Monthly Archives: February 2015

Administration

Still Looking for the Easy Button

I continue to look for ways to improve my instructional delivery of material to my students. One of the best places I have found for doing that, is to visit the lunch room. Not only do I enjoy eating, but talking with my fellow instructors helps me to bounce idea off of them and to gain ideas from them. Many times someone, or myself, will bring up a topic and talk about how the students really struggle to get such and such. Often someone else will chime in with, I’ve tried this or that and found that the students understood it a bit better with that approach. Also, in the Math department we have had different instructors, in our mid-semester meetings, share ways that they have approached teaching certain topics in their classes. I have been fortunate to have been a member of a large department so that there have been many different folks in the lunch room from which to learn and gain ideas. There is a lot of good local talent here at GCC, use it. It has worked for me.

P.S. Maybe someday I’ll get it perfect. It could happen.

 
GCC Students, Student Services, student success, Write6x6

Where’s the Medicine?

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I promise that I am not being motivated by ice cream and chocolate chip cookies but here I am again at the end of week three of Write 6×6 and it’s time to share the wonderful exercise opportunities we have right here on our campus. Where’s the medicine?

GCC is in the running to receive national recognition for Exercise is Medicine on Campus. As part of the EIM-OC initiative, we are tasked to ensure that qualified fitness professionals are available on our campus to serve the needs of our community, which includes employees, students, and the general public.

We meet that need in two ways:

  1. We Train the Fitness Professionals!
  2. We Have Outstanding Staff and Facilities!

We Train the Professionals

Since 1983 we have prepared students to become certified fitness professionals in our Exercise Science and Personal Training programs. Our students gain the knowledge, skills and abilities to design and implement exercise programs and can immediately enter the workforce as Personal Trainers.  Many choose to transfer to university and finish programs in Exercise and Wellness, Kinesiology, Physical Therapy, Athletic Training, and Dietetics, just to name a few.

In collaboration with the Food and Nutrition Department, we share the Exercise Science and Nutrition Club, where our students can combine their knowledge and skills to help promote fitness and health on campus and in the community. A recent scavenger hunt activity drew more than 100 excited participants, sending them running to all corners of the campus hunting for clues and enjoying the excitement of the competition.

We Have Outstanding Staff and Facilities:

We hire only the most qualified, certified fitness professionals who share their expertise with employees, students and the local community.

The Fitness Centers on the Main and North campus offer state of-the-art cardiovascular and strength training equipment and a myriad of free fitness classes including yoga, cycling, lap swimming, and boot camp style sessions.

The biggest difference that sets the GCC Fitness Center apart from its competition is its professional staff and exceptional customer service. A family-friendly location, we offer personal training, nutrition consulting, blood pressure and body composition checks, massage, incentive programs, great prizes, locker facilities and a towel service. There is always a degreed and certified instructor available to answer questions and assist with exercise programming.

Special discounts are available for veterans, high school students, nursing/EMT/firefighters, student athletes/dancers and students enrolled in the Exercise Science and Personal Training programs.

Our Sports Performance Lab, located in the LSA building, offers clinical fitness screenings and evaluations for faculty, staff, students and the community. Triathletes and sports professionals can take advantage of VO2max testing, blood lactate assessment, body composition, flexibility and strength analysis.

The Adapted Fitness Center designs fitness programs for individuals with disabilities and meets a very critical need in our community. Participants receive individualized attention and enjoy the benefits of exercise using specialized equipment with the help of highly trained staff.

Our Senior Fitness program draws a great deal of interest from the local community and accepts health insurance benefits such as SilverSneakers, Prime, Flex, Cigna Medicare and Silver & Fit. The classes are designed specifically for the senior population and cater to all levels of fitness.

The line-up of Physical Activity (PED) classes for college credit includes swimming, water exercise, line dancing, hiking, camping, Pilates, Tai Chi, Zumba, yoga…you name it, we have it. We also offer mind/body, wellness and recreation classes. Aromatherapy is one of our very popular wellness classes.

