Get to Know the LBCC Board of Education Zone 5 Candidates

 In the Benton and Linn County special election that will end on May 18, several positions are open on the LBCC Board of Education. 

James Merryman is unopposed for Zone 2-3 (Linn County), while Zone 6-7 (Linn County) is a race between Marshall Smith and incumbent Joan R. Reukauf. Meanwhile, the Zone 5 (Benton County) spot is a contest between three candidates: incumbent Amas Aduviri and challengers John Sarna and Brad Longman.

Each of the candidates for Zone 5 has different ideas and visions that will have an impact on students over the four-year term. To elucidate these differences, an email questionnaire was sent to each candidate and their responses were compiled. 

LBCC students 18 and over have a say in who leads our school via this election, and should have received ballots in the mail. 

Amas Aduviri       Brad Longman   John Sarna

Why are you running for Director?

Aduviri: “I believe I can contribute to the Board’s mission and goals with my work experience and expertise. An area of my interest is to ensure the increase of retention and graduations rates for underrepresented students. Finally, this opportunity will give me a chance to contribute within the larger community where I reside.”

Longman: “In short, two reasons: To guide decision making at our local community college; and to lead our community's conversations about how we educate our workforce.”

Sarna: “I strongly believe that community colleges are a foundational piece of our higher education system.  They are the rock on which many build a solid career and provide continued learning opportunities for people all ages and life experience.  I’d like to contribute my education and experience toward meeting these educational goals.”

What are your credentials and past experience, and how can you apply your personal skills to the Director position?

Aduviri: “For the past 16 years, I have worked at Oregon State University. I am currently working as the Executive Director for Grant-Funded Programs in the Division of Student Affairs. In my role, I provide supervision and ongoing implementation of several grants by monitoring each of the program’s goals and objectives, as well as managing the budgets. I establish collaboration with other university units to provide support services tailored to specific needs of program participants. 

“I hope my past and current experiences and skills help to guide the strategic goals of LBCC, which include degree/certificate completion, demographic graduation, and successful employment and persistence in 4-year universities.”

Longman: “I have been fortunate to have leadership positions early in my career, and I've learned that connecting with people and representing their voices is critical to leadership success. Growing up in a working class family yet being under 40 years old, I can relate to and readily represent student voices and needs to LBCC's Board.”

Sarna: “I have a B.S. in Math/Physics, a M.S.E.E. in Computer and Electrical Engineering, and a Doctorate in Environmental Science and Engineering.  I also have 25 years’ experience working as a Civil Engineer, where I was responsible for managing and budgeting a group of professional staff working on diverse programs.  

“I am very familiar with community colleges, having attended four, including LBCC, and having a son who also attended LBCC before going to a 4-year college.  My diverse education and experience would allow me to make decisions with a personal understanding of the issues that students face and what it takes to meet their individual educational objectives at LBCC.”

Why are you the best choice for LBCC students?

Aduviri: “I believe my current and past experiences in higher education, working to increase retention and graduation rates, makes me the best choice. Also, given my background and experiences, I am a long-time advocate for underrepresented students gaining access to post-secondary education. In my role on the board, I will continue this advocacy piece. I also believe we live in a democracy where the best candidate who has the best interest for LBCC should be elected. I believe in the future of LBCC; it [is] one of the finest community colleges in Oregon. It would be an honor to continue on the Board.”

Longman: “My voice and perspectives are the most similar to LBCC's students, and I am running to represent the values of today's youth -- the largest portion of today's (and tomorrow's) eligible voters! As our nation continues to debate the need for affordable college education and living wage jobs, I want LBCC to be at the forefront of these issues and lead the way in providing simple, innovative, and immediate solutions for its students.”

Sarna: “My extensive and diverse education and experience, as described above, gives me a unique perspective for meeting objectives that benefit LBCC students, including as described by me in the Benton County Voters Pamphlet:

• Making LBCC inclusive and accessible to everyone, providing prerequisites that allow each student to be successful.

• Ensuring LBCC classes are transferable to OSU and other 4-year colleges.

• Expanding and improving career technical education programs.

• Promoting continuing education and other extended learning classes.

• Providing outreach to rural communities, with on-line access where attendance is infeasible.

• Maintaining high school partnership programs, improving outreach and providing seniors with no-cost access to college level classes.

• Keeping tuition low and LBCC financially solvent.”

