Volume 26
Number 5
April 2010
Multitudinous Voices Inside Modernist Marble:
Stop Funding Cuts to Community Colleges
Multitudinous voices echo off the
marble walls. Throngs of bodies congest
the hallways. Elevators arrive sluggishly,
hesitant to tote yet more people up several
floors of this imposing late modern
structure. The atmosphere is hectic,
until you finally sign in at each office at
your appointed time, sit for a spell, and
are invited in to speak with your elected
representative.
Everyone who has attended Higher
Ed Lobby Day in Albany’s Legislative
Office Building (LOB) is familiar with
how the formality of the building offers
a striking contrast to the harried pace of
the people inside. But this year, a different
tone pervaded Nelson D. Rockefeller’s
controversial contribution to the capital’s
skyline.
Each year, a group of FA officers and
members make the annual pilgrimage to
the marbled hallways of the LOB to meet
with, speak with, and educate our state
legislators about the need to support
SUNY community colleges, and Suffolk
in particular. This year’s group included
Ellen Schuler Mauk (President), Kevin
Peterman (Executive Vice President),
Joyce Gabriele (Treasurer), Kevin McCoy
(Library - Ammerman), Tim McHeffey
(Business - Eastern), and Theresa Morales
(Counseling - Grant).
photo by Kevin Peterman
by Cynthia Eaton
Assemblyman Robert K. Sweeney (left) meets with Tim McHeffey and Joyce Gabriele.
“I have done lobby visits to Albany
for over 15 years… and this is by far the
toughest year yet,” shared Kevin McCoy.
“I have never seen the legislators so
discouraged.”
Discouraged. An a propos term for
how both the legislators and the many
educators in their offices were feeling this
year. During the NYSUT introduction
to Lobby Day, NYSUT President Dick
Iannuzzi cautioned members about the
cool reception they’d likely receive to the
idea that these cuts can be eliminated,
much less restored. “You will go in,”
Iannuzzi warned, “and you will hear, ‘I
1 Stop Cuts to Community
4 Need Major Surgery: Now What?
Colleges: Higher Ed Lobbying 5 New Member Profiles
2 Leaders & Activists: Kinney
8 Know Your Contract:
3 FYI and Other News of Note
Coordinators
understand, but there’s nothing we can
do.’”
Iannuzzi was right. Among responses
from legislators were the following
comments:
“We all will have to look at our budgets
and trim fat.”
“You can no longer count on the same
levels of public funding.”
“People don’t have a right to higher
education. If they can’t afford it, they will
have to just go into the workforce.”
continued on page 7
9 Keeping the Elderly Healthy,
Safe, and Wise
11 FA Membership: Priceless
11 Health Ins. Contact Info
Profiles of FA Leaders and Activists
by Cynthia Eaton
Featuring Martha Kinney
Assistant Professor of History (Grant)
New Member Program Mentor
Martha: My father, who served in
the Air Force once asked me, “Why
didn’t you choose the Air Force
instead?” I told him because in the
Army you learn not just to manage
but to lead. The Air Force is a more
technical service, while an Army
officer, regardless of specialty, is
required to lead troops in the field,
set up defensive perimeters, counsel
soldiers about personal issues, etc. So
in the Army you need to engender
loyalty and be an effective leader
rather than just making sure your
subordinates are doing a good job.
When I was just 21 years old, I was an
officer and was assigned to support
an exercise in the desert outside
Cairo with twelve soldiers, who were
all sergeants and all older than me. I
was in charge, and that was absolutely
intense. It was a scary time because I
didn’t have any peers there, I had this
unit that integrated two groups of
personnel (one from my post and one
from Fort Bragg), and I had little to
no leadership experience at the time.
Cynthia Eaton .............. Co-Editor
Joyce Gabriele ............. Co-Editor
Kevin Peterman .... Photographer
photo by Kevin Peterman
1. Cynthia : In 2008, you were published
in Inside Higher Ed about what the
Army taught you about teaching.
What were your main points there?
I learned a lot from that and my other 2. Cynthia : You served active duty in
the Army from 1984 to 1988. Given
experiences in the military. As I said
your experience, what advice would
in that article, the military taught
you give to any young woman who’s
me a great deal about how to teach.
considering going into the military?
For example, to be a better teacher,
you need to make your expectations
Martha: My number one point of
clear, which the Army does very well.
advice would be “don’t make excuses
So I can’t just say “you have a paper
based on your gender.” Honestly,
due in four weeks,” I have to explain
despite what people might suspect,
what I mean by “a paper”—what are
I’ve found a lack of discrimination
the necessary components. As much
against women in the military. I’ve
as instructors can quantify that,
faced more gender discrimination
all the better because our students
in civilian jobs. There are strict
are unsure of their capabilities and
regulations in the military and
of our academic expectations. The
supervisors know that, so while an
more precisely we can articulate that,
individual might have their personal
the better chance students have in
opinions, they know that they have
meeting our expectations.
to treat women the same as men.
