Monthly Archives: February 2020

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Assessment Success in the Mathematics Department

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Written by Dr. Ashley Nicoloff and Dr. Krysten Pampel

As the department assessment coordinator (DAC), I have the opportunity to help my entire department assess each of their sections in the fall semester and analyze the assessment results in the spring semester. I would like to use this opportunity to share the yearly assessment process that our department goes through.

In the Fall we assess every section taught in the math department using google forms. This means that our 300+ sections of MAT and CSC courses are assessed. The course level assessments that we give are built by the course coordinators and the team of instructors that teach that course. Each assessment is roughly 7 questions in length and is projected to take no more than 15 minutes of class time.

As the faculty are giving the course level assessment through the fall, I as the DAC, record which sections have taken the assessment. I then send out reminder emails about the course level assessment with the number of completed sections so far. Many of the instructors like to use the course level assessment as a quick review near the final which makes me nervous since it always feels like there is less time near the end of the semester. During finals week, I send out the results of the number of sections that took the course level assessment.

In the Spring, I meet with all the course coordinators during the week of accountability to clean and review the data. We also take the opportunity to report the findings of the data if time allows. During the spring semester, the course coordinators meet in person or virtually to discuss the results with their instructional teams and how they want to proceed for next year. Sometimes there are rewrites to an entire course-level assessment, sometimes we change the placement of answer choices, and occasionally we leave everything alone in order to collect more data. I take all the changes that are requested and I update all the course level assessments in digital and google form format.

Before the fall semester, I meet with the course coordinators to have them verify the changes to the course level assessments and ensure that the assessments are ready for responses. This meeting also allows me the opportunity to update them on any changes in assessment for the academic year. This could be anything that I learn from the DAC meetings or something that comes down from the district.

I am very proud of the math department sticking with this assessment cycle and being willing to give up some class time to assess their sections of students. This information has helped us guide instructional moves and department-wide strategies to provide our students at GCC with the best MAT and CSC instruction across all sections we teach. The data we collect also assist the college in keeping the accreditation status with the higher learning commission.

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Speech & Debate & INCLUSIVITY

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One area where I have repeatedly witnessed inclusivity on campus is with in the Forensics team, sometimes known as the Speech & Debate Team. Since this is an academic team compared to athletic team, the skills required are more mental and social versus physical. (Although some competitions are quite physically demanding!) Because of this, anyone can join.

I have encountered the most diverse group of people in my years of participation within Forensics. I have been a competitor as well as a coach. My teammates and my students run the gamut of representation including people of a variety of races and ethnicities, sexual orientation and gender identities, religious beliefs, mental and physical abilities and disabilities, different geographical regions and nationalities, and all types of political and social beliefs.

People often ask me why Speech and Debate is called Forensics. In Latin, forensics means “public forum” or better translated as something “suitable for courts of law.” So when people refer to forensic science, they are discussing the study of science within a public courtroom (usually as it is applied to gruesome crimes on CSI). In competitive Speech and Debate, this definition extends to a variety of topics and competitive events delivered in a setting structured like a forum. All events are judged, similar to a courtroom.

There are events that focus on different styles of performance: speeches, acting, debate, etc. But regardless of the type of event, Forensics values learning. Even watching a poetry round, which is very artistic and linguistic in nature, the performer still makes an argument to teach the audience something new or show them a new perspective.

Forensics gives students a voice, literally and figuratively. Forensics provides a platform for students to discuss issues that affect them both directly and indirectly. One way students can demonstrate ethos or credibility is to show how a topic relates to them. Coaches frequently ask students, “Why is this meaningful to you? How do you relate to this topic? How can you show the audience your passion!”

Therefore, competitive topics are as diverse as the students. I have coached a Muslim student giving a speech about Islam a phobia. I have coached a psychology major giving a speech about under diagnosis of ADHD in women. I have coached a white male student in a speech about white fragility. The possibilities are vast. If there is a way a student is marginalized, we can discuss that issue in a performance. If there is a social issue that needs to be addressed, we can address it.

Clearly, my bias is showing. I am a communication professor, a coach on the Maricopa Forensics team, and a former competitor on the GCC Forensics team . There are definitely skills required to be successful in speech and debate. But, in my experience, the competition is only one aspect. The opportunity to to speak about important events and information as well as the camaraderie of a team provides an amazing and inclusive opportunity for our students. While the point of this post wasn’t to give a plug to the team… if you happen to have a student who is a dynamic speaker and a solid student, we’d love to see more students experience the inclusivity and the opportunity of being part of the team.

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What Does It Mean to Be Trauma-Sensitive in Higher Ed?

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I recently attended a professional development session on fostering resiliency in college students, and the presenter was definitely singing in my language. Concepts such as self-regulation and coping skills were dancing in my ears as a professor of psychology. As the session ended, however, a math professor in the group exclaimed, “I want to help, but I’m not a trained counselor!”

