Shoreline Community College has received a two-year $129,000 grant from the Amgen Foundation to support science education in Puget Sound area high schools and middle schools. 

The grant dollars, which support a directive from Gov. Chris Gregoire and the Washington State Legislature that science and math education be prioritized at our public schools, will provide funding for outreach efforts to high school teachers for integration of DNA technology into science curriculums, curriculum training for high school science teachers, and for the purchase of new classroom equipment. 

“Our relationship with the Amgen Foundation and the Amgen-Bruce Wallace Biotechnology Laboratory Program has allowed us to become close partners with local high school teachers to bring cutting-edge science to the classroom,” said Guy Hamilton, Ph.D., Biotechnology Program Director at Shoreline.  “This grant will allow us to continue development and expansion of our summer teacher workshops ultimately increasing the total number of students who will be exposed to Biotechnology in their high school courses.”

The Amgen-Bruce Wallace Biotechnology Laboratory Program was introduced in 1990 by Bruce Wallace, a molecular biologist who was one of Amgen's first staff members. Passionate about science education, Wallace helped establish the biotechnology program in local schools near the company’s headquarters in Thousand Oaks, California and organized a lecture series for the community. It was his hope that every student, regardless of the profession they eventually pursue, would have the chance to experience the joy of discovery and the excitement of having science at his or her fingertips.           

Implementation of the program in Washington began in 2006, when Shoreline worked with Bellevue Community College to develop the program in the Seattle Public School District.  Shoreline went on to expand the program into the Lake Washington school district and will now manage the program with plans to expand into the Lynnwood and Shoreline districts.

“This is great news for all involved,” said Susan Hoyne, Ph.D., Dean of Science at Shoreline.  “High school students will get top-notch, state-of-the-art training that will prepare them for their college coursework – and industry will see a well-rounded workforce.”

Shoreline made great strides during the first phase of the program (2006-2009) engaging West Seattle, Roosevelt, Franklin and Garfield high schools where teachers learned how to use the equipment and incorporate it into their own curricula. 

A total of 4,313 students participated as a result of the original program funding, experiencing hands-on activities and classroom presentations on career opportunities by Adrienne Houck, Program Outreach Coordinator Shoreline High School.  Houck also developed and delivered a summer program for students who were individually invited by their high school science teachers.  These students enjoyed a short, three-day program at which they had the opportunity to work in the college biotechnology lab and tour a local biotech firm. 

“The Biotechnology Program at Shoreline has an excellent reputation and is the only lab technician program in the Puget Sound area,” Hoyne said.  The school assisted the Shoreline School District setting up its biotechnology program at Shorewood High School and creating an articulation agreement in which students completing the year-long curriculum could earn college credit for the biology coursework completed.

Shoreline has provided biology and biotechnology programs for 20 years.  Students can earn an Associate in Applied Arts-Technology (AAS-T) degree which articulates with the bachelor’s programs at Seattle Pacific and Evergreen State universities and the University of Washington.  Shoreline also offers a one-year post-baccalaureate Biotechnology Lab Specialist Certificate designed for students with extensive backgrounds in math and science – 70 percent of students entering this program have bachelor’s degrees or higher.  They come to Shoreline for the hands-on experience. Shoreline was named the Northwest Regional Center for BioLink, a National Science Foundation ATE initiative to educate and train technicians for entry-level careers in research, development and bio manufacturing in the biotech industry.

About the Amgen Foundation

The Amgen Foundation (www.amgen.com/citizenship/overview.html) seeks to advance science education, improve patient access to quality care, and strengthen the communities where Amgen staff members live and work. Since 1991, the Foundation has made $130 million in grants to nonprofit organizations throughout the United States, Puerto Rico and Europe that impact society in inspiring and innovative ways, and those that provide disaster relief efforts both domestically and internationally.

About Shoreline Community College
The Biotechnology Laboratory Specialist Program at Shoreline Community College prepares students for careers in biotechnology research and development. The program goal is to provide practical, “hands-on” learning and familiarity with cutting edge techniques, technologies, and equipment. Students gain a working knowledge of molecular biology, recombinant DNA, immunology, protein purification and tissue culture -- both through classroom lectures and laboratory learning experiences. The curriculum also provides a foundation in a variety of math and science disciplines including algebra, statistics, chemistry, biology, microbiology and computer science.  http://www.shoreline.edu/science/biotechnology.aspx

                                                                               Donna Myers/PIO

Faculty art instructor Laura Ward and students in her Art 110 class invite the campus community to enjoy their sculpture work, which has been installed around campus and will remain up until the end of the quarter (weather permitting - periodic checks will be made to ensure they are intact). 