Spring 2015 Events for the Health-Minded

This year, we have collaborated with the Nursing Department on the Community Health and Wellness Fair, which will take place outside the Life Sciences Building on March 25th, 9 a.m. – 1 p.m. and March 27th, 1 – 7 p.m. We plan to promote Exercise is Medicine and launch a 50-mile walking incentive program during the month of April using a fitness tracking app developed at GCC. Participants will receive pedometers and completers will be entered in a grand prize drawing.

May is Exercise is Medicine Month.  We plan to offer lunchtime fitness activities throughout the first week in May. Test your kickboxing skills, or try our yoga or Zumba! Stay tuned for more details on EIM Week!

 

 
professional development

Professional Development Potpourri

     There are so many ways to get professional development, and I make use of as many of them as possible.  For the very literal, there is the popular conference.  Conferences can be found all over the globe and on myriad topics from The University of Hertfordshire’s Open Graves, Open Minds: “The Company of Wolves’: Sociality, Animality, and Subjectivity in Literary and Cultural Narratives–Werewolves, Shapeshifters, and Feral Humans to “WIRED & INSPIRED: The Intelligent Use of Technology in Higher Education” to the University of Roehampton’s single day “Daughter of Fangdom: A Conference of Women and the Television Vampire.”  I just finished attending the second one in my list, and my brain is overflowing with ideas. I sat in structured sessions, took notes, and brainstormed ideas.  I will take back my learning and slowly begin to implement some of the ideas.
     I also enjoy the professional development that takes place between colleagues who work on studying/learning something together.  For example, I once participated in a year long book group where we read books about the Millennials because we wanted to understand our students better. Books we read and discussed included Nurture Shock and Generation Me.  Our discussions included ways our lessons may/may not be working for this generation’s students.  This professional development was small group, and we created the focus based on what our interests were and where our struggles existed.  The conversations were thoughtful and paced to our needs.  My attitudes toward my students changed, and I adapted my lessons to my audience.
     Then, for me, there is another valuable method of gaining professional development: independent reading and studying.  This can range from really good short articles to books on both pedagogy and content.  I find a lot of these readings from Twitter where I follow people/organizations who tweet about education, composition, or literature.  The best education ones I follow include Higher Ed Chat, Mark Barnes, Diane Ravitch, and Edudemic.  For research and citation, I follow Easybib.  For my literature interests, particularly gothic literature, I follow Bernice Murphy, Linnie Blake, Gothic MMU, Xavier Aldana Reyes, and Irish Gothic Journal.  These readings happen at times when I have a spare few minutes–enough time to read a linked article.  I try to immediately make a connection to something I’m doing in class.  Many times Twitter provides a breathtaking synchronicity with what I’m working on or a quick idea for new ways to start class.
     I have a lot I could say about planned or spontaneous conversations with colleagues.  I find myself listening to their words long after we’ve parted and reflecting on my practice in light of a single tidbit or two they have generously shared with me.
     I believe professional development is learning, and learning can take place in many ways.

 
GCC Students, Student Engagement

HAPPY NEW YEAR

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Gong Xi Fa Cai, pronounced “Gong Hey Fat Choy” in Cantonese, means Happy New Year.  It’s a phrase that I learned early on as a small child.  One of the very few and most important phrases my mother taught me in her maiden language.  She’s from Hong Kong and even though she’s been in the states for over 40 years, Chinese New Year is still the most important celebration for my family, it even trumps Christmas and Easter!

This is not surprising though as China considers this their most important holiday.  In fact, it’s also the longest holiday spanning 15 days total!  Every year is celebrated on a different day since the holiday is based on the ancient lunar calendar, which translates to sometime between January and February.  The tradition started as early as the 14th century B.C. and is still celebrated traditionally today even though China adopted the western calendar.  This year is the year of the sheep although you may hear it being called goat or ram as well.  Since the Chinese language has so many different translations all are used depending on the region you are in.

My family observes several traditions and superstitions which are both hilarious and heartwarming.  These tend to include a very large dinner with only very close friends and family, not washing your hair, cleaning before the New Year, and sleeping with money under your pillow.  My mother will cook traditional dishes including a whole steamed fish, shrimps & scallops, bok choy, sea moss, black mushrooms and other favorites.  The significance in these dishes range from long life to prosperity for the new year. Lucky money is given to all the children for luck and good fortune.  The money is placed in highly decorated red envelopes and then given on both the eve and day of the New Year.  We place the envelopes under our pillow and open them the next day.  I still look forward to my envelope every year!

