Tag Archives: Students
Ill-effects of House Republican’s “hostage taking” and the subsequent government shutdown of Oct. 1 are surfacing at Linfield, affecting students and staff alike.
“A faction of Republicans in the House of Representatives is refusing to hold a vote on a continuing resolution that would open the government,” Assistant Professor of Political Science Patrick Cottrell said.
“[The Republican faction] went into this process trying to delay the implementation of the Affordable Care Act [Obamacare}. They don’t want to see it remain a law,” Cottrell said.
“They are using this tactic that some have referred to as ‘hostage taking’ or extortion,” Cottrell said.
Hostage taking refers to the thousands of government workers furloughed, or rather, laid off temporarily, with reduced or no pay.
The furloughed workers, or “hostages,” are putting pressure upon Democrats to resolve the issue. The Republicans hope to leverage this pressure to force key concessions out of the Democrats on Obamacare.
The government shutdown is not confined to Washington D.C.
The widespread government furloughs have deprived many Linfield students and staff alike of much needed governmental resources.
“I have research collaborators at the Pacific Northwest Research Station, and they have been furloughed,” Associate Professor of Biology John Syring said in an email.
“This has greatly impacted my research, as the work that they [were] contributing to our study has been put on hold indefinitely. Some of this work is time sensitive,” Syring wrote.
“In the [Economics} department, most of our upper division classes have projects that rely on government data,” Associate Professor of Economics Eric Schuck said.
“In a number of our classes, the students simply can’t access the resources that they need to do their research,” Schuck said. “Since we can’t access those basic data websites, we are kind of flying blind.”
Linfield is a private institution. It does not depend on substantial amounts of federal fundings.
This is fortunate in that there have been few fiscal discrepancies that have arisen in the Linfield budget according to Syring, who is also a part of Linfield’s budget committee.
Ill-effects of the shut down are not limited to his academic life for one faculty member.
Schuck, also a lieutenant in the Navy Reserve, has faced difficulties with funding the reserve unit that he commands.
A law passed several years ago called the Pay Our Military Act continues to fund American military members on active duty.
Schuck’s unit is a part of America’s reserve forces and is not considered by the government to be “active.”
Schuck’s unit is, therefore, not receiving funds to carry out their monthly drills and responsibilities.
“Because we don’t have the funds to do our monthly duties, our readiness is starting to degrade rather noticeably. It’s very frustrating,” Shuck said.
Ryan Morgan / Senior reporter
Ryan Morgan can be reached at firstname.lastname@example.org.
Composting on campus continues with the residence halls!
There are currently 13 halls with brand new compost buckets.
We’re making strides with composting at the football games, the garden and Dillin Hall as well.
If you didn’t already know, Dillin Hall’s pre-consumer and post-consumer food waste is picked up by a pig farmer and fed to pigs on a local farm.
Since the food is sent to a pig farm, all types of food scraps are acceptable, but compostable containers and napkins are not.
Just think, what could I feed a pig? And compost accordingly.
At the Linfield Community Garden, composting is a little different.
The compost is made in a large tumbler and is used directly in the garden.
The garden compost can take fruits, vegetables and some fibrous materials such as paper or yard debris, but cannot take meat or dairy products.
The new compost bins around campus and the bins in the residence halls follow the same rules as Dillin Hall and all food is acceptable.
Grover Hall is off to a great start according to freshman Alaire Hughey, Grover Hall’s green chair.
“It’s been less than a week since we set up the bins and there is already a substantial amount of food scraps just waiting to be eaten by some adorable
pigs,” Hughey said.
This is an exciting time for Linfield because sustainable efforts are becoming increasingly more visible on campus.
This year is also a fresh start for the green chair positions in each hall.
They play an active role on campus this year by having bi-monthly meetings to focus on goals and projects for the upcoming months.
This week will mark the first week that each green chair has a compost bin to care for.
Every week, they are responsible for emptying the compost.
Knowledge about composting varies among people and awareness is growing.
Now that you have a little more information, you can take advantage of all the composting opportunities because it is all around us.
Let’s work together as a campus and continue towards Zero Waste.
This weekend at the homecoming football games, please use the recycling and composting facilities available and say hi to the Green Team volunteers.