The Intro to 3D Design class focuses on creating three-dimensional objects from two-dimensional sketches or images. The pieces have been placed strategically around campus so as not to harm the foliage, grass, or stop the flow of foot traffic.  There are approximately 16 sculptures total and each has a sign with a description of the piece and the student artist's name. 

Ever since Estes joined the college as the Head Men’s Basketball Coach in Spring 2008, he has been keeping an eye on the outstanding high school basketball players in the region. 

“The goal of the recruitment is to improve the program as well as the talent level of the team,” Estes said.  “Compared with last year, there is definitely a tremendous improvement in quality of this year’s players.”

When talking about his recruiting criteria, Estes said that he looked for athletic players with both good basketball skills and character.

Estes said recruiting is an all-year job consisting of three parts: identify the players, evaluate their abilities, and reach out to the players and their families. 

“We want to make sure that the player is a good person,” Estes said, adding that grades are only one measure.   “As long as he’s a good player and a good person, we’ll take a look at him,” he said.

While he hasn’t had a chance to get the new players on court at SCC in an official practice session, Estes said he likes what he’s seen. “They’re a talented group who are used to winning and are highly self-motivated to go onto a four-year university,” Estes said.

Recruiting is all about the person doing it and according to his new players, the college found the right person to take on the task, saying they are looking forward to working with Estes.

“I first met him when he came to watch me play at a game,” said one of the new players, Joseph Holyfield.  “He also came to my house to explain the basketball program to my mom.  I believe he can help me to develop my skills into the next level.”

The feeling was echoed by another new player, Sam Hsu: “He’s a great guy who definitely knows a lot about basketball. I’m just excited to be coached by him.”

For Estes, basketball has been a big part of his life.

Growing up in North Carolina, Estes started early playing basketball. He played as an off-guard in high school and at the University of North Carolina under legendary Tar Heels coach Dean Smith. Estes was a graduate assistant for Smith and then began his coaching career on the East Coast.

Estes compiled a winning record over nine years as head coach at Furman University and went 69-22 over three years at Miami-Dade Community College. Estes was also an assistant at the University of Miami and then at Seattle University after moving here in 2007.

With all the coaching experience, Estes has decided on the best style for the new men’s team.

“I like to fast-break, but at the same time to have an unselfish offense,” Estes said.  “Everyone will share the ball and it will be nothing like one person gets all the points and the others don’t.”

As for defense, the team will use multiple systems, varying from man-to-man, zone, and full-court press.

The team will start the first training sessions on Oct. 19. The schedule will be intense, with practices set for two and a half hour a day, six days a week.

Despite the recruiting success, Estes said he’s still looking for more players and tryouts will be scheduled for early Fall quarter. 

“The tryouts are open to everyone,” Estes said.  “But it’s a competitive thing because we can’t take more than 15.”

For SCC/Jocelyn Chui

Learn how to make your garden more drought tolerant and easier to maintain at a gardening class at the Lake Forest Park campus of Shoreline Community College.  “Victoria’s 12 Step Program for a Fabulous Garden,” taught by Master Gardener and garden designer, Victoria Gilleland, will be offered from 1 to 5 p.m., Wednesday, May 13 and from 9 a.m. to 1 p.m., Saturday, May 16, 2009.  The class fee is $59. 

Call 206-533-6700 to register and for more information or visit the Continuing Education website at www.shoreline.edu/ce for further information.

Shoreline Community College’s Lake Forest Park campus is located at 17171 Bothell Way NE in Suite A220.

The Shoreline School Board has approved three proposals to be placed on the ballot at a special election Feb. 9, 2010.

• A four-year replacement of expiring levy for educational programs, maintenance and operations levy. The levy averages $22 million per year for each of the four years, 2011 through 2014. The maintenance and operations levy, which replaces the four-year levy passed by voters in 2006, would provide the district with about 20 percent of its general operating budget.