If you get the opportunity, wish someone a Happy New Year.  It is such an important event to Asians and has so much meaning and tradition associated with it that I’m sure you’ll get a smile in return!!

 
Administrative Services, student success

Student Success (from a Fiscal Perspective)

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How many times a day do you see, hear, or think about the phrase “student success”? It is our primary goal, our focus, and the driving force behind everything we do. What about when your job duties (including the “other duties as assigned”) do not bring you in direct contact with students? Can you still contribute to student success? The answer is yes.

This is something I think about often because we are frequently asked to report on how we promote student success and I have a job that does not bring me in direct contact with students. However, after reading some of my fellow bloggers’ posts, I found that I am not alone in my assertion that yes I can contribute to student success.

I promote student success by helping faculty members navigate the myriad of forms, processes, and systems we have in the fiscal world. When faculty members are successful at the non-teaching part of their jobs, they are likely to translate that feeling into a happier and more successful learning environment. In “Sincere Thanks from an Adjunct” Chris Krause says, “The positive feelings and willingness to help I have experienced outside the classroom spills over into my classes as well. Students are the direct beneficiaries of this. I can be more available and am more willing to advocate for them when needed, because I am happy and comfortable in the environment” (Write 6X6 Blog).

I promote student success by participating in the One2One mentoring program. This program allows me to share with students strategies I have used to overcome obstacles in obtaining a college degree or finding my way around campus or dealing with the pressures of family, job and college all at the same time. It gives me an opportunity to listen and learn what that student needs to be successful and offer guidance and reassurance that their goals are attainable.  Ladonna Lewis, in “Coming Out of the Closet,” says “We all have closets that we can come out of with our students when appropriate” and “Maybe we can just listen to them sometimes, and try to connect them with resources. Sometimes for students, just seeing that someone like them can be a college professor, or administrator, or professional, can help them see themselves achieving their goals” (Write 6X6 Blog).

I promote student success by identifying myself as an employee of GCC. When I walk through the Enrollment Center or across campus students routinely stop me and ask directions, how to work the computers, or where to get help with… you name it.  Every day I come to work there is an opportunity for me to make a difference, taking the time to stop and answer their questions (or find someone who can) is a little thing that can make a big impact. In “Feeling Disgruntled?” Ingrid Austin says, “Just remember that we’re here to make a difference and that everything we do should be done with pride, joy, and self-satisfaction because what we do matters.  It matters to the students who are out there making an effort to better themselves” (Write 6X6 Blog).

Finally, I hope to promote student success in the future by accepting the suggestion of President Kovala. In “Random Acts of Relief” she says, “… to pay it forward with these and any other great ideas to give our students the extra nudge to the finish line. Stopping a student on the sidewalk and simply asking how they are doing, or walking through computer commons or the Library and checking in with students as they are busily working on the computer. Better yet, when a student is in line at Grounds for Thought, offer to pay for their coffee. These small gestures go a long way to assure students know we care about them and their success” (Write 6X6 Blog).

 
Write6x6

A Sound Investment

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After teaching here for five semesters, I can say that one of the best parts of working for a college in the Maricopa District is the plethora professional development opportunities available.  Everything from the robust CTLE’s we find on each Maricopa campus to the MCLI Learn Shops and the individual funding for conferences makes for invaluable growth opportunities that can be found everywhere from right on campus, across the Valley, or across the country.

I am the kind of faculty person to take advantage of every development opportunity that I can–as much as my schedule, energy, and family allow.  I love to travel to new places, and am grateful that since I’ve joined GCC, I’ve been able to go to conferences as far away as New Orleans and Seattle.

The past few weeks, however, I’ve been making the long drive out to Scottdale Community College to attend an MCLI Learn Shop — Engaging Students through Active Learning (ESAL) taught by Rosie Magarelli.  This is, by far and away, the best professional development I’ve experienced in many years–and there’s some pretty stiff competition.  Still, attending this Learn Shop has reinvigorated my teaching in more direct ways than any other opportunity has.  Most importantly, it’s made me incredibly mindful of my connections with each student in class.  The ESAL Learn Shop has me asking some important questions that professors can begin to take for granted after teaching for so long (in my case, since 1992 at the college level): 1) Am I constructing a safe environment for each student in class to participate, speak up, and engage in?  2) Am I doing the most to get and retain the students’ attentions?  3) What can I do differently and more effectively to provide these important aspects of learning for my students?

