Friday, February 21, 2014

Brian Egan: Technical Writing Instructor

Brian B. Egan

(Photo Credit: Brian Egan's instructor website)

Brian Egan walks into his classroom in Mckenzie Hall, dressed to the tee in his tucked in button up shirt and LBCC faculty lanyard. Briefcase in hand, he greets his class: “Good morning all! Welcome to lucky day 13!”

Egan, who works seven jobs at any given time, was running on just two hours of sleep on this particular day. Despite his fatigue, he carried on in his usual fashion, cracking jokes and remaining enthusiastic about his favorite subject to teach: technical writing.

The technical writing class Brian offers here at LBCC is a required part of many two-year degrees.  Nick Houlemard, a student of Egan's, said "I wanted to take this class from way back, but then I realized it was requirement for my degree."  Nick is studying biochemistry.

Kitsey Trewin, another student currently in the class, owns a local real estate office, and wanted to take technical writing classes for personal enrichment.  "I write a lot of business letters...the class will benefit me in any major I choose.  At this point, I'm looking at business."

Egan begins the first class of each term by saying that his is one of the hardest classes a student will likely take in the next two years.  "I struggle with the class itself because it pushes your critical thinking analysis to a new level," said student Terry Chamberlain.

Chamberlain has been enjoying the class so far, however.  She said "I appreciate how he does class activities," like his infamous "Picture Password" game.  In the game, one student describes an inanimate object to another person, and that person attempts to draw the object on the whiteboard without looking at it, while the whole class looks on.

“Let me fire up Mr. Projector here, and we'll get cracking,” said Brian to his class. It's week seven of the term, and he is introducing his students to their final project – a technical report on a subject of their choosing.

Once he has the projector running, Egan begins to unpack a plethora of different colors of dry erase markers, setting them down by the whiteboard, one by one. He then outlines his lecture as he goes, with a numbered point for each detail he describes. Every lecture Brian gives comes complete with illustrations on the side, neatly drawn in the hand of someone who takes organization very seriously.

His technical writing style translates into his teaching methods, both in classes and in email correspondences.  The entire class revolves around it, as he drives home his message in every way he can.

Trewin said that "[she tries] to do things perfectly, but no matter what, he gets me on something!"  She was referring to one of his Egan's class related emails, in which he told Trewin to resend the email with a colon after his name instead of a comma, or suffer a reduced grade on the assignment.

While lecturing, Egan makes sure to keep the class on their toes, asking questions of the audience, playing funny videos related to the course, and cracking jokes on occasion.  "Now, if you've ever read a piece of great literature - for example, one of the Twilight books..." he jokes in the midst of a class discussion on good writing.

Such wisecracking and overall Tom-foolery might not be expected of a 200-level technical writing course, but Egan believes that "the element of pleasant surprise can do a lot to make an otherwise boring class palatable."

 "What is a rhetorical question?" he later asks.  "Well a rhetorical question is what I just did.  It's a gimmick, it's a space waster, and it drives people nuts!"  He drives his point home by asking "How long should a piece of writing be in this class?"  A student answers: "As long as it has to be."  "Exactly!" says Brian.  "It should be as long as it has to be, and not a word longer."

Houlemard stated that "[Egan's] teaching style" is his favorite part of the class, saying that "it's more about teaching you how to think."

In a later interview, Egan offered up a few useful "nuggets" of information about himself.  "My teaching philosophy: It's gotta be practical, and it has to be fun.  I teach absolutely nothing and I assess absolutely nothing that I don't think students will use in the next three to five years."

Egan  has been teaching writing class since 1988, when the dean of the college asked him if he'd like to teach after graduation and offered him a job.  His first experience with teaching, however, was at the age of nineteen, when he was in the Air Force.  "By a strange twist of fate, I was asked to tutor math...so I started teaching, and I discovered I loved teaching."

Egan has been teaching at LBCC since 2009, and currently teaches two classes here.  "I won't teach more than two CRNs at a time.  I spend between nine and twelve hours correcting, per assignment."  He later revised this comment, saying "I don't correct; I critique."

His dedication to teaching is evident.  Students are encouraged to call and even text him on his cellphone at odd hours, as long as it is before 9pm.  If that isn't enough, Egan is willing to meet with students at coffee shops in Corvallis and Albany to go over their work and to provide helpful suggestions.