Another thing I learned from the
military is to break down ideas and 3. Cynthia : As a child, what did you
want to be when you grew up?
assignments into their component
parts so students can build
Martha: As a child, I wasn’t sure what
incrementally. This helps students
I wanted to do. My father was an Air
to better understand and helps us to
Force chaplain, so we moved every
better identify where they’re off the
three years, and I was always curious
mark, what did they do well, what
did they do poorly, etc., so we can give
more direct feedback to students.
continued on page 6
page 2
FYI: Highlights from the Executive Council
and other news of note
• Save the Date for Annual New Member End-of-Year Social on May 1: This year’s new member get together—to which
all EC reps, officers, mentors, and mentees will be invited—will be held at Painters Restaurant on May 7 at 3:30 p.m.
• Save the Date for Faculty Workshop on May 26: The last of the new faculty workshops will be held on May 26, at 9:00
a.m., on the Ammerman Campus. This workshop is on “Teaching Styles and Learning Styles: Brain Theory and Cognition.”
• Help Us Improve FA Website: Let us know what you think of the FA web site by completing a short online survey at:
http://www.surveymonkey.com/s/fascc.
• FA and Benefit Fund Offices Closed: These offices will be closed on March 31, April 1, April 2 during spring break.
• Estee Lauder Warehouse Tickets: The FA has Estee Lauder Warehouse passes for Saturday, April 17 and April 24, 8 am to
3:30 pm. Call Anita at 451.4151 for details.
• Upcoming Elections: Elections Committee Chair Marie Hanna reminds the membership that elections are being held
for the following Executive Council seats according to the rules in Section VII.B. of the FA Election Procedures, which
reads in part that “The EC rep in each constituency shall be designated the elections chairperson of that constituency, and
shall conduct elections, unless he/she is running for office, in which case an acting elections chairperson shall be designated.”
EC reps whose term expires are in parenthesis. The following timetable will govern the election for reps from the Ammerman,
Eastern, and Grant campuses:
• May 10, 2010 • May 13, 2010 Close of Voting
Certification of Election at EC Meeting
Full-time Representatives
• Eastern Campus (1 rep)
Counseling, Science, Math & Business (Louise Johnston)
• Grant Campus (2 reps)
Liberal Arts, Counseling, Library (Gayle Sheridan)
Natural & Health Sciences, Math & PE ( John Burgess)
• Ammerman Campus (6 reps)
Biology & Physical Sciences (Darryl Butkos)
Counseling (Karen Pepe)
Engineering, Comp. Sci., Ind. Tech (Bob Sardegna)
English (Adam Penna)
Library/Central (Steve Clark)
Comm/Lang/Reading/Philosophy/Theater/TV,Radio,Film (vacant)
In the case of at-large college-wide, constituent-based PA representatives as well as the adjunct representatives, the FA Elections
Committee will conduct the elections.
College-wide Constituent-based Representatives (1 rep)
• Professional Assistant - Technical Areas/Instructional Centers (Steve Ortiz-Rios)
Adjunct Representatives (10 reps)
•
•
•
•
•
•
Bio/Chem/Earth Sci/Fire Sci/Hortic/Physics/Auto Tech/Eng. & Tech (Doug Cody)
Econ/Hist/Pol Sci/Criminal Justice/Psych/Counseling/Student Activities (Frank DiGregorio)
English/Lib/Speech/Theatre/Broadcasting/Communication (Darren Johnson)
Foreign Language/ESL/Sign Lang/Music/Visual Arts/Philosophy (Pauline Pharr) and (vacant, 1 year term)
Math (Russell David)
Nurs./Hlth Careers/Nutrition/Chemical Dependency/Early Childhood/Phys Ed/COL (Carol Powers) and
(vacant, 1 year term)
• PA/Specialists At-large (Maureen Sandford)
• Retiree/Guild (Charlie Grippi)
page 3
So You Need Major Surgery: Now What?
by Dave Bergen (College Associate Dean for Educational Resources, Guild Member)
Many individuals suffer from
painful lower spinal disc degeneration,
compromising their ability to lead a
normal life. The level of pain in my back
got to the point where action was needed.
In November 2008 two prominent
independent neurosurgeons, one from
Long Island and one from Connecticut,
both determined that fusion and
artificial disc replacement were required.
As the surgery and procedure requires
preauthorization, the surgeon completed
the necessary paperwork and submitted
it to Empire Blue Cross/Blue Shield.
My fun began when Empire rejected
this procedure as “experimental” and
“not proven.” An interesting side note
was when my surgeon stated that Empire
covers this procedure in Connecticut,
but not in New York. So while it is
“experimental” and “not proven” in New
York, just a swim across the Sound and
the procedure is accepted. Empire stated
that it was their medical opinion that
I should have fusion at two levels and
rejected the artificial disc replacement.
Since the Empire process allows one the
opportunity to appeal their decision,
I submitted a comprehensive written
appeal citing articles and studies in
medical journals discussing the success
of this procedure supported by greater
medical studies over a six year period. I
also submitted copies of MRI reports,
CAT scan reports, the operative report
for the discography, and the opinions of
the two independent surgeons.