Last, but not least, don’t forget to check out Linfield Sustainability on Facebook for weekly updates!
Nicole Lewis / Office of Sustainability
The Office of Sustainability can be reached at email@example.com.
As a member of the Linfield Review staff, I’ve attended many events on campus.
Most of them are beyond words, inspiring and full of facts I’ve yet to learn in any classroom.
Often times I find myself wishing that more people would go to them and take away the same feelings as I do.
However, with this hope, comes consequences. Many professors are now requiring their students to attend events and speakers, which is great, except for when they really have no interest in being there in the first place.
My most current example of this is the freshmen colloquiums requiring its students to attend the “Voices of Hiroshima” lecture.
I was ecstatic to see the turn out at the beginning of the event. Every seat was filled and students were asked to sit on the ground lining the stairs and railings of the balcony.
However, this was short-lived, because after the first speaker had finished the telling of his story—his life and the affects of Hiroshima on his family—many students had gotten up and left during the transition to the next speaker.
This continued for the rest of the event and after each speaker, the audience got smaller and smaller.
I couldn’t help but feel disgusted by the behavior exhibited by these students.
The speakers, many of whom this was their first trip to America, were excited to tell their stories.
It was a chance for them to share not only their stories from Hiroshima, but also share their culture as a whole. Their faces and posture clearly showed they were excited to be given this opportunity to talk to students.
Why couldn’t the students leaving show that same excitement?
The answer is simple and applies to many events here at Linfield. The students leaving didn’t actually want to be there in the first place, they were only required to go.
They stayed just long enough to show their presence, get enough information for a quick essay and other short responses.
Another incident I heard of was at the Maxwell McComb lecture on Sept. 24.
After sitting through part of McComb’s speech, students in the front row got up and left Riley 201.
Many different Linfield departments work very hard to get all the visiting speakers to come lead discussions and give leacture to the student body and McMinnville community.
It is understandable they want people to attend, and the only way professors and faculty can guarantee an audience is by making it mandatory for their students to go.
Now this brings up the issue of a quality audience versus the quantity of the audience.
It is an issue that there really is no answer to yet.
Either the audience is filled briefly or the audience is small and is hooked on every word.
I only suggest, everyone here at Linfield thinks about how it looks to these distinguished guest.
Let’s all have a little respect and stick out the events we go to.
Besides, if a class is requiring you to be there, shouldn’t you be there the whole time anyways?
Kaylyn Peterson / Managing editor
Kaylyn Peterson can be reached at firstname.lastname@example.org
Many traditional students recognize who the nontraditional students in the Adult Degree Program are.
However, they may not realize what the benefits of having these nontraditional students in a classroom are.
Nontraditional students can bring diversity and experience into a classroom setting that other students might not have. They may also have children or different situations at home that provide them with a different perspective on life, education and career endeavors.
Because of these reasons they have the ability to bring new perspectives and opinions to discussion in classes.
Additionally, having these nontraditional students in class create great networking and learning opportunities. Some nontraditional students have had a wide array of professions before coming to Linfield.
Unlike the average student, many nontraditional students are full-time students, workers and parents.
They can offer advice and insights into the world outside of Linfield while still being involved in the educational system.
“One of the benefits of having a nontraditional student in a traditional classroom setting is that it gives the traditional students insight to experiences that the nontraditional student may bring to classroom discussions. The dynamics of age, experience, and expectations from the nontraditional student should to be woven within the class by the professor leading and facilitating classroom activities. This will possibly give both the traditional and nontraditional students the ability to understand and learn from each other,” said Jim Garaventa, Division of Continuing Education academic advisor, in an email.
Despite these added benefits, we believe that traditional students do not necessarily understand how to interact with nontraditional students since they live different lifestyles and often times live off campus.
“The disadvantage that may occur is that the nontraditional student may find himself or herself feeling isolated from the rest of the class due to age, experiences and a sense of not being part of the on-site Linfield community. I think professors and students can overcome this by making them feel welcome,” Garaventa said.
The best way to get the most out of Linfield diversity on campus and in the classroom is to be open to new and nontraditional students. Traditional students should be encouraged to make nontraditional students feel welcome and a part of the Linfield community.
The benefits of their attendance and participation in class help create a holistic learning environment, which is exactly what all of us are hoping to get from a liberal arts college.
