), thus

shifting even more of the cost of higher education

from the general fund to the students attending col-

lege.

Realizing the burden placed on our students by tui-

tion increases, AFT-Washington will push for full

funding of State Need Grants in the next biennial

budget. This year, 26,000 Washington students who

qualified for Need Grants did not receive them be-

cause the program did not have sufficient funds to

provide grants to all qualified students. I will attend

the State Board meetings in May at Big Bend Commu-

nity College and in June at Clover Park Technical

College to continue state CTC-system budget-

development work.

Given the uncertainty of future state revenue collec-

tions, it is imperative that faculty join with adminis-

trators, students, and staff to represent to the pub-

lic and the legislature the value of community col-

leges to the state economy and to the future of

Washington and its citizens. Student Body Associa-

tion leadership, together with student leaders at

other Washington CTCs, sponsored a Civics Week

during the second week of April. As part of this ef-

fort, on April 10, Secretary of State Sam Reed visit-

ed campus to speak to students about voter regis-

tration, and on April 12, my colleague Terry Taylor

and I presented on the history of voting rights in the

U.S. and how it has expanded from an exclusive

right of property-owning white men to a right of

American citizens over the age of 18.

Sadly, college students are among the least likely

citizens to be registered to vote or to exercise their

right to vote. Faculty can help educate our stu-

dents about how they can affect the future of high-

er education in Washington by being registered to

vote, by voting, by speaking out about how im-

portant it is to them to have affordable access to a

college education, by sharing their challenges and

successes with the public and members of the Legis-

lature. Shoreline’s SBA leadership welcomes the

help and support of faculty in their voter education

project. Watch for future announcements in this

space about how you can become involved.

And watch for news from AFT-WA about endorse-

ments for local and statewide offices. The outcomes

in this year’s primary and general elections will help

determine the future of higher education in Wash-

ington. Don’t stand on the sidelines and watch col-

leges decline. Become involved by registering to

vote, joining the Federation, becoming a COPE con-

tributor,and staying informed about the candidates

and issues that will be on the

primary and general election

ballots.

Join Us!

Even though all Shoreline faculty automatically have union dues deducted from their paychecks,

you must elect to become a member. If you work full-time or part-time at Shoreline Community College and wish to join the union

then please fill out the form on page 5 and return it to SCCFT Vice President Kira Wennstrom

kwennstrom@shoreline.edu

5

6

As SCCFT President, I am a member of the Com-

mencement Committee. I encourage all faculty,

whether full-time or part-time, old hands or newly-

teaching, to attend Commencement, which will take

place on the afternoon of Sunday, June 10.

Faculty enjoy a prominent role in Shoreline’s Com-

mencement ceremony. The Faculty Senate Chair

and Vice Chair have the honor of leading the gradu-

ates into the gym. The Federation President and 1st

VP lead in the faculty, who are followed by adminis-

trators and staff and the podium party.

Each year the Commencement Committee selects a

faculty speaker from those nominated by the campus

community. We are very pleased that Math Profes-

sor Steven Bogart has agreed to give this year’s fac-

ulty address. The Federation congratulates Steve on

his selection and we look forward to hearing him

present a faculty perspective on the occasion.

The Commencement Committee interviews students

who have been nominated to speak. This year’s

committee made a difficult choice between several

outstanding nominees, and selected Student Body

Prime Minister Luke Tchao as the

student speaker. Anyone who has

heard Luke speak will look forward

to his address.

Finally, the Commencement Com-

mittee arranged for Washington’s

newest State Supreme Court Justice,

Steven Gonzalez, to make the key-

note address. According to the

Washington Courts website, prior to

his award-winning legal and judicial

career Justice Gonzalez, like many

of Shoreline’s students, studied

abroad: “Justice González earned his

B.A. with Honors in East Asian Stud-

ies from Pitzer College and his J.D. from U.C. Berke-

ley School of Law (Boalt Hall) where he was the

Technical Editor of the La Raza Law Journal. As a

part of his undergraduate degree, Justice González

studied at Waseda University in Tokyo, Japan and at

Nanjing University in China.”