Empire’s process stated that a panel
would review the appeal. When I was
informed that my appeal was denied,
Empire offered the opportunity for a
second internal appeal. I contacted them
asking if I could obtain the rationale
provided by the panel for the denial so that
I might be able to address their rationale
in my second appeal. Empire stated that
they could not provide me with that
information, only their conclusion that
it was indeed “experimental” and “not
proven.”
I then submitted my second appeal
which I was told would be reviewed by
a contracted physician. I was informed
that my second appeal was denied. When
I asked for the name of the physician
and contact information so that I could
discuss the decision with her or
him, they provided me with the
name but no contact information.
I checked Empire’s website
directory of physicians and could
not find the doctor listed in their
directory.
Lucky for me and all FA and
Guild members, there was one
last opportunity to appeal this
decision to the EMHP Labor/
Management Committee, which
has representatives from all ten
county unions, including the FA
and the Guild.
I contacted both Ellen Schuler
Mauk and Tom Breeden who
explained the process to me and
provided me with the name of a
very helpful and patient contact
page 4
person with EMHP. I followed the
EMHP appeal procedure and—great
news!—my appeal was approved.
My research indicated that a surgeon
at Yale University was one of the best in
the country with this procedure and that
he and Yale University Medical Center
are “in network” with Empire. So that’s
where I decided to have my approved
procedure take place. (Note: Be sure that
you understand what “in network” or “out
of network” means when you are making
decisions regarding medical care.)
A new chapter of fun now started
with the preauthorization of the surgical
procedure. Empire threw up every
roadblock in the world, resulting in weeks
of work on the part of both myself and
the EMHP representative. After weeks
of phone calls, emails, and letters getting
me nowhere, I again contacted Tom
Breeden for assistance. With his help
the preauthorization was approved and
surgery was scheduled, almost one year
to the day after the surgeon had originally
applied to Empire for preauthorization.
After the surgery, the Explanation of
Benefits, or EOBs, started to arrive in
my mail (EOBs are not bills but they let
you know of the charges applied to your
procedures and how much is covered and
how much you have to pay). Much to my
surprise, given that my procedure had
been approved, Empire denied several
of them, resulting in EOBs indicating
my responsibility was over $48,000!
Desperate, I called Empire again and was
initially informed me that I would have to
go through their appeal process regarding
these bills. Feeling like my head was going
to explode, I convinced the customer
service representative into checking my
file. After being on hold for about five
minutes, she acknowledged what was
in my file and approved payment of the
bills.
continued on page 8
taught writing as a doctoral fellow. Before
starting that coursework, she adjuncted
here and also taught classes at St. John’s
in global literature, Romanticism, and
by Dan Linker
American transcendentalism.
This spring, Hannah accepted
her position with us and has quickly
immersed herself in the department
and her classes. As a former Suffolk
student, she has a unique perspective on
our students, and in her writing courses
she often works with various types of
multi-genre texts, engendering active
and enthusiastic participation by her
students. Complementing her engaged
and active approach to teaching is her
very peaceful manner and, judging by the
responses of her students, the approach is
highly effective.
Hannah Mangione
English Ammerman
Although this native Long Islander
has traveled expansively, the firmness of
As the semester shifts into high gear Long Island has drawn her circle just, and
and the typical craziness hits, there is a made her end where she began. Welcome
clear spot of tranquility at the Ammerman to the college, Hannah.
Campus. As I sat down to talk with
Hannah Mangione, instructor of English,
the chaos of my desk and schedule was
immediately erased by her confident and
peaceful demeanor, a characteristic she
brings with her into the classroom.
Hailing originally from Long
Island, Hannah has certainly taken an
interesting route to come back. This path
includes upstate New York, Connecticut,
Pennsylvania, Massachusetts, as well as
France and England. Throughout those
travels, she was at one point a student at
Suffolk and finally settled back here when
she was accepted and graduated from St.
Peter McKenna
John’s with an MA in English and a focus
English Grant
on early American literature. After a year
off from class work, she returned to her
If you are trying to find ways to
alma mater and as of last fall is ABD. motivate students to become engaged
Her studies focus on teaching pedagogy and even impassioned about learning
and composition, and her dissertation and especially literature, send them over
concentrates on multiple genre texts and to Peter McKenna, instructor of English
language, a hybrid of creative writing and at Grant. From the moment I spoke with
critical, largely psychoanalytic, theory.
him, his passion for the subject and for
Hannah is certainly not new to the teaching was reflected in everything he
classroom. She explained that as an said, and I simply sat back and witnessed
undergrad she worked as an English tutor, the obvious intelligence and enthusiasm
was later a graduate assistant, and then he brings to the classroom.
photo by Daniel Linker
Meet Our New FA
Members!
photo by Victoria Sinacori
●
●
page 5
Peter grew up here on Long Island,
and first attended Fairfield as a business
major, but it was not meant to be. He
then transferred to Nassau Community
College, which had a real grounding
effect on him, preparing him not only
for the rest of his education but also for
his position with us. Following Nassau,
he went to SUNY Albany, from which
he graduated with a BA in English and
a minor in philosophy, and then an MA.