• A $150 million bond for the modernization/replacement of Shorecrest and Shorewood High Schools. The 2006 bond approved by voters included funds for the planning and design for the two high school projects, but not for the actual construction costs.

• A four-year capital levy for technology improvements and support. This levy would support the District’s instructional technology program and services and technology equipment replacement.

If all three proposals are approved, the estimated new combined levy and bond rate in 2011 would be $5.25 per $1,000 of assessed value, and a stable $5.15 in the years following. Current 2010 rates are $5.29 per $1,000, so this represents no change to the average taxpayer. (See attached Levy/Bond fact sheet)

Proposition 1 – Replacement of Expiring Levy for Educational Programs, Maintenance and Operations

The district’s current four-year maintenance and operations levy will expire next year. These are the projected levy amounts beginning in 2011:

Year    Amount            Estimated rate per $1,000 of assessed value
2011    $21.5 million     $2.48
2012    $21.75 million    $2.48
2013    $22.2 million      $2.49
2014    $22.65 million    $2.49
The current levy, which is expiring, funds basic education programs, as well as nurses, family advocates, librarians and instructional materials. Funds are also used to support extra-curricular student activities, including music, drama and athletics.  The levy helps fund special education, highly capable, remedial and vocational education programs, maintenance, utilities, and transportation.

Proposition 2 – Bonds for Replacement/Modernization of Shorecrest and Shorewood High Schools

For more than two years, the Shoreline School District has been planning for modernization/replacement of Shorecrest and Shorewood High Schools. The School Board adopted educational goals for the projects. The Shorecrest and Shorewood design teams were made up of faculty, staff and parents from each high school and community representatives from each of the middle schools and elementary schools in the respective sides of the District. Each team held three community meetings to gather input from the public, which the architects used to help create the preferred designs for Shorecrest and Shorewood.

Upon passage, the district would be authorized to sell up to $150 million in bonds. The district would make annual payments on the principal and interest to bond purchasers through proceeds from annual property taxes. The timeline for completion of both Shorecrest and Shorewood is summer 2013.

Proposition 3—Capital Levy for Technology Improvements and Support

Year    Levy Amount    Estimated rate per $1,000 of assessed value
2011     $3 million        $0.35
2012     $3 million        $0.34
2013     $3 million        $0.34
2014     $3 million        $0.33
This levy would provide a funding source for technology in all aspects of the district’s program.  Currently, the general fund is required to support approximately $2 million in expenses annually.  Such expenses include  software, licenses, subscriptions,  technology equipment replacement,  professional development and training for staff, and  infrastructure to support current and emerging information technology.

To validate these levy and bond proposals, 40 percent of those voting in the November 2009 general election must vote. The two levies require a simple majority to pass, the bonds require a 60-percent majority for approval.

Craig Degginger/Shoreline Public Schools

“Take research, work with it, discover something new.”

“This program prepared me to get the most out of my education – and my life in general.”
 

Jerimiah Rice is passionate about his education.  The recent graduate enrolled in classes that challenged his intellect and fed his desire for knowledge and understanding.  Rice was looking for thought-provoking conversations, both in and out of the classroom.  When he learned about the Honors Program and the opportunity it provides for another level of intellectual exploration, he immediately enrolled. 

“My psychology teacher and I would have long conversations about all kinds of interesting things,” Rice said, referring to Prof. Peter Sparks. “One day, he asked if I was interested in enrolling in the Honors Program so I looked into it and decided it was something I could really enjoy and get something out of it.”

The program had just been launched when Rice enrolled in 2006.  He enjoyed the conversations led by a team of instructors that centered on the philosophical and scientific questions that have challenged generations of scholars.  In those discussions, Rice found the creative stimulation that was instrumental in forming the thesis that he would present at the end of the program.

During the first quarter, Rice, an SCC scholarship recipient, was introduced to the many forms of research and the influences and perspectives that define them. 

“I learned that there is no one way to look at things or approach a problem, that each situation or event is truly unique,” Rice said. He learned to consider cultural, scientific, perspective, time and many other factors.  “I learned to not take anything at face value; that just because it was written didn’t always mean the truth,” Rice said.