What are your plans regarding COVID, specifically the return to in-person classes next year and requiring vaccinations?

Aduviri: “Most higher institutions are preparing for fall return to in-person classes, and they are also requiring vaccination. Overall, vaccines have shown to be effective. LBCC should consider requiring students to get vaccinated. This time of remote teaching has been challenging on many levels, as students return to in-person classes, LBCC should continue taking into consideration students’ overall well-being.”

Longman: “COVID vaccinations are important to ending the pandemic in our community and helping us move forward to our ‘next normal.’ However, … COVID vaccines are only approved by the FDA Emergency Use Authorization (EUA), and there's no legal or historical precedent for mandating treatments  approved only through EUA. That said, I realize there are counterarguments and differences of opinion, and I emphasize that I am neither a registered nor trained lawyer. However, as a trained and practicing public health professional I believe mandates do an injustice to the vaccination cause itself, and that I would rather see state governments and institutions focus on education, building demand for, and incentivizing individuals to make informed vaccination decisions - I'm convinced this would provide us better results than mandates. 

“Some examples include West Virginia issuing $100 savings bonds, Michigan offering $50 gift certificates, and Washington, D.C. even giving a free beer to individuals to get vaccinated. These efforts are proving more effective with higher coverage rates. From LBCC's perspective, what would it look like to offer reduced tuition or fees to vaccinated students? Or a free something else? As an LBCC Board Member I would absolutely advocate for students to get vaccinated, but I think we should emphasize creative alternatives to mandates.”

Sarna: “My first objective, as listed in the Voters Pamphlet, is to ‘bring back in-person classes in a post-COVID safe environment.’  I attended one in-person class at LBCC this last winter quarter, where one attendee did contract COVID, and, by following standard protocols, it was not transmitted to me or anyone else in my class, even though I doubt any students had been vaccinated at that time.  

“Based on this and other information, including statements from the national Centers for Disease Control, I believe students can return safely without requiring vaccinations.  If other information comes up that finds differently, I’d first look to stricter protocols before considering mandatory vaccinations.  Another option is offering some sections limited to vaccinated students.  That said, I have been vaccinated, and I have advised my college-age children to be vaccinated.”

Why do you think it’s important for LBCC students to vote?

Aduviri: “It’s important to elect Board members who have the interest of the students and LBCC’s mission and values. By voting, not only can LBCC students make a difference for themselves, but they can also amplify their voices and make their concerns and needs visible.”

Longman: “Americans under age 40 now outnumber those 40-plus, which is a pretty remarkable trend since the last time this happened was before the Baby Boomers! LBCC students should vote to have their voices heard and represented in decisions, and voting is an important way to do this. Whatever you do, #voteyourvalues!”

Sarna: “I encourage all eligible individuals to cast a ballot to vote in this and all elections. Voting is one of the key activities that is instrumental both in the functioning of society and in individuals determining their government.”

 

Poetry Club Hosts Online "Word Mob" Open Mic

There are no dimmed lights, no muted jazz playing, no microphone, no stage. Tonight there is only the dim light of my computer screen, the sound of friendly voices, and the mics in our computers. Yet, even without its stereotypical trappings, there's something special about an open mic.

LBCC's annual "Word Mob," like so many other events, has been moved online. This spoken word and poetry open mic, hosted by Poetry Club, takes place over Zoom. It's March 5, at 7 p.m. -- a Friday night -- and here we are at an online community college poetry event. Why be anywhere else?

It's an intimate group -- 13 people, most of whom don't show their faces. With not even a small crowd to judge, this feels more like a gathering of friends. Many know each other from classes and the club. The tone is conversational, like chatter around a dinner table. Then they begin to read, volunteering or being volunteered one at a time.

Topics are as varied as one might hope for. A few pieces pay solemn homage to the toll of the pandemic. One is taken from the label of a poet's medication, one a pondering meditation on the Christian crucifixion. Most are universal. All are personal.

Everyone seems comfortable here. Every poem is met with warm support, every poet equally so. Scattered applause can be seen and heard at every break. The word "beautiful" is heard here perhaps more often than usual. But then, so is beauty.

The words, the verses, slip across the night, channeled to each speaker in each listener's computer. Some rhyme. Some don't. Some are polished. Some aren't. Each draws equally eager ears.

Beautiful.

Hannah Briggs and Dylan Smith chosen in LBCC Student Leadership Elections

 After a tense few months in American history, the word “election” might be panic-inducing. But don’t be afraid: this one was far less heated.