I’ve also learned about neurons and the brain — *how* humans learn. I’ve learned about Brain Myths and brain plasticity.  I’ve learned the biology of learning.  That’s pretty cool.

Rosie teaches the Learn Shop to model the content: we faculty are actively engaged learners–the entire time.   And since sessions run for just over three hours each, that’s been important.  This past month, I’ve been able feel exactly how engaging active learning feels, and I’ve been learning simple techniques, which I can work into my courses right away or little by little over time.  But by being in Rosie’s Learn Shop, I’ve put back on the learners shoes, and they feel great to walk in!

Last night (Thursday), as I was making the long drive home through rush hour traffic  from Scottsdale to the Phoenix/Glendale border, I felt such gratitude for the ESAL Learn Shop.  But I also felt immense gratitude to be able to work for an organization that really provides professional development as a top priority. In investing time, energy and resources into me, MCCCD is investing time and energy into our students and our entire learning community.

 
Administration

Chronicles of a Lifelong Learner

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When I was a high school senior I remember sitting on my bed, reading a brochure about college in Ireland and literally fantasizing not only about going to college but also about going so far away from my little corner in Kansas where I grew up and had yet to travel no further than Missouri which was a scant 20 miles northeast!

Well, I have yet to make it to Ireland but I did make it to college. Kansas City Kansas Community College where it took me about four years to complete 12 credit hours. I had a lot going on – two jobs and a boyfriend and a cache of excuses for missing and later dropping several of my classes. I was a first generation, sometime, part-time college student who understood the value of a college education but just didn’t have the personal infrastructure to help me become successful. That is, until an opportunity to save gas money presented itself. You see, I was not alone in trying to carve out gas money in the early 80’s to drive 40 miles round trip in a less than fuel efficient car. I discovered that at least three other students , all from my home town, were also in need of a little monetary help to keep attending class. So, we did what any other budding college students would do – we carpooled! We continued to carpool for the next few semesters appreciating the little extra dough in our pockets but appreciating even more the support group we had created for each other. Any personal issues any of us were experiencing, well we had 20 miles there and back to find solutions. And we did! Together we found ways to juggle home and job and kids and sometimes we even found a way to deal with the spouse who just did not understand why his wife needed to go to college.

Because of that group of ladies I was able to complete 12 credit hours and gain the confidence to continue  my studies at ASU after getting married (to the boyfriend) and moving to Arizona.  While attending ASU, several of us Accounting students intentionally enrolled in the same classes/sections. We held each other accountable not only to ourselves but also to the success of the class.

That same practice of embedding myself in a study/suppport cohort helped me get through my Master’s and Doctoral programs. It’s a tried and true approach – find a third party to hold yourself accountable to! You can always rationalize to yourself why you shouldn’t study or continue but it’s not so easy when you bring someone else into the discussion.

Finding inspiration from others while continuing my journey as a life long learner has also served me well outside of the formal classroom environment.

Over the years I’ve pursued piano lessons using a book titled “The Older Beginner” (no kidding) and the encouragement of my then 12 year old daughter who was learning the flute and my nine year old son who was learning the drums. (I’m hoping to have earned some wings for that one!)

I’ve also explored quilting with the help of some ladies who are very experienced in needle work. These same ladies also helped me realize that it takes patience to be even a half way decent quilter and it’s not for everyone.

You see, support to continued learning can come in all shapes, sizes and ages. It’s important that we recognize and embrace the support available and to then reciprocate support  when possible.

Here’s to all of you Life Long Learners – enjoy the journey!

 
GCC Students, Student Engagement, student success

Educating the Whole Person

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Educating the Whole Person

Depending on what brings you to work every day, this may mean something different to each of us. Counseling, Advising, Teaching, Coaching…..  What does this mean to you, and how do you help to make this happen? This post is less of a one-sided submittal, and intended to be more of a two-way exchange (or larger conversation).