His thesis title was heady: “Neuronal Systems of Creativity: Specifically Focused on Motivation and Problem-Solving or Cognitive Flexibility.” Behind the words was the idea to look into what happens in the brain to stimulate creativity.  In the research phase of the program, Rice said he discovered the diametrical views of scientists and philosophers and scholars from different times throughout history. Through the research, Rice touched such diverse ideas as intervention of divinities, spiritual possession, madness and Sigmund Freud’s belief that creativity was the result of tension between the conscious and unconscious areas of the brain.

“I learned how to look at things in different ways – and the value of doing that,” Rice said.  

One of the program highlights for Rice was the weekly one-on-one meetings with Sparks, who was his faculty mentor in the program. Rice said those conversations stretched his imagination and awareness beyond expectation. It was in those meetings, along with similar conversations with other Honors Program students, that Rice discovered the program’s value.

“I enjoyed every minute,” Rice said. 

Sparks said the experiences with Rice and the other Honors Program students was a positive experience for him as well.  “It was truly inspiring working with Jerimiah,” Sparks said.

Rice said he also enjoyed the camaraderie with other honors students. While the required weekly student discussions were centered on academics, there was a lighter side, too. Rice discovered that the questions and findings on which they were founding their research could be presented in not-quite-standard form: a humorous skit.

“We thought this creative approach supported the idea of the program in a new, unique way,” Rice said.  “We felt like a team throughout the program and wanted to complete the project that way.”

What might have been a little risky turned out to be a good bet when Sparks embraced the effort. “The energetic team came up with a problem that needed to be solved and were able to use each of their topics together to generate the story and the solution to the problem,” Sparks said. 

Currently, Rice said he’s “staying ahead of the economy” by putting his skills to work as a sheet metal worker.  He plans to return to school to earn bachelor’s and master’s degrees in psychology and is checking out a number of possibilities, including the University of California - San Diego.  Eventually, Rice said he wants to do research and then teach.

One of the aspects that Rice didn’t expect are the lasting friendships from Shoreline and the Honors Program. On a regular basis, he and a few classmates are enjoying stimulating conversations over coffee.   “I don’t see that ever ending,” Rice said.

                                                                                         Donna Myers/PIO

Shoreline Community College has notified union representatives that all faculty jobs at the school could be at risk.

Known as a Reduction in Force (RIF) notice, the college has never before put every faculty member on notice.

“We’ve faced cuts before, but we’ve never faced anything like what appears to be coming,” said Vice President for Academic Affairs John Backes, referring to pending state budget cuts. The notice was by Backes to college and faculty union officials on Tuesday, Nov. 17, 2009.

By contract, the college is obligated to send such notices as soon as possible, said Stephen P. Smith, Vice President for Human Resources and Legal Affairs. Smith said classified union members and other employee groups have not been noticed because of differences in contract language. “We’ve spoken with the other groups,” Smith said. “They’re aware.”

In previous years, faculty for programs that drop below designated enrollment targets could’ve received RIF notices. However, economic conditions have forced many people back to school and Shoreline, like all other community and technical colleges in the state, are seeing explosive enrollment growth. In his message to union reps, deans and other administrators, Backes wrote:

“After review of all programs for low enrollment, I have concluded that no current programs are under-enrolled using the criteria we used last year.  That does not mean, however, that all programs are at capacity.  Given the anticipated budget reductions for the 2009-2011 biennium … and the (State Board of Community and Technical College) Declaration of Financial Emergency … adopted on June 11, 2009, … I must put all RIF units on notice for a Reduction In Force for the 2009-2011 biennium regardless of their enrollment.”

“This is an extremely serious situation,” Backes said on Friday, Nov. 20. “This is going to hurt us in ways we can’t even imagine. We’re going to chop into healthy programs”

On Thursday, the state announced the projected budget shortfall had grown to $2.6 billion. Potential cuts for community and technical colleges had been predicted in the 6-12 percent range. Backes said the Thursday announcement makes 12 percent seem more likely. “A 12 percent cut will be catastrophic for most institutions of higher education in this state,” he said.

Amy Kinsel, 1st Vice President of the SCC Federation of Teachers Local 1950, Faculty, agreed with Backes’ assessment.

“If layoffs happen, it will cut into our ability to serve the same number of students,” she said. “The (union) opposes any additional faculty layoffs. The state budget situation is dire. We’re looking to the Legislature to be innovative in finding a solution.”

SCC/Jim Hills