Seattle Central College

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At the heart of the education work that we do at our community college is a crisis that is shared, we suspect, in the majority of education settings. This is a “crisis of care” (Arruzza, Bhattacharya, Fraser 68) that emerges from the squeeze between our students’ deep and justifiable need for a caring environment in which to learn, and our desires and struggles as education workers to fulfill that need while keeping our bodies and souls together. 
 Research on culturally responsive teaching and feminist education have demonstrated the greater ability of students to flourish when they are cared for in the classroom (Gay 48; Nodding 20, 176). But care for students, while it can be deeply satisfying for the educator, takes considerable work and skill, and providing care for a wage (especially not a livable one, especially if you are a woman of color in a predominantly white institution, especially if you are working an unwaged double-shift) can lead to burnout (Russell Hochschild 89-90; England 391-392). In the neoliberal, scarcity-based institutional contexts in which many of us work, this crisis sets the well-being of our students against the well-being of us as educators. At our college, the stories of our students’ struggles and triumphs compete in our mouths with our own stories of financial distress, long hours, and emotional exhaustion. How then, as education workers who love our students, but also love ourselves, do we do justice to each of these needs?
 Through a series of 3 recorded talking circles with 20 of our colleagues, we sought to answer that question by building solidarity, knowledge, and mutual aid. This paper will present the scholarship of care from education, feminism, and critical race theory, alongside the words of our colleagues to build a more complete picture of care work, emotional labor, and burnout for education workers at our community college. The paper will end with some of the ways that we are beginning to build webs of care to sustain us in our work, while we demand better conditions for ourselves and our students.

Emotional intelligence (EI) refers to a person's ability to evaluate and manage their personal emotions and the ability to respond appropriately to the emotions of others. Limited evidence exists regarding whether EI is related to professionalism. The purpose of this study was to evaluate for relationships between EI and professionalism among second-year dental students. Using a quantitative cross-sectional research design, the study instrument consisted of 3 parts: (1) The Emotional Quotient Self-Assessment Checklist (EQSAC), including 30 questions comprising 6 domains that measured EI; (2) The Patient Management and Professionalism Scale (PMPS), including 10 questions comprising 5 domains that measured professionalism; and (3) Demographic questions. The response rate was 99.2% (n = 117) of second-year dental students. Most EI and professionalism scores were in the moderate range. Female participants had higher domain scores for agreeableness and conscientiousness compared with male participants. Male participants had higher domain scores for emotional stability than female participants. The EI domains were found to be significant predictors of total and domain professionalism levels. Understanding methods to improve EI levels may assist dental students in their development of professionalism.

Reconociendo el conflicto o tensión histórica entre el marxismo y la idea de democracia, se propone reconsiderar y releer algunas aproximaciones que abordan el problema. En el contexto latinoamericano, la pregunta por la democracia se desarrolló al calor de las dictaduras cívico-militares y en medio de la “crisis” (y abandono, en muchos casos) del marxismo. René Zavaleta Mercado (1942-1984) ofrece una trayectoria a contracorriente, y en este escrito se introducen sus reflexiones a partir de su artículo “Cuatro conceptos de la democracia”. La reconstrucción de la polisemia del concepto, junto al recurso de Zavaleta al Marx precomunista, muestran un movimiento de autocrítica y rectificación de la gramática del materialismo histórico. La emergencia indígena resulta en este sentido fundamental para ambas operaciones: readecuación del marxismo y recualificación de la democracia.

Having inspiring evidence of the wonders present in the deep sea is the best way to get the general public more aware of and interested in ocean exploration. Advances in consumer grade virtual reality headsets like Google Cardboard allow for immersive experiences and a unique way to engage the public in ocean exploration. It is in this context that the Medusa 360 camera was invented. During the spring of 2016, OceanGate Foundation held an academic challenge in partnership with Seattle Central College to create a camera suitable for collecting panoramic video from a submersible. The winning design is meant to be mounted on the Cyclops I, a submarine owned and operated by OceanGate, Inc. The MedusaCam360 was built using off-the-shelf electronic components, and integrates four Raspberry Pi cameras inside a clear acrylic pressure housing for less than $500. It is capable of recording time-lapse HD photos for four hours at 6 Hz, and is currently limited by battery life and hard drive size. We present test and calibration photos from the MedusaCam360 system and compare them to a commercially available Ricoh Theta S 360 camera.