So embrace the dynamics of a classroom full of traditional and nontraditional students, you will ultimately gain the most from your classroom experiences.
-The Review Editorial Board
A group of friends can easily become like a family, especially when you are away from home and attending college. Some students; however, have family right here at Linfield.
Curtis Terry is in the family business
Junior Curtis Terry’s mother, Paula Terry, has worked in the library for 19 years as the acquisitions, cataloging and administrative support coordinator. Both Curtis Terry’s brother and sister were admitted to Linfield. His sister, Courtney Terry, graduated with a degree in anthropology. Occasionally, she works at the Nicholson Library as a consultant for special projects. Curtis Terry works in the library at educational media services.
“It’s the family business, I guess,” Curtis Terry said.
His decision to attend Linfield was greatly influenced by his mother, and he says there are a lot of perks to having a parent who works at Linfield.
“It’s really nice to get advice from her on professors,” Curtis Terry said. “She can kind of guide me, whenever I have a question about something happening in school, she’s my go-to. Sometimes she knows exactly who I need to talk to.”
Kara Grant follows in her father’s footsteps
Senior Kara Grant’s father is Dr. Randy Grant, professor of economics and the department chair. Kara Grant decided to attend Linfield because of her father.
“I think I knew the college really well beforehand,” Kara Grant said. “I had classes with him when I was younger. I knew that I liked the college and the family atmosphere and I get tuition remission.”
Students with parents who work at Linfield receive tuition remission based on how many years their parent have been working at Linfield.
Another decision Kara Grant made based on her father’s profession was picking her major.
“I am a math and economics major,” Kara Grant said. “I just fell in love with it once I really got used to economics. [My dad is] a really good teacher, so it makes it exciting.”
Her favorite perk is being familiar with the campus and the department she works in.
Mackenzie Green studies history, not biology
Originally, junior Mackenzie Green wasn’t sure she wanted to attend college where her mother worked. Her mother is Heather Long, an upper-division lab coordinator for the biology classes. Mackenzie on the other hand, wasn’t interested in pursuing biology during her time at Linfield.
“I’m good at biology, but it’s not my thing,” Mackenzie Green said. “I really enjoy my major, which is history.”
Before Mackenzie Green decided to come to Linfield, she looked at other options. Her mother even suggested a few colleges for her to look at that weren’t Linfield.
“My decision to come to Linfield was more of a financial thing than anything else,” she said. “I honestly don’t think I would have gone here if I was a science major. My mom and I both agreed that we didn’t want to work with each other that much.”
Mackenzie Green does appreciate the benefits of having her mom work at Linfield.
“I can be like, ‘Hey mom, could you go pick me up this and this,’” she said. “I don’t have to be as self-reliant. I can go over and talk to her if I have a problem.”
Mackenzie Green’s younger brother, a senior in high school this year, doesn’t have Linfield at the top of his college list. Mackenzie Green has talked to her brother about attending Linfield, but says that he hopes to get a football scholarship to play at Western Oregon University.
Alexis Preston sees the pros and the cons
Junior Alexis Preston has not only one parent, but both parents working here at Linfield. Her father is Dan Preston, vice president of enrollment. Her mother is Jayne Preston who works as a student-teacher supervisor in the education department.
“My dad kind of forced me to take a tour,” Alexis Preston said.
Before the tour, she had only been familiar with her father’s office in Melrose and the football team.
She likes that her parents work where she goes to school because her father is able to help her figure out problems she encounters. However, there is one thing that she doesn’t enjoy about having her parents around.
“I don’t like how my dad always knows what I’m doing,” she said. “It’s okay, but he knows a lot of the people I talk to, they’re like his little spies.”
Having a family member that works at Linfield can certainly be helpful, and the financial aid it provides is substantial. However, some students like Mackenzie Green would not mind a different experience away from her mom. Others are really close to their parents, and are even majoring in the same department or working at the same location. Everyone is different.
Gilberto Galvez/Features editor
Gilberto Galvez can be reached at email@example.com
Junior Curtis Terry with his mother, Paula Terry, who works at the Nicholson Library.
Senior Kara Grant with her father, Randy Grant, who is the chair of the economics department.
Rosa Johnson/Copy editor
Photo courtesy of Kara Grant