He focused on various approaches to
texts, for instance, bringing subjects such
as art analysis and psychoanalytics into his
study of literature. In fact, while sitting
in his office, my eyes were immediately
drawn to a very colorful piece hanging
on his wall. He explained that it was an
artistic rendering of Fahrenheit 451 that
a student had made for him.
After receiving his degree, Peter knew
teaching was his destination but was
not yet sure of the particular direction,
so in 2007 he graduated from C.W.
Post with certification to teach grades
7-12. However, in fall 2007, he began
adjuncting here and has been working
full time since last fall.
In the classroom, he encourages
students to find their own voice, not just in
writing but also in thinking. Even getting
students to articulate clearly, or at least
entertain the idea of, what they actually
want out of life is one method he uses to
begin that exploration. Pedagogically, he
finds it productive to work with multiple
texts, perhaps a short story followed by
an expository piece by the same author
on the philosophy of writing. Peter
enjoys teaching classes such as The Short
Story but also has found success with
developmental students, where his energy
would obviously be very beneficial.
Music is also an important aspect
of Peter’s life; he has made a study of
examining song lyrics. Also, nature,
literature about nature, as well as
technology and the philosophical and
moral questions involving developing
technology are subjects in which he is
very interested. I’m sure this interest will
find fulfillment as he begins his career
with us.
Leaders & Activists Profile: Martha Kinney
continued from page 2
about the different cultures around
me. I went to Converse, a liberal arts
college in South Carolina, and double
majored in religion and politics. I
had an ROTC scholarship and went
into the Army after I graduated. I
had once contemplated being an
attorney or journalist, but since I
really respected what my professors
had done for me, I wanted to be a
college professor. I chose to major in
history in graduate school because it
was more marketable than political
philosophy.
4. Cynthia : You’ve been at Suffolk for
five years. What did you do before
coming into your current position?
Martha: I was an adjunct at a
California community college and
the interim director of their Honors
program and I sold on eBay for about
four years. I was one of first thousand
sellers on eBay back in 1996 [laughs].
I did that and was teaching history
for a few years while working on my
comprehensive doctoral exams.
5. Cynthia : Speaking of careers, if you
could be or do anything else, what
would you choose?
Martha: A blacksmith [laughs]!
In ninth grade, in junior high in
Cheyenne, Wyoming, I was the only
female to take shop. I just assumed
that’s what all students would do but
I was the only female to take shop in
1978—and probably for the previous
five or six years! Two months of
that class was blacksmithing, and I
absolutely loved it. I think there’s a
connection because we historians,
like blacksmiths, tend to create out
of raw materials and we tend to be a
little anachronistic. Every time I go to
a Renaissance or craft fair, I’m always
fascinated by the blacksmith.
6. Cynthia : What one word would
you use to describe yourself ? What
one word would your friends use to
describe you?
do [laughs]. I should clarify, though,
that I honestly like responding to
students’ work—just not assessing it,
giving it a score.
Martha: About myself, I would say 8. Cynthia : What does it mean to you
to be a faculty mentor for the FA?
focused. I almost always have a goal
in mind. I’m very conscience of time
Martha: What I like most is that
and time management, and I like to
you get to know someone from
know what comes next.
outside of your own department;
it’s a way of building relationships
My friends would say both responsible
outside of your own discipline. You
and responsive. I like to know that I
get to know their life story, which
meet my obligations whether they
is very rewarding. I see my role as a
are personal or professional. I also
resource person, someone to whom
would say curious and constantly
an incoming faculty member could
questioning: what am I doing? what
say, “I have a question about x…” and
is the right thing to do? are there
I can point them to the appropriate
other things to consider? is there a
source of information, whether that’s
better way to do this?
their chair, payroll, or anywhere else.
7. Cynthia : Be honest: What do you
It’s sort of being like a traffic director
like most about your job? What do
for their questions.
you like least about it?
But I also can be a friendly ear
Martha: There’s a lot I like about my
outside of their department, so I’m
job at Suffolk. I can’t think of a better
outside of their “political” realm.
place to work. Having interviewed at
It’s a confidential relationship.
community colleges across the nation,
They might have rudimentary-level
SCCC is really outstanding. But
questions so they feel embarrassed
what I like best is to watch students
to ask someone in their department.
progress over the course of the
I can be there to listen and help in a
semester, to see if I can raise their level
fully nonjudgmental way.
and my own level of performance. It’s
very gratifying. History is a required 9. Cynthia : Name one thing you’ve
learned as a faculty mentor that you
subject and often not well taught in
wouldn’t have learned otherwise.
high school, so if I can connect with
even about one-third of the students
Martha: The biggest thing is getting
I’m really happy.
to know people that I wouldn’t have
otherwise had the opportunity to get
What I like least is grading. It’s
to know. While I know people in my
difficult at times to assess a letter or
department well, I don’t have a clue
numeric grade to a piece of work
as to who my other faculty colleagues
when I know how much effort has
are. So being an FA mentor is a really
gone into it because the grade has to
nice way to get to know people I
reflect the quality of the final product
never would have met otherwise—
rather than the effort that went into
it’s a nice way to build our campus
it. I think I may give myself more
community.
anxiety about that than some students
page 6
Stop Funding Cuts to Community Colleges: Higher Ed Lobby Day
continued from page 1
They need to hear how funding cuts have
forced some institutions to turn students
away, cut course offerings, increase class
sizes, or decrease student services, despite
burgeoning enrollment. They need to
hear that community college students
tend to be older and work longer hours
at their jobs than at four-year schools,
that many need remedial classes, and
that many won’t be able to attend at all
as their tuition continues to rise due to
continually decreasing state funding.