With six other jobs and active involvement in his band, All Rights Reserved, it's a wonder he has the time to offer so much to his students.  Egan thoroughly believes that "good communication skills are the most under-appreciated and valuable skill a job seeker can have," and he works hard to ensure that his students leave his class with the communication skills needed to enter the professional work force.

"I have no desire to teach any other classes besides this one.  This one I believe in," said Egan.

Q and As:

Q: What are your favorite kinds of writing to read?
Brian: "Oh, I love reading.  I'm big on fantasy and Sci-Fi.  Game of Thrones and Stephen King are two of my favorites.  I really enjoy historical fiction."

Q: What are some of your favorite things to write about?
Brian:  "I know this is gonna sound really weird, but I write only when I have to.  Writing is not one of my hobbies."  "My art comes out in poetry, music, stained glass, and watercolors.  It does not come out in writing."

Q:  What is Clarity LLC?
Brian:  I have my own business in mediation.  I mediate divorces and business breakups.  I also mediate small claims courses as a volunteer...and foreclosures as part of the state appointed mediators.  I'm doing twenty to twenty five of those cases every month.  I have seven jobs...with sixty to seventy hours a week between all of them."


(Photo Credit: Brian Egan's instructor website)

At a Glance:
Brian Egan
Jobs: Technical Writing Instructor at LBCC and business and marriage mediation, among other things.
Years at LBCC: 5
Education: Master's degree in Organization Development, Bachelor's degree in Computer Engineering, Associate's degree in Electronics Technology.
Hobbies: Playing bass guitar with All Rights Reserved, watercolor painting, working with stained glass, poetry.

Thursday, February 13, 2014

OSU's "Transformation Without Apocalypse" Symposium

In a world in the midst of a debate about climate change, environmental activism is on the rise, especially among today's youth.

At Oregon State University in Corvallis, Oregon, students and staff have organized a symposium titled “Transformation Without Acocalypse.” The symposium accommodates several different events around campus, many of which revolve around the story of one man: Tim DeChristopher.

DeChristopher is an environmental activist from Salt Lake City, Utah, who rose to fame in 2008 when he engaged in an act of civil disobedience in order to stop the destruction of Utah public land for oil mining.  His story is told in the 2012 documentary film Bidder 70, which was shown on the OSU campus as part of the symposium on February 12th.

DeChristopher believed the use of this Utah land for oil mining was wrong, and so he took action.  DeChristopher bid on and won every parcel of land being sold by the Bureau of Land Management in an auction sanctioned by the Bush Administration.  Because he did not have the funds to pay for said land, his actions were considered illegal.

Having since served nearly two years in federal prison and founded an organization of like-minded activists, DeChristopher has made his way to Corvallis for a speech on the condition of our global climate.

On Saturday, February 15th, DeChristopher will be speaking at the LaSells Stewart Center at 10am.

At 5pm on the same day, a workshop will be held that is free and open to the public. The workshop is called “Envisioning a Sustainable OSU” and will be hosted by the Student Sustainability Office and the Students Engaging Tomorrow club.

Tim DeChristopher has stated his position on oil mining, corporate profits, and the environment, and is inviting everyone to join him in his mission to protect the future of the environment. 

He would like to see institutions like churches and universities take money they have invested in the fossil fuel industry, and reinvest it to support renewable energy sources. This process of reallocating funds is called divesting.

“This is the most loving stance that we can have for the people around us,” said DeChristopher in an interview featured in Bidder 70.

Olivia Poblacion, an OSU senior, is involved in the Student Sustainability Initiative.  In an interview February 12th, Poblacion said that “every week or every month, we hear of another school or another city divesting."

OSU Divest Meetings are held every Friday from noon to 1pm at the Student Sustainability Center, and all are welcome.

Jesse Pettibone is the president of the Students Engaging Tomorrow club, and helps work to raise awareness of climate change around campus.  Pettibone said "[divest meetings began] February of last year, and then students began to get involved in April."

Anyone can join a divestment group or begin their own.  More information regarding divestment groups is available through the Sierra Club, or through the 350 organization.