Her words zapped me out of my bubble, and yet I totally understood them. With rising levels of anxiety and depression among college students1, many professors want to help in any way possible. But most of us are not equipped to offer counsel, and those who are qualified understand that we cannot be therapists to our students. So what’s a college teacher to do?

For starters, we can look to our counterparts in K-12 education who are part of the Trauma-Sensitive Schooling movement. Teachers in this group understand that adverse childhood experiences often leave more than a physical mark. Indeed, post-traumatic stress disorder is seen in children who have experienced toxic stress stemming from physical, emotional, or sexual abuse, neglect in a variety of forms, and other household dysfunctions. And many of these students eventually enter our college classrooms.

Obviously K-12 teachers are no more counselors than those at the college level. However, from the Trauma-Sensitive Schooling movement emerged the idea of a set of universal teaching practices that promote inclusion for students who have experienced toxic stress. Since we can never know the inner lives of all our students, universal teaching practices are strategies used with the whole class in order to promote a sense of safety and well-being for all.

The good news is that universal teaching practices are not just one more thing to add to our lesson plans. They even don’t require specialized training. Rather, these practices are incorporated into our regular teaching routine. In this way, all college teachers regardless of subject area can help emotionally vulnerable students get the most out of their college courses.

Below is a sample of universal practices I use in my college instruction, (ripped from the pages of my previous work as a kindergarten teacher):

Predictability (limit unnecessary surprises)

For a student with ever-spiking cortisol levels, a certain level of predictability in a course can serve as a regulator. For example, one form of predictability is setting clear and consistent deadlines. In my classes, I have assignments due on the same day of the week, spread out over consistent intervals over the course. I include prompts in my lectures as the due dates draw near. I publish a course calendar that I advise students print out and “hang on their bathroom mirror.”

Another form of predictability is of the personal variety. I strive to be the same person today as I was yesterday (and will be tomorrow) for my students. I endeavor to model emotional stability for my students, some of whom come from more volatile home environments. Predictability can take many other forms in the classroom, wherever a supportive structure can be provided for students.

Acceptance (foster inclusion)

A feeling of belongingness can serve as a stress buffer in the classroom. Universal practices I use to welcome students involve getting to know their names and using them often, learning about them personally, and slowing down enough to listen to them when they have a question or want to share something. I stop whatever it is I might be doing and face them when they are speaking. When I cross a student in the hallway, I am conscious of my body language. Am I communicating receptiveness?

Another way to communicate acceptance can be found in the feedback process. The manner in which we respond to students in class discussions can communicate a sense of safety and ability to take risks. For me, this involves finding a kernel of correctness in all student contributions. For example, if a student starts talking about “Pavlov’s mice,” I can respond, “Yes! You are correct that Pavlov studied classical conditioning. It was with dogs as opposed to mice, but you’re on the right track.”

Co-regulation (share the calm)

When I sense a student is anxious in class, I model emotional regulation. In this way, I am inviting students to co-regulate with me. Co-regulation involves deepening my breath, slowing my speech, and perhaps lowering my vocal tone. It also involves avoiding co-regulating in the opposite direction; I strive to be mindful if my own anxiety level starts to raise in response to that of my student. Calming my own mind, therefore, is a critical first step.

Beyond bringing things down a notch, we can model a growth mindset with students. When an anxious student exclaims that they are just not a good reader, for example, we can share some strategies in this area. We can embrace failure as part of the learning process by sharing our own stories of when we fell and got back up.

Providing predictability, acceptance, and a sense of calm are not “add-ons” to our our already-packed curricula. To a certain degree, they are an extension of the person who is the teacher. More importantly, they are not direct clinical interventions. Rather, they are small steps we can take as college instructors to ensure the inclusion of all students in a safe, and thus productive, learning environment.

For more information on the Arizona Adverse Childhood Experiences Consortium and its Creating Trauma Sensitive AZ Schools Committee, visit https://azaces.org/

1Center for Collegiate Mental Health. (2018, January). 2017 Annual Report (Publication No. STA 18-166).

This post is part of the Write 6X6 challenge at Glendale Community College.

The post What Does It Mean to Be Trauma-Sensitive in Higher Ed? appeared first on My Love of Learning.

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What Does It Mean to Be Trauma-Sensitive in Higher Ed?

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I recently attended a professional development session on fostering resiliency in college students, and the presenter was definitely singing in my language. Concepts such as self-regulation and coping skills were dancing in my ears as a professor of psychology. As the session ended, however, a math professor in the group exclaimed, “I want to help, but I’m not a trained counselor!”

Her words zapped me out of my bubble, and yet I totally understood them. With rising levels of anxiety and depression among college students1, many professors want to help in any way possible. But most of us are not equipped to offer counsel, and those who are qualified understand that we cannot be therapists to our students. So what’s a college teacher to do?

For starters, we can look to our counterparts in K-12 education who are part of the Trauma-Sensitive Schooling movement. Teachers in this group understand that adverse childhood experiences often leave more than a physical mark. Indeed, post-traumatic stress disorder is seen in children who have experienced toxic stress stemming from physical, emotional, or sexual abuse, neglect in a variety of forms, and other household dysfunctions. And many of these students eventually enter our college classrooms.