The LBCC Student Leadership Council works to provide “opportunities for networking, social interactions, and outreach activities,” according to their mission statement. In practical terms, this has led to the creation of scholarships, food assistance programs, and other methods of support for students. 

In an election that ended last week, the SLC elected a new president and vice president. Both ran unopposed, with a 7% turnout carrying them to office.

Your next SLC president is a first-year LBCC student, Biology major Hannah Briggs. Briggs will “act as a student advocate and represent the SLC at the Linn-Benton Community College Board meetings,” among other duties, as set out in the SLC’s bylaws.

Briggs has been the SLC’s executive assistant since September, and was urged to take a leadership role by other members. 

“I think it would be great if we could get more students involved and really have LBCC feel like a community where everyone’s welcome.” Briggs said.

“I want to be a representative and an advocate for every single student at LBCC. It is so important that every student has a place where they feel safe, where they feel like they can go to school, they can get their education, and there are further steps out there afterwards.”

Hannah Briggs, Courtesy of Hannah Briggs

The new vice president is another first-year student, Dylan Smith. The vice president’s role is to “chair the Student Judiciary Board, prepare agenda for those meetings and report on those meetings weekly to the SLC.” 

Smith has not been a part of Student Leadership before, and was motivated to run for vice president to get more involved in the college community. “I liked everything they were doing and everything they were about, so I figured I would give it a shot.”

Smith expressed a similar goal for the SLC next year: to help those who haven’t been helped, create more programs, and draw the community together as students and friends.

Dylan Smith, Courtesy of Dylan Smith

In line with their goals for LBCC in general, Briggs and Smith also encouraged more students to take on leadership positions by joining the SLC. “I highly recommend every student to try to get involved with SLC or apply, because we have a ton of openings and positions for next school year. It’s a great way to grow your leadership and make connections within the LBCC community,” said Briggs.

To find out how to join Student Leadership, visit their website.

Help is Out There for College Students Struggling with Hunger

Forty-two percent. Nearly half. That’s how many community college students struggle with food insecurity, according to the Hope Center for College, Community, and Justice -- and the number has likely gone up in recent months.

LBCC is not immune to this problem. Hundreds of students require some sort of food assistance, according to Rob Camp, Student Leadership Coordinator at LBCC. Fortunately, this assistance is available at the college and outside of it.

Several years ago, Student Leadership founded the LB Lunch Box, a student-run program that provides grocery gift cards for those who need them. They previously provided food directly, but have changed their services due to with COVID considerations.

“The Linn Benton Lunch Box is just a place for students to reach out and say, ‘Hey, I need some help’ and they can get something two times a term as long as they’re a current student,” said Camp.

For those needing more, the local, federally funded Linn Benton Food Share supports a group of over 70 partner agencies, including food banks and soup kitchens. 

“Our task is to access and distribute food to local agencies that actually interact with the public and provide the food either as food boxes or meals to people in need,” said Colleen Dyrud, the Agency Relations Manager at LBFS.

“The pandemic has really hit college students in the area very, very hard, and college students often have a hard time qualifying for food stamps,” Dyrud said. 

A 2018 study, published by the Hope Center for College, Community, and Justice, found that 36% of university students and 42% of community college students reported food insecurity over a thirty-day period.

As a result of this situation, the food pantry based on the OSU campus has been distributing more food than any other in the area. This food bank is open to the public, not just OSU students. It’s located at Champinefu Lodge, 1030 SW Madison Ave. in Corvallis.

Unfortunately, some may not be aware of what’s available. 

Camp said, “I think a lot of the reason [students] haven’t reached out is that they just don’t know it’s there.”

For those who can afford to help, both organizations accept monetary donations. Dyrud said that donors to the LBFS range from companies and organizations to individuals who can spare “an extra five dollars.” 

To donate to Linn-Benton Food Share, visit this site or send a check to P.O Box 1920, Corvallis, OR, 97339.

To donate to the LB Lunch Box, send a check to Linn-Benton Lunch Box, 6500 Pacific Blvd. SW, Forum 120, Albany, OR, 97321.

At a glance:

What: Food banks are a way to help students who are unable to cover basic needs.

Where: Linn and Benton counties

What’s next: Seek aid if you need it, donate if you can.