Please plan to attend Commencement on June 10.

It’s not too late to attend wearing full academic re-

galia. The College pays rental costs of academic

gowns, hoods, and mortar boards for all faculty who

attend Commencement. The deadline for ordering

regalia is Friday, May 4. For details see this letter

from Dean of Student Services, Tonya Drake.

Order today before you forget! I hope to see you

there!

Commencement 2012

Amy J. Kinsel

Professor of History & AFT Local 1950 President akinsel@shoreline.edu

Commencement InformationCommencement Information

7

8

9

AFT Washington ScholarshipAFT Washington Scholarship

The deadline for the AFT Washington/Schwerin Campbell Barnard Iglitzin & Lavitt Scholarship has been extended to Tuesday, May 1st! See information below about whether or you or your dependents are quali-

fied! The application and more information about the scholarship can be accessed by clicking here.

Three scholarships in the amount of $1,000 each will be awarded to members, partners, and children or de-

pendents of AFT Washington members.

The AFT Washington/Schwerin Campbell Barnard Iglitzin & Lavitt Scholarship was initiated in partnership with Schwerin Campbell Barnard Iglitzin & Lavitt LLP, a Seattle-based labor law firm, in recognition of our close alliance in working toward improved education and labor rights for the working people of Washington

State and the members of AFT Washington.

To apply, an applicant must be either a current member in good standing of an AFT Washington local or chapter, or the spouse/domestic partner or child/dependent of a current member in good standing. An ap-plicant must attend an institution of higher education at the AA or BA level during the 2011-2012 academic

year for the purpose of obtaining a degree or certification.

For questions, please contact Elizabeth Ferrell-Gray at the AFT Washington office at 206-432-8088. You can download a pdf format of the application packet below. The application must be in the AFT Washington

office by Tuesday, May 1st.

10

SCCFT Updates

Amy J. Kinsel

Professor of History & AFT Local 1950 President akinsel@shoreline.edu

We have a busy spring in store with elections for Ex-

ecutive Board representatives and a likely ratifica-

tion vote for a revised contract.

First, we need at least three people to volunteer to

form an Elections

Committee. If you

are a member of

AFT-WA Local 1950,

and your name will

not appear on the

spring ballot as a

candidate for a

COPE/Legislative

Representative,

Martin Luther King

County Labor Coun-

cil Representative,

or Division Repre-

sentative, you are

eligible to serve on

an Elections Committee. Please contact Amy Kinsel

to volunteer (akinsel@shoreline.edu).

Second, if you are not a member of AFT-WA Local

1950, you will not receive a ballot in the upcoming

spring election. To join the Federation, print and

fill out a membership form (see page 5 of this edi-

tion of Soundings), and send that form to Kira

Wennstrom, SCCFT 1st VP, in the Science Division

(2800 Bldg).

Third, as per federal labor election law require-

ments, the union election ballot will be sent to your

home address. If you have moved since last year’s

Federation election, or if you moved earlier and nev-

er corrected your address, please fill out a new

membership form with your updated mailing address

and send it to Kira. If you did not receive a ballot in

last year’s election, you should also send in a form

with your correct mailing address.

Fourth, the AFT-Washington Annual Convention will

take place May 4-5 in Ocean Shores. SCCFT dele-

gates to this convention are:

Amy Kinsel,

SCCFT President

Bonnie Frunz,

SCCFT 3rd VP

Sean Rody,

SCCFT Martin Luther

King County Labor

Council Representa-

tive

Karen Toreson,

SSCFT Past-President

Fifth, the Federation

E-Board has sched-

uled two All-

Federation meeting

this spring:

April 27, 2:00-3:30 pm, Room 2925

Nominations meeting; nominations of

candidates for open representative positions

may be made at this meeting.