Obviously K-12 teachers are no more counselors than those at the college level. However, from the Trauma-Sensitive Schooling movement emerged the idea of a set of universal teaching practices that promote inclusion for students who have experienced toxic stress. Since we can never know the inner lives of all our students, universal teaching practices are strategies used with the whole class in order to promote a sense of safety and well-being for all.

The good news is that universal teaching practices are not just one more thing to add to our lesson plans. They even don’t require specialized training. Rather, these practices are incorporated into our regular teaching routine. In this way, all college teachers regardless of subject area can help emotionally vulnerable students get the most out of their college courses.

Below is a sample of universal practices I use in my college instruction, (ripped from the pages of my previous work as a kindergarten teacher):

Predictability (limit unnecessary surprises)

For a student with ever-spiking cortisol levels, a certain level of predictability in a course can serve as a regulator. For example, one form of predictability is setting clear and consistent deadlines. In my classes, I have assignments due on the same day of the week, spread out over consistent intervals over the course. I include prompts in my lectures as the due dates draw near. I publish a course calendar that I advise students print out and “hang on their bathroom mirror.”

Another form of predictability is of the personal variety. I strive to be the same person today as I was yesterday (and will be tomorrow) for my students. I endeavor to model emotional stability for my students, some of whom come from more volatile home environments. Predictability can take many other forms in the classroom, wherever a supportive structure can be provided for students.

Acceptance (foster inclusion)

A feeling of belongingness can serve as a stress buffer in the classroom. Universal practices I use to welcome students involve getting to know their names and using them often, learning about them personally, and slowing down enough to listen to them when they have a question or want to share something. I stop whatever it is I might be doing and face them when they are speaking. When I cross a student in the hallway, I am conscious of my body language. Am I communicating receptiveness?

Another way to communicate acceptance can be found in the feedback process. The manner in which we respond to students in class discussions can communicate a sense of safety and ability to take risks. For me, this involves finding a kernel of correctness in all student contributions. For example, if a student starts talking about “Pavlov’s mice,” I can respond, “Yes! You are correct that Pavlov studied classical conditioning. It was with dogs as opposed to mice, but you’re on the right track.”

Co-regulation (share the calm)

When I sense a student is anxious in class, I model emotional regulation. In this way, I am inviting students to co-regulate with me. Co-regulation involves deepening my breath, slowing my speech, and perhaps lowering my vocal tone. It also involves avoiding co-regulating in the opposite direction; I strive to be mindful if my own anxiety level starts to raise in response to that of my student. Calming my own mind, therefore, is a critical first step.

Beyond bringing things down a notch, we can model a growth mindset with students. When an anxious student exclaims that they are just not a good reader, for example, we can share some strategies in this area. We can embrace failure as part of the learning process by sharing our own stories of when we fell and got back up.

Providing predictability, acceptance, and a sense of calm are not “add-ons” to our our already-packed curricula. To a certain degree, they are an extension of the person who is the teacher. More importantly, they are not direct clinical interventions. Rather, they are small steps we can take as college instructors to ensure the inclusion of all students in a safe, and thus productive, learning environment.

For more information on the Arizona Adverse Childhood Experiences Consortium and its Creating Trauma Sensitive AZ Schools Committee, visit https://azaces.org/

1Center for Collegiate Mental Health. (2018, January). 2017 Annual Report (Publication No. STA 18-166).

This post is part of the Write 6X6 challenge at Glendale Community College.

The post What Does It Mean to Be Trauma-Sensitive in Higher Ed? appeared first on My Love of Learning.

Write6x6

What Does It Mean to Be Trauma-Sensitive in Higher Ed?

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I recently attended a professional development session on fostering resiliency in college students, and the presenter was definitely singing in my language. Concepts such as self-regulation and coping skills were dancing in my ears as a professor of psychology. As the session ended, however, a math professor in the group exclaimed, “I want to help, but I’m not a trained counselor!”

Her words zapped me out of my bubble, and yet I totally understood them. With rising levels of anxiety and depression among college students1, many professors want to help in any way possible. But most of us are not equipped to offer counsel, and those who are qualified understand that we cannot be therapists to our students. So what’s a college teacher to do?

For starters, we can look to our counterparts in K-12 education who are part of the Trauma-Sensitive Schooling movement. Teachers in this group understand that adverse childhood experiences often leave more than a physical mark. Indeed, post-traumatic stress disorder is seen in children who have experienced toxic stress stemming from physical, emotional, or sexual abuse, neglect in a variety of forms, and other household dysfunctions. And many of these students eventually enter our college classrooms.

Obviously K-12 teachers are no more counselors than those at the college level. However, from the Trauma-Sensitive Schooling movement emerged the idea of a set of universal teaching practices that promote inclusion for students who have experienced