At a Glance:
Student Sustainability Office: 738 SW 15th St. Corvallis, OR 97330
Contact:
Olivia Poblacion: ssi.director@oregonstate.edu
Jesse Pettibone: set.oregonstate@gmail.com
Future Events: OSU Divest Meetings Fridays at noon

Friday, January 31, 2014

Demonstrations on Campus

Demonstrations on Campus

Students walking through the Linn-Benton courtyard may have noticed people sitting at booths, handing out informational pamphlets, cookies, and even passages from The Bible.  They may have wondered why these people are on campus and what, if any, restrictions are placed upon them.

In fact, most anyone is welcome to hold a demonstration on campus to promote their cause, as long as it is non-discriminatory .

Bruce Clemetsen, vice president of student services at LBCC, said that "there are probably three to five organizations that ask to have a presence on campus during a term.  I wouldn't really say they demonstrate; they're just here to offer a perspective."

"One of the hallmarks of education is to have a place for the open exchange of ideas," said Clemetsen."

Brandon Vance, a student at LBCC, works with the Student Leadership Council and is involved in approving demonstrations that are to be held on the campus.  According to  Vance, any organization with a cause to promote is welcome do so, as long as they are approved by the school's administration.  Clemetsen said "we don't have any registration requirements.  We believe that this is community space."

When it comes to posting material on school bulletins, "you can post whatever you want, as long as you aren't discriminating against other students, and you follow the disclaimer," said Vance.

Vance has not seen any sales advertisements at LBCC, however, and says that "Linn-Benton in particular tries to shy away from advertisements and those who are trying to sell something."

Some demonstrations held on campus have been known to be controversial, and in some cases, to cause offense.  The people holding these demonstrations, however, are entitled to freedom of speech, and are within their rights as US citizens demonstrating on public property.  "If you want a counterargument, you have to be the one to make it," said Vance.

Clemetsen said that "over the years, there have been groups that we've had to ask to refrain from what they were doing," although it's not a common occurrence.

"Anybody that is here does not necessarily represent the views of the college, but they add to the value of the exchange of ideas," said Clemetsen.

Anyone who would like to share their point of view or to raise awareness of an issue is invited to do so.  To get involved, contact the Student Leadership Council.

At a Glance:
Linn-Benton Policies:  http://po.linnbenton.edu/BPsandARs/
Student Leadership Council: 541- 917-4475
Bruce Clemetsen: 541-917-4811



Thursday, January 16, 2014

Work-Study Jobs Help LBCC Students Earn Money


Work-Study programs are allowing students to earn money to pay for their tuition without leaving their campus.

Many students who use financial aid to pay for college education are eligible for involvement in the federally funded Work-Study programs available at select schools. This need based program places students in a variety of different jobs in which they can earn paychecks that are applied directly to their tuition and fees.
According to the United States Department of Education, "Students can receive [Federal Work-Study] funds at approximately 3,400 participating postsecondary institutions."

Linn-Benton Community College is one such institution, and it offers a variety of Work-Study job positions, all of which are posted on its website.

Marci Johnston has been working at LBCC for eleven years, and for the past two, has been involved in coordinating student placement into Work-Study jobs around campus. When asked about the benefits of the program, she said that “it is flexible around your schedule, whereas a lot of employers aren't as flexible."


According to Johnston, there are 157 positions available at LBCC every academic year. Some are available during the summer, but not as many as during the rest of the year. Some students “try and gain new job skills, and others go for something light hearted and fun, like food service," Johnston said.

Some students enter into these programs and discover career interests they hadn't previously explored. Michelle Slay works in the Career Center at LBCC and began working there as a Work-Study participant. “In my case," said Slay, “Work-Study turned into employment later on down the road."

When asked if the Work-Study program is beneficial to the school, Slay said “Yes. There are some things that we, as staff, would not be able to get done without our 'Work-Studies'...what they give to us is so valuable." Sometimes, she said, volunteers fill positions around the office. In many cases, however, “the office would probably just go without that help,"if it weren't for students participating in the program.

Slay said that there is likely some Work-Study position that everyone would enjoy doing.

At a glance:

What: Johnston and Slay discuss the benefits of Work-Study programs
Where: LBCC Career Center
Contact: Marci Johnston and Michelle Slay
More Information: US Department of Education (http://www2.ed.gov/programs/fws/index.html)
LBCC Career and Employment Services: 541-917-4780