The FA made its voice loud and clear:
Community colleges can’t do more with
less. Community colleges need enough
to do more—not more than enough.
…in the coming years, jobs requiring We need enough to achieve President
at least an associate’s degree are Obama’s vision: to educate, to retrain, to
projected to grow twice as fast as rebuild our local economies.
Our FA team also went armed with
jobs requiring no college experience.
We will not fill those jobs—or keep data and statistics.
those jobs on our shores—without
graduating more students, including • In fall 2009, statewide community
college enrollment grew by 10%—
millions more students from
but community colleges received a
community colleges.
mid-year cut of $130 per full-time
equivalent (FTE) student.
With our president reiterating his goal of
having the highest percentage of college • In spring 2010, community college
enrollment is up again between
graduates in the world by 2020, New York
7% and 10%—but the governor is
State cannot afford to continue to cut its
proposing another cut of $285 per
support to our community colleges.
FTE.
The legislators need to hear that
enrollment at community colleges has • This combined cut of $415 per FTE
would bring the state’s per-student
been increasing for more than a decade.
expenditure down to
$2,260, the lowest it has
been in a decade and a
15.5% reduction below
the 2009-2010 level of
state support of $2,675
per student enacted in
spring 2009.
What do these numbers
mean for Suffolk? First,
let’s keep in mind that
Suffolk’s enrollment has
Assemblyman Philip Boyle (right) speaks with the FA representatives
increased significantly:
Ellen Schuler Mauk, Teri Morales, Joyce Gabriele, and Kevin McCoy.
photo by Kevin Peterman
But the FA team representing Suffolk
Community College was determined to
be encouraging; they urged legislators to
reject the governor’s proposed additional
cuts to SUNY community colleges
that would bring state support for our
students to the lowest level it has been in
a decade.
To do so, the FA team went armed
with a message: “ENOUGH, already!”
Last September, at Hudson Valley
Community College outside Albany,
President Barack Obama pointed to the
importance of supporting community
colleges:
page 7
10% in fall 2009 and 7% in spring 2010,
bringing our enrollment to an all-time
high of over 23,000 students.
The mid-year cuts of $130 per FTE
have already cost Suffolk $2 million this
semester. The proposed additional cut
of $285 per FTE for 2010-2011 would
mean an additional $5.2 million loss for
Suffolk!
In the face of such a daunting economic
situation, it might seem impossible to
successfully encourage legislators to do
the right thing. But Tim McHeffey, a
first-time participant in Higher Ed Lobby
Day, was not discouraged:
Having never lobbied officially for
anything, I was uncertain about the
process, but the FA officers prepared
us well, explaining the minute details
of the issues and the individuals
involved and encouraging us to get as
into it as much as our comfort levels
allowed. We came away feeling like
we’d made some impact; no small
task in the unprecedented state we’re
presently experiencing, financially
and politically. I encourage my union
brothers and sisters to engage. Say
“yes!” when asked to get involved.
Teri Morales, also a first-time attendee,
learned a lot about what legislators are
doing and thinking about higher ed as
well as our budget. “It’s so important to be
in touch with our legislators. There are no
small issues shaping our communities.”
Having spent a long day in the
marbled, modernist LOB, Kevin McCoy
agreed. “The only way we can ensure
continued state support is to put pressure
on the legislators.” He continued, “Write
a letter, send an automated fax from
NYSUT, email, call, or even make an
appointment to visit our legislators. What
we do is vitally important to our students
individually and to the county as a whole.
They need to hear our stories.”
Know Your Contract: Roles and
Responsibilities of Coordinators
Among the various positions
represented by the Faculty Association—
full-time classroom faculty, librarians,
counselors, coordinators, specialists,
professional
assistants—coordinators
have a particular set of duties and
responsibilities that are, at times,
misunderstood.
Below is a clarification of coordinators’
roles based on recent job descriptions,
actual areas of responsibility, and the
contract. A coordinator…
• Coordinates
operations
the
day-to-day
• Oversees the daily operation,
including work assignments of
all employees: full-and part-time
professional assistants (PAs) and
specialists as well as college aides
and student aides; assigning duties
as needed
assigns and oversees
• May be consulted by the
area administrator regarding
performance issues but is not
responsible for writing or
submitting PA and specialist
evaluations
• Cannot discipline other faculty
members whose duties he or she
assigns and oversees
• Is responsible for the attendance
and performance of the areas he
or she coordinates; if there are
attendance and/or performance
issues in the area, the coordinator’s
responsibility is to report those
issues to the area administrators
to address.