Do you feel our job as community college educators, coaches,  and leaders is to ‘educate the whole person’?  Or, should we stick to the traditional ‘Three R’s’ mindset? And, why do you feel the way you do?

According to our last CCSSE & SENSE surveys (2011), over 76% of our students report never working with instructors or faculty outside of class assignments, 33% report never discussing career plans with their advisor or instructors, and only 50% of students reported discussing ideas from readings or class with others outside of class often.

Faculty & staff interactions provide an opportunity to educate the whole person, but my question is: if we buy-in to that premise, what can each of us do better every day to make that be a true statement?

I’m hoping we hold this discussion as a daily reminder of the importance of EVERY.SINGLE.INTERACTION. with our students and the impact we can make in educating the whole person.

Your turn………

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GCC Students, Student Engagement, Student Services, student success, Teaching Ideas, Write6x6

EDU 250 – More than what I thought!

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In my ongoing journey of professional development to increase my knowledge and skills as an academic advisor I am currently in the process of working on the  Foundations of Student Services Certificate Program.  As part of the program I was required to take EDU 250 – Teaching and Learning in the Community College.  As an academic advisor I was tenaciously focused on delving into my craft and learning all I could about ADVISING students, so this class really wasn’t at the  top of my list.  As is goes, it has been the class which I was disinclined to take that has been the most useful! Little did I know that EDU 250 would provide me with some of the most essential skills I needed to serve students and help my team as we built the Gaucho 101 Program.

With the EDU 250 course under my belt I acquired a critical understanding of the many characteristics a community college student might have and the challenges some those characteristics bring.  I have a new respect for our students and what it has taken for many of them to simply walk onto the campus.  From the 1st Generation Student to the young parent who is balancing home, work, and school it is vital that each get advisement that suits their individual needs.

Then after examining the different learning styles of a student that awareness impressed upon me how important it is to build programs which incorporate different learning styles.  I now deeply understand that just talking at a student might not serve their needs and how vital it is to include visual and tactile moments of learning when possible.  Admittedly it takes time to add such elements to an advisement session but it gives the student more opportunity to truly learn.

What really rocked my advisor world was learning about course planning and design, as it gave me a good action plan for both advising students and building programs.    I have endeavored to make these four elements of course design part of my every interaction with students and to do my best to bring them into any program our team designs.

  • Knowing the aim, goals and objectives for the student
  • Finding clear ways to present the subject matter
  • Include learning activities
  • Evaluating

Beyond giving our instructors a solid foundation the EDU 250 course offers valuable knowledge at the heart of Student Services.  I highly encourage anyone who advises students or works on student programming to enroll!!

 
student success

Becoming a Student Once Again

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I recently made the decision to begin a doctoral program through ASU.  Earnign a doctorate has been a goal of mine for a number of years, but I always found reasons why the timing to start a program was just not right – new job responsibilities, young kids, cost, time, etc.  But, as many mentors in my life told me, “There will never be a perfect time,” so I took the plunge beginning last summer and what a journey it has been thus far.

I recall my first day of class last summer for our introductory course.  One word sums up my feelings that day – defeated.  First, I, along with my fellow students I was meeting for the first time, were locked out of the building where the classroom was scheduled.  Obviously, being locked out does not make you feel very welcome?!?   Second, our new professor began class asking us to refer to the responses that were due today.  Well, my heart sank as I had no idea what she was talking about but noticed many of my new classmates did.  I realized I made the mistake of not logging into Blackboard at the start of the week to review any assignments that were due for the first class.  So, in just thirty minutes, I found myself locked out of the classroom and already behind in assignments – let’s just say my confidence was a bit shaken.

I share this story for one main reason – becoming a student once again has helped me to better understand our students’ experiences and feelings.  I am currently doing well in the program (knock on wood), but I experience many frustrations with unclear assignments, bureaucratic hurdles, time management, and even at times, my own motivation.  Our students of course experience these same challenges, and most definitely, even greater challenges than mine.  But, returning to school has allowed me to experience what it is like to be a student again.  And, these experiences help me in my job to work with others across the college to better support our students.  Being a student is not easy.  Hopefully, we continue to develop support programs and services and create welcoming classroom environments that alleviate students’ fears and anxieties.  Or at least, hopefully we don’t lock them out on day one!