May 18, 2:00-3:30 pm, Room 2925

Contract discussion meeting; the provisions

of the revised contract that will be submitted

to members for a vote in late May will be

explained at this meeting.

Sixth, there are three remaining Executive-Board

meetings during Spring 2012:

Monday, April 23, 3:00-5:00 pm, Room 9202

Monday, May 14, 3:00-5:00 pm, Room 1813

Monday, June 11, 3:00-5:00 pm, Room 9202

“...if you are not a member of AFT-WA...

you will not receive a ballot in the

upcoming spring election. To join the

Federation, print and fill out a

membership form (see page 5 of this

edition of Soundings), and send that form

to Kira Wennstrom…”

11

What Do You Do? (continued from page 1)

A comparison of academic salaries across the world http://t.co/5X71BdMp @uniworldnews #dayofhighered (@MeganBrennWhite)

#dayofhighered Realizing that it isn't only Irish academics who are being accused of not working very hard http://t.co/q5UvTd2y (@pattyagray)

These 1-on-1 meetings w/students aren't counted as "work" time by most, but it's one of the most productive things I do #dayofhighered (@larkinhavens)

Things to make me cry on this #DayofHigherEd: Social Security checks being garnished to pay dec ades-old student loans http://t.co/54yVdiwp (@wynkenhimself)

Future tense: in #HigherEd, can we help young people re-formulate old narratives of "success"? http://t.co/3vKO856X #DayOfHigherEd (@qui_oui)

Others chose to blog about their experiences. One blogger reflected after tracking her day:

I realize that in some ways I am very lucky–I get to spend time with my kids when most moms would be at the office by 8am, for instance. And I do not belittle that privilege at all. However, it comes with a hefty price tag sometimes: I really am never “off the clock,” and often have to choose be-tween “family time” or “me time” and getting work done (especially on weekends). Not whining–I made this choice–but it is my reality, and sometimes I feel very, very tired.

The comment from Andrew Herman in “And the Livin’ Is Easy?” spoke to several of us as we took to Face-book to discuss Levy’s Op-Ed attack on the professoriate:

We are easy targets because we allow others to define us, to frame our institutions and our work in their terms, and from their mindset of the business world. The academic capitalist discourses that surround academia are corrosive.... How we frame and discuss our institutions, our jobs, and our work profoundly influences how others see us and how we see ourselves. What stories do we want people to listen to? Those authored by individuals who don’t know the academy, or those who do? I am anxious, because we are losing this battle of narratives.

In our own way, the Shoreline Community College Federation of Teachers, decided to speak back to this notion that we don’t work long enough or hard enough. We wanted to begin to define our own narrative of who we are and what we do. So faculty in different areas of the campus took a closer look at what they did over the course of a week and tried to answer the question “What Do You Do?” Professor and Chair of Math, Shana Calaway, had an interesting strategy for keeping track of what she does: I have a lot of jobs – I keep a post-it on the wall of my office to help me remember to do all of them. Here is what the post-it says:

TI on top only because I ran out of room at the bottom Teach

Prep Grade Write items Bb Advise

PC Meetings Coord w/ Dean Eval faculty Mentor MCOs, curriculum Communicate ↑↓ (continued on page 12)

12

What Do You Do? (continued from page 11) Schedule Hiring

Ink these are now somebody else’s job, but I haven’t made a new Post-it CC Every couple of days I go back down the list and make sure I’m on top of what I’m supposed to do. Not everything gets done on time – “TI” means “make an order from TI for calculators for our facul-ty;” this is supposed to happen twice a year, but I haven’t done it in about 18 months.

Grace Rhodes, head of the Writing Center and a member of the English Faculty stated: ...my professional development activities—as important as they are—occur mainly “after hours,” i.e., when I’m home. I feel guilty when I’m reading a journal article, for example, in my office during the day!