Major Surgery
continued from page 4
• In consultation with the area
While I am sure that my saga is far
administrator,
determines/
coordinates all daily duties and from over, there are some lessons learned
short- and long-term projects for that I would offer as advice for any FA or
the area and assigns such duties Guild member.
to the PAs and specialists of the
1. Keep records of everything. All
area, along with timeframes for
completion in order to meet
doctor reports, emails, phone
the goals of the department;
calls, and letters and make sure
the coordinator may delegate
you have the name of the person
responsibility to PAs or specialists
with whom you speak when you
for tasks and projects when
call Empire BCBS.
appropriate
2. Don’t let the Empire process
wear you down. Provide them
• Works closely with the area
with information they ask for.
administrator
Whatever you might think of
Empire, do not take it out on the
• Serves as liaison between the
person on the phone. I always
area, campus, and/or college-wide
stated to the person with whom
office
I was speaking that this is not
personal. I understand that they
• Is not an administrator
are only doing their job and I
• Does not evaluate other faculty
appreciate their understanding
members whose duties he or she
of my frustration. Treating them
page 8
with respect and kindness no
matter what they had to say to me
really helped me out in the end.
3. Seek out the support, assistance
and advice of your union
leadership. In my case, I know that
if it was not for Tom and Ellen,
the approval for my procedure
would never have happened and I
may not have had it performed if I
knew I had to assume the full cost
of the procedure.
4. Be ready to do a lot of work. The
health care system has changed
from one where people would
assist you with different processes
to one where you need to get
things done on your own. You
need to be your own advocate.
You need to be willing to do the
medical research to support your
case and to have conversations
of a medical nature related to
your condition. You will need to
educate yourself so that you can
educate others on your condition
and treatment plans.
5. You will also need the assistance
of your physician to file the
paperwork and medical rationale
required to explain the medical
necessity of the procedure.
6. Finally, be patient. I was lucky
where an extra few months
fighting the battles was allowable
from a medical perspective. The
Empire preauthorization and
appeal process took almost a full
year for my procedure.
As I write this, I find myself in another
battle with Empire. The problem this
time? I live on the East End and my doctor
only has privileges in one of the East End
hospitals, and the East End hospitals
are currently in a contract dispute with
Empire BCBS.
Let the fun begin.
Community Outreach Panel Discussion:
Keeping Our Elderly Loved Ones Healthy, Safe, and Wise
photo by Kevin Peterman
by Cynthia Eaton
Quick quiz: Are these assertions true or false?
1. “It’s better for seniors to walk on the beach because
it’s easier on their joints. Also, seniors should never
lift weights; it’s too easy for them to get injured.”
2. “Modifying the homes of our elderly loved
ones would be great, but it’s just too expensive
to remodel. There’s nothing we can do!”
3. “My elderly parents keep repeating themselves
endlessly. It’s so annoying! It’s best just to ignore
them; you don’t want to encourage such bad
behavior.”
The answers: false, false, and false. These
and other myths about supporting our
elderly loved ones were handily dismissed
during an excellent presentation on
Thursday, March 11, as part of the
Community Outreach program’s new
focus on caring for the elderly. Professors
from each of our three campuses shared
their expertise to help participants better
understand ways we can help improve
our loved ones’ quality of life.
The evening began with associate
professor of physical education Al
Heraghty, who advised the audience
about the benefits of exercise for seniors.
“Regular exercise,” he began, “is much
more important for your health than
strenuous exercise. In fact, exercise that
is sudden and unaccustomed or too
strenuous can strain weak muscles and
joints and cause problems.” It is better
to select activities that the elderly can do
every day, wherever they happen to be.
Heraghty focused on the three best
options for seniors: walking, swimming,
and weight lifting.
“Probably the easiest and most
convenient form of exercise for most older
people is walking,” he noted. Heraghty
advocates that seniors start by walking at
least a mile a day and gradually increase to
whatever is comfortable and manageable.
He taught audience members proper
Dan Linker, Community Outreach co-chair (left) speaks with
presenters Al Heraghty, Emilie Kutash, and Natalie Niemann.
techniques
for walking:
and improve their overall well being.
Swimming is easier on the body because
it allows the elderly to move their bodies
without bearing their weight.
Weight lifting was the third option
reviewed. Heraghty shared that the
American College of Sports Medicine
now recommends weight training for all
people over 50, and even people well into
their 90s can benefit. He cited a study in
which nursing home residents aged 87
to 96 improved their muscle strength
by almost 180% after just eight weeks of
weightlifting.
Heraghty then emphasized the need
for great caution when getting started.
“Always check with your doctor before
starting a new exercise program,” he said.
Choose an appropriate setting for a senior,
whether a gym, a college class such as
those offered at Suffolk, or working out at
home using inexpensive barbells. Finally,
“While walking is an excellent choice Heraghty concluded, “For seniors, like
for the elderly,” Heraghty cautioned, for everyone else, it is far better to walk to
“any high impact exercise can have a the end of the street and back every day
detrimental impact on the bones, joints than to get no exercise at all.”