Links:

Roadrunner Resource Center | LBCC 

Linn Benton Food Share Donation Page

Linn-Benton Lunch Box (LBLB) | LBCC

Linn Benton Food Share (has contact info for local agencies such as food banks.)

Moving Forward, Moving Back: The Impact of Virtual Learning at LBCC

Hours spent bent over a computer, typing and revising and submitting.  Zoom meetings providing the only form of human contact. These are the shared experiences of millions of college students this year, including those at LBCC. 

This new reality has presented challenges for teachers and students, but there are upsides to virtual and online classes. For some teachers, they’ve led to innovation in learning. And the increased availability of LBCC classes, teachers, and tutors—which are now accessible basically anywhere with an internet connection—has allowed some students vastly increased opportunities for learning.

“The virtual classroom takes away from being able to do group projects and group assignments…there’s not as much potential interaction,” said Steven Merge, an LBCC communication instructor. 

However, he added that “there are benefits, and the first one that comes to mind is that because classes are recorded, my students can go back and rewatch themselves and see what they’re doing really well and what they could improve in.”

Chris Riseley teaches English at LBCC. “I do think that there is a hierarchy of effective distanced-ed strategies, and above that is in-class face-to-face teaching,” Riseley said. 

He also described a way that this time has allowed him to innovate in teaching. Rather than assign a textbook for his Shakespeare class, he let each student annotate a portion of the text they were reading, creating their own textbook based on resources they’d been given and individual research. In reference to that project and innovation generally, he said, “Any [teaching strategy] that’s super effective is going to stay when we go back to teaching face-to-face.”

LBCC student Krista Fortenberry had a different perspective on the shift. 

“I absolutely love it,” she said. “I’m a single mom of two, so being able to do this all virtually gives me more opportunities since I don’t have to drive anywhere.”

She also pointed out another valuable resource that has emerged from the distanced strategy: online office hours and tutoring. 

“The biggest help for me has been the tutors, that you can just get to them online instantly. Whenever I had a question, if a teacher wasn’t available, I could just get to a tutor online.”

Riseley had a similar take on availability to students. 

“I expanded my office hours pretty much to infinity,” he said. “If you’re my student, you get my personal cell phone number and you can call me nine to five, Monday to Friday. This is the only way I get to have great conversations with every student.”

There is a significant difference between “virtual” classes that involve Zoom sessions and “online” classes that are even farther from regular learning. “I think real-time meetings are essential,” said Riseley.

However, both teachers agreed that virtual classes still leave something to be desired. Riseley said, “There’s a level of learning that happens in a real-time classroom that even Zoom can’t help,” while Merge specified that “the drawback of the virtual class is that it’s harder to stay attentive and involved...there’s a lot of distractions for students.”

The LBCC community has adjusted to a new reality, and switching back, however much many might want it, will have consequences.

In the return to in-person instruction, school officials should consider what—or who—might be lost in that process. As Fortenberry said, “I hope that if they go back to in-person they keep the virtual part of it. The only reason I was able to come back to school was that it was virtual. I love it.” 

Hello!

My name is Aidan Arthur. I'm a high school senior, a writer, and a cross country runner. I’m taking News Reporting at LBCC this term.

I've been interested in journalism for a while, so I'm looking forward to learning more about it and getting some first-hand experience. I'm especially excited to learn how to do the parts of the journalistic process other than writing, like research and specifically conducting interviews. If I do pursue journalism later on, this will be very helpful. But even if I don't, I'm sure it will be a valuable skill.

I'm also excited to learn how to write news stories, which tend to be denser than other forms of writing. I think it will be valuable not just for this class but for my writing in general to learn this more condensed form. In addition to this, I think that working for the Commuter will give me some valuable experience in newspaper publishing, working with a news team, and journalism in general.

As my first assignment, I've decided to write about how LBCC teachers have adapted to teaching online over the past months. I'll be interviewing two LBCC staff members (Steven Merge, Communication instructor, and Chris Riseley, English instructor,) and two students (Krista Fortenberry and Angel Cardona.) These are the questions I’ll ask.

1: How have you (or your teachers) adapted to teaching classes online rather than in person?

2: In your opinion, what are the benefits and drawbacks to online school?

3: What effect, positive or negative, do you believe this change has had on students?

4: Are there any specific online teaching strategies that you (or your teachers) have used that you think are effective?

5: Do you have any thoughts on the topic that I haven’t asked about?