Gary Parks, a professor of English, stated:

I would also like to point out that for people who take class preparation and professional develop-ment seriously, our breaks are much shorter and more given to SCC work than it would appear to non-teachers. A class like my Eng 102, delivered on the Web and inclusive of dozens of pages of instructional material, assignments, activities, links, a growing amount of multimedia and Web-based tools (such as citation assistance) is an enormous project to build in the first place and has to be revised each quarter, sometimes significantly…

Davis Oldham, a professor of English: It speaks to the culture of this school, and more broadly, that I feel embarrassed to admit that I "only" work full time [when he takes all the hours he puts in over nine months and stretches them out over a year]. I also don't make anything like what the op-ed piece quoted for community colleg-es. If the author were my student in English 101 or 102, he'd definitely be marked down for using unrepresentative evidence.

Looking closely at what we do during the week led to some interesting questions - although examining what we did was an eye-opening exercise, will it actually change anyone’s mind that what we do is of value? Nikki Honey, a Professor of Dental Hygiene, stated:

Knowing also how differently our economic system treats income earned from work and income earned from investments, it would be interesting to ask how David Levy quantifies the value of his own work as an executive and investor. Would he calculate his own hourly productivity using the assembly line model and using only "hours worked", or would he attempt to include factors consid-ering also the content and quality of his work, as well as the level and extent of responsibilities, impact on the future of other people and society, and other intangible factors?

It is hard to say how we could even begin to find metrics that truly calculate the work that we do, but Eng-lish faculty member Sarah Zale put it nicely:

What I give to teaching can, I suppose, be addressed in terms of minutes and hours, yet that ad-dresses only my teacher role. Now that I’ve finally learned to practice what I preach, that educa-tion is an ongoing process of teaching and learning, I’m not sure how to measure what I give to my job. Teaching, like the writing of poetry, seems to defy time and space that can be quantified.

Continuing to be engaged in our area of expertise, reflecting on that work, and adapting to the needs of our students, seem to be broader themes brought up in the wake of Levy’s Op-Ed “Do Professor’s Work Hard Enough?” We do work hard enough. However, just like my students in my gender studies classes, I can’t force people like David Levy to see things differently; I can only show them the evidence and encour-age them to look at difficult concepts from multiple perspectives.

13

Making WavesMaking Waves

In late fall 2011, Shoreline Community College’s Basic Skills Program won a grant to create a “Pathway to Nursing Assistant ” I-BEST program for beginning-intermediate level ESL students. In this two-quarter course ESL students learn English skills in the context of the nursing assistant curriculum to prepare for entrance into Shoreline’s I-BEST Nursing Assistant Program, which has a high-level of ESL stu-dents as well as U.S. born stu-dents. All basic skills in-struction is geared around learning about healthcare. The units cover such topics as basic anatomy, places where a Nursing Assistant (NAC) may work, the physical and emotional needs of patients, and disease control. Each unit delves into NAC content. For instance, the reading about patients’ emotional state includes Maslow’s Hierar-chy of Needs and gives examples for how to care for patients at each level of the hierarchy. Each unit has multiple readings, reading comprehen-sion questions, vocabulary practice, pronunciation practice, dialogs, and writing practice. Instruction is delivered by both an ESL teacher and a nursing teacher. The nursing instructor presents short lec-tures on content related to the unit. The students take notes and summarize the lecture verbally. Stu-dents are able to improve their listening and speak-ing in the content area, which is one of the goals of the program. Grammar is taught through the content also. Each

unit includes a different grammar topic. For exam-ple, students learn the present perfect through sen-tences like, “The patient has had a headache since early morning,” and “The patient hasn’t eaten much since yesterday.” In another unit the students learn the past continuous verb tense by relating actions during accidents or emergencies: “The patient was

walking to the shower when he fell.” There was no existing course book available, so sections

of a NAC text book were completely rewritten for the beginning-intermediate level. Two ESL instruc-tors, Elizabeth Hanson and Jenae Kirby, worked from December to February to write and edit the material. The concepts from the NAC text book were adapted to the appropriate language level. Currently we have 21 students enrolled. Most of the-se students will be ready to enter the regular Nurs-ing Assistant program in the fall. In our opinion, this is a wonderful way to teach ESL… teaching for a pur-pose of earning a certificate, a certificate that pays a decent entry level wage.

In the column Making Waves we take a closer look at what is going on with our faculty peers across campus. What sort of research are you working on? What unique activities are you employing in your classroom? Got a performance coming up? An exhibition of your work? Let Soundings know how you are “making waves” on campus and in the community.

An ESL Pathway for Nursing Assistants

Elizabeth Hanson Professor of English as a Second Language elhanson@shoreline.edu

Jenae Kirby Associate Faculty of English as a Second Language jkirby@shoreline.edu

“In this two-quarter course ESL students learn

English skills in the context of the nursing

assistant curriculum to prepare for entrance into

Shoreline’s I-BEST Nursing Assistant Program…”

14

SCCFT Executive BoardSCCFT Executive Board

Office Officer Email Phone President Amy J. Kinsel akinsel@shoreline.edu 206.546-4679

1st Vice President/Parliamentarian Kira L. Wennstrom kwennstrom@shoreline.edu 206.546-4578 2nd Vice President Rachel David rdavid@shoreline.edu 206.546-4760 3rd Vice President Bonnie Frunz bfrunz@shoreline.edu 206.546-6987

Secretary Elizabeth Hanson elhanson@shoreline.edu 206.546-4555 Treasurer Shannon Flynn sflynn@shoreline.edu 206.546-4705

COPE/Legislative Representative Gary Parks gparks@shoreline.edu 206.546-4785 HO/PE/BUS Rep. 1 Alison Leahy aleahy@shoreline.edu 206.546-5891

HO/PE/BUS Rep. 2 Sueanne Seegers sseegers@shoreline.edu 206.546-4710 HO/PE/BUS Rep. 3 Open

Humanities Rep. 1 Ruthann Duffy rduffy@shoreline.edu 206.533-6766 Humanities Rep. 2 Dutch Henry dhenry@shoreline.edu 206.546-5807 Humanities Rep. 3 Ruth Gregory rgregory@shoreline.edu 206.546-4789

Math/Science/Auto/Mfg Rep. 1 Steve Bogart sbogart@shoreline.edu 206.546-6986 Math/Science/Auto/Mfg Rep. 2 Open

SS/ES/LIB/Media Rep. 1 Betsey Barnett bbarnett@shoreline.edu 206.546-4680 SS/ESJ/LIB/Media Rep. 2 Tom Moran tmoran@shoreline.edu 206.546-4774

King County Labor Council Rep. 1 Tim Payne tpayne@shoreline.edu 206.546-4706 King County Labor Council Rep. 2 T. Sean Rody srody@shoreline.edu 206.546-6983

The following positions do not include E-Board membership: King County Labor Council Rep. 3 Jonathan Betz-Zall jbetz-zall@shoreline.edu 206.546-6939

King County Labor Council Rep. 4 Elizabeth Hanson ehanson@shoreline.edu 206.546-4555 King County Labor Council Rep. 5 Amy J. Kinsel akinsel@shoreline.edu 206.546-4679

We welcome submissions of

article to Sounding. Priority

will be given to information

that aids faculty in their

professional pursuits, in-

forms them of union-related

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ing of the contract or pro-

vides information about

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events. Any other infor-

mation is printed on a space

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All submissions may be edit-

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Soundings submission policy Soundings staffSoundings staff

Assistant Editor

Ruthann Duffy

Professor of ESL

rduffy@shoreline.edu

Editor & Production

Designer

Ruth Gregory

Associate Faculty of

Cinema & Digital

Filmmaking

rgregory@shoreline.edu

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