Natalie Niemann, R.A., assistant
and muscles of people over fifty who
have not maintained a regular exercise professor of engineering, has a special
regimen.” For many, then, swimming is
the ideal way for seniors to get in shape
continued on page 10
• Hold yourself straight, head up, and
stomach flat. Point toes straight
ahead, move forward from the ball of
your foot and land on your heel. Step
at a steady pace and swing your arms.
• You don’t need expensive shoes for
walking, but wear strong, well-fitting
shoes with good arch supports made
of material that allows your feet to
breathe, such as leather or nylon.
Always wear socks.
• Don’t continue walking if you feel
breathless, dizzy, sweaty, or nauseous,
or feel pain or discomfort in your
chest, arms, neck, jaw, or legs.
• While it is safer to walk with others
for health and security reasons, if you
walk by yourself, remember: always
walk in a well-lit area, walk on paved
surfaces, and consider joining a mall
walking program.
page 9
Community Outreach
continued from page 9
interest in universal design. Niemann
began by acknowledging that a majority
of universal design recommendations
are focused on wheelchair accessibility,
but they can also be applied universally.
“Extensive remodeling of a dwelling can
be costly,” she said, “but a few simple
steps and modifications can economically
enhance a home.”
Niemann offered numerous tips for
how to make improvements to the home
to help the elderly enjoy a safer and more
accommodating environment. Among
her tips were the following:
• Install gentle grade ramps at
entrances. Niemann advocated use
of galvanized steel ramps to create an
access point for scooters, wheelchairs,
or anyone who has a difficult time
going up and down stairs.
• Install handrails 36” from the floor,
especially in high-use areas and long
hallways, and grab bars in the tub or
shower. This can encourage exercise
for the elderly who are capable of
walking rather than let them overrely on their wheelchairs.
• Because seniors are more prone to
slips and falls, remove loose rugs and
carpets and install non-slip flooring
in the bath. A hand held shower
head and a seat placed in the tub or
shower can prove helpful. A chair lift
installed on stairs helps avoid broken
bones or other serious injuries.
• For wheelchairs, furniture should
be spaced so there is a 32” path
between items as well as a 5’ turning
radius. Tables, desks, and kitchen
and bathroom sinks should be raised
above knee level (or install pedestal or
wall mounted sinks). Replace narrow
doors with pocket doors.
• Because seniors may suffer arthritis or
other loss of motor control, replace
round door knobs and faucet handles
with those of the lever style. It may
help to replace all cabinet and drawer
handles with U-shape pulls.
• Make things more accessbile to limit
unnecessary bending and straining.
The microwave should be placed on
a countertop within reach. A side-byside refrigerator affords easier access.
Replacing deep sinks with a 6 ½”
deep sink limits reaching, bending,
and lifting. Install roll out shelves or
lazy susans on lower-level cabinets
and in the pantry.
Finally, Niemann encouraged use of the
LifeAlert system. If an elderly loved one
lives alone, or if both husband and wife
have physical or cognitive disabilities, the
LifeAlert system could literally save their
lives.
Adjunt professor Emilie Kutash,
who teaches philosophy, is retired from
a career as a psychologist specializing
in work with patients in hospitals and
nursing homes. Her presentation focused
on the mental well being of older adults.
Kutash began her presentation by
noting the importance of dispelling
myths and assumptions about aging and
cognitive decline. “I really don’t like to
use the terms ‘aging’ and ‘elderly,’” she
asserted. “We cannot assume that just
because someone is older, then he or she
must necessarily be losing their cognitive
abilities.” Because of this, she said, “When
referring to those experiencing cognitive
decline, I prefer to say ‘geriatric patients’
rather than ‘the elderly.’”
From her years of experience and
research , Kutash believes that what seems
like Alzheimers or dementia may be a
kind of temporary, reversible cognitive
decline. For example, Kutash found in her
practice that apparent cognitive decline
was many times due to polypharmacy. Too
often, doctors prescribe drugs without
an awareness of the patients’ other
prescriptions because the patient lives in
different states throughout the year, the
patient’s self-reporting isn’t accurate, or
the patient goes to different pharmacies
so pharmacists don’t have access to the
patient’s complete records.
page 10
The primary focus of Kutash’s
presentation was pseudodementia, a
condition resembling dementia but
usually due to a depressive disorder rather
than brain dysfunction. The combination
of depression with various losses—loved
ones, physical abilities, environmental
variety, etc.—can result in behaviors that
mimic, but are not, dementia. Some of the
behaviors that geriatric patients exhibit,
then, such as being selfish, manipulative,
demanding, obsessive, or perseverating
(repeating something unnecessarily or
insistently), are more about reaction to
powerlessness than cognitive decline.
“The good news,” assured Kutash, “is
that patients can take tests to determine if
they have real dementia. One test Kutash
used in her research asked patients to
tell stories about what’s happening in a
picture from the perspective of various
individuals depicted. If the patient could
only tell stories from the perspective of
one character, Kutash knew they had
regressed. But after therapy, many patients
were able to decenter their perspective
and tell stories from others’ perspectives.