Abstract Reflecting on reflection: How educators experience the opportunity to talk about supporting student reflectionAs part of their research into the types of strategies that can help STEM education betteraccomplish its goals, Henderson, Beach, and Finkelstein identified the strategy of helping 1educators become increasingly reflective as teachers as an important area of activity. Thisraises the general question: What are ways to help educators become more reflective? Ofparticular interest to us is the question: How can we help educators grapple with the issue ofpraxis--the issue of bringing one’s beliefs in line with one’s activities?We have had the opportunity to think about how to help educators in the context of a projectthat is, on the surface, about finding ways to support student reflection. Our focus on studentreflection stems from the belief that learners need dedicated opportunities to reflect on theirexperiences in order to connect, learn from, and prepare for future experiences. While studentreflection is considered important, the engineering education community has historicallyfocused little dedicated attention to this issue. As a result, there is a lot to be learned abouthow to support student reflection. At the same, it seems likely that there are pockets ofexpertise among the educators around us.Recently, we have engaged several educators in individual discussions about activities thatthey use to help students engage in reflection. While our original purpose was to learn moreabout the activities, we see evidence of the impact such a discussion can have on theeducators and their practices. We now see that we have been inviting educators to reflect ontheir efforts to support reflection. The educators’ feedback has been that the opportunity totalk through one of their reflection activities was enjoyable, challenging, thought-provoking,and even eye-opening. In their comments about what made the experience valuable, theeducators have been noting issues that are reminiscent of praxis.In this paper we will use a “multiple perspectives methodology” to explore the question--how 2does talking about a reflection activity inform, change, or redirect current educators’ workand approach? A “multiple perspectives methodology” involves making diverse perspectivesvisible through first-hand accounts, and then identifying and explaining themes that areillustrated by the diverse perspectives. A core element of our proposed paper will be first-hand accounts of educators’ experiences with talking about their reflection activities. In thepaper, we will theoretically frame these accounts, and use both sequencing of these accountsand subsequent articulation of themes across the accounts to illustrate the potential for suchconversation to help the educators advance toward Henderson, Beach, and Finkelstein’s idealof being a reflective teacher.Henderson, C., Beach, A., & Finkelstein, N. (2011). Facilitating change in undergraduate1STEM instructional practices: an analytic review of the literature. Journal of Research inScience Teaching, 48(8), 952-984.Adams, R., Evangelou, D., English, L, Dias De Figueiredo, A., Mousoulides, N, Pawley, A.,2Schiefellite, C., Stevens, R., Svinicki, M., Trenor, J.M., Wilson, D.M.., (2011). MultiplePerspectives on Engaging Future Engineers, Journal of Engineering Education, 100(1), pp.48-88.

Spirituality is the practice of or the experience of reconnecting with something outside of and larger than the self; something that is social, natural and/ or supernatural. This is the basic understanding of spirituality I have come to as a scholar who has studied religion and its formal constructions (theology) for the last quarter century.

Based on qualitative interviews with Seattle area high-tech workers, this chapter explores their positioning within and reaction to globalization processes. Looking especially as cost-cutting labor strategies of contingent employment, importation of foreign workers, and the outsourcing of professional high-tech work, it is argued that these are essentially restrictive employment strategies that benefit employers at the expense of employees. While some of the interviewees more or less approved of these practices as logical from the corporate perspective, and were confident that their jobs were too complex to be at risk, most are questioning these processes and some were actively trying to organize in an effort to halt or at least slow down such trends. How and why high-tech workers accommodate or resist management policies and practices they disagree with is analyzed with attention to the impact of ideology.Request access from your librarian to read this chapter's full text.

To create the best e-learning environment, the project of Ministry of Education Taiwan, one of the e-Generation projects, established the digital e-learning web that includes Health, Life, Natural, Science, Arts and Cultural e-learning Networks. The health e-Learning Network combines experts in the field of health and physical education and primary and secondary school teachers to develop practical and high quality e-learning content, while also developing lesson plans and related activities. They can be divided into three areas including health education, medical care and sports and leisure which encompass the “Health e-Learning Network” (HeN). The curriculum of HeN (Chen, 2006) covers seven thematic strands and has lesson plans, material, knowledge, and multimedia learning modules for teachers to utilize during class time. Web2.0 is used to lead into the HeN website, enabling teachers the initiative to participate in e-learning, while also giving users their own initiative to build development, two-way interaction, fast response, and so forth (HeN website: http://health.edu.tw).