What does all this mean? Kutash
advised giving genuine attention to older
individual’s complaints, increasing their
social interaction and communication,
and encouraging their loved ones to
continue exercising their mental facility:
do crosswords, learn a language, and
participate in other brain exercises.
People over age 65 can take classes for
free at Suffolk if open seats remain in a
class after all tuition-paying students are
enrolled. Citing studies at the Mayo Clinic
and elsewhere, and explicitly echoing
Professor Heraghty’s presentation,
Kutash also said that engaging in mild
aerobic exercise has also been proven to
reverse moderate cognitive decline.
“Absent the disease process,” she
concluded, “everyone should be able to
retain their cognitive abilities well into
old age.”
Helping our loved ones to do so will
go far in dispelling many myths about the
elderly.
Health Benefits Contact Information
Suffolk County Employee Medical Health Plan (EMHP) hospital, major medical, prescription drug, and
• website
• eligibility, dependent coverage, and enrollment
mental health/substance abuse via 3rd party providers below
emhp.org
631.853.4866
• network providers direct point of service (POS)
• out-of-state network providers
• customer service/local network providers
• 24-hour nurse coverage
• laboratory services
• quest diagnostics customer service
empireblue.com
800.939.7515
800.810.BLUE
877.Talk2RN
questdiagnostics.com
866.865.2805
Empire Blue Cross Blue Shield (3rd Party Provider) doctors, hospital, and laboratory coverage
Express Scripts (3rd Party Provider) prescription drug coverage
• website
• prescription waiver applications
Value Options (3rd Party Provider) mental health coverage
• mental health coverage
• mental health and substance abuse providers
expressscripts.com
800.467.2006
866.909.6472
valueoptions.com/referralconnect
page 11
Faculty Association
Suffolk Community College
Southampton 224J, 533 College Road
PRESRT STD
U.S. POSTAGE
PAID
CENTEREACH, NY
PERMIT NO. 52
Selden, New York 11784-2899
(631) 451-4151
Faculty Association 2009-2010 Executive Council
Officers
Ellen Schuler Mauk.................................................................President
Kevin Peterman.............................................Executive Vice President
Marie Hanna............................................................................Secretary
Joyce Gabriele........................................................................Treasurer
Sean Tvelia.................................................................Grievance Officer
Cynthia Eaton.........................................................Adjunct Coordinator
EC Reps: Adjuncts
Doug Cody........................BIO,CHE,ESS,FPT,PHY,AUT,ELT,ENS,TEL
Joseph Rastello....................CST,ACC,BNK,BUS,LAW,MKT,BUS,OFT
William Schaefer.................ECO,HIS,POL,POA,Counseling, Stud. Act.
Frank DiGregorio................ECO,HIS,POL,POA,Counseling, Stud. Act.
Christine Hegarty............................................ENG,LIB,COM,THR,RTV
Darren Johnson..............................................ENG,LIB,COM,THR,RTV
vacant..........................For. Lang.,ESL,RDG,HUM,ASL,MUS,ART,PHL
Pauline Pharr...............For. Lang.,ESL,RDG,HUM,ASL,MUS,ART,PHL
Russell David.................................................................................Math
vacant..................................NUR,HSC,DTE,HIT,CDC,EDU,PED,COL
Carol Powers........................NUR,HSC,DTE,HIT,CDC,EDU,PED,COL
Barbara Leek.....................................PA/Specialists - Acad. Skills Ctrs.
Maureen Sandford..................PA/Spec.-Programmatic, Tech, At-Large
MaryAnne Ellinger............................PA/Specialists - Instructional Labs
Christopher Gherardi.........................................................Retiree/Guild
Charles Grippi...................................................................Retiree/Guild
EC Reps: Professional Assistants
Kathy Massimo................................................................Programmatic
Steve Ortiz-Rios.........................Technical Areas/Instructional Centers
Deb Kiesel.................................................................Instructional Labs
EC Reps: Ammerman Campus
Sara Rafferty.................................................................Music/Visual Arts
Lisa Aymong................................Nursing/Health & Human Services/PE
Darryl Butkos.................................................Biology/Physical Sciences
Jane Marie Wright............................................................................Math
vacant....................................Comm./Languages/Reading/Philosophy/
Theater/TV,Radio,Film
Steve Clark.......................................................................Library/Central
Kevin McNamara.......................................Accounting/Business Admin./
Business Information Systems
Adam Penna................................................................................English
Denise Haggerty...................................Social Sciences/Criminal Justice
Karen Pepe............................................................................Counseling
Bob Sardegna.......................................Engineering/Computer Science/
Industrial Technology
EC Reps: Eastern Campus
Michael Boecherer............................Library/Humanities/Social Science
Louise Johnston..........................Counseling/Science/Math & Business
EC Reps: Grant Campus
John Burgess.................................Natural & Health Sciences/Math/PE
Gayle Sheridan.......................................Liberal Arts/Counseling/Library
Mohini Ratna..........................................Liberal Arts/Counseling/Library
Peter DiGregorio.................................................Business & Technology
New York State United Teachers
Jonathan Rubin................................NYSUT Labor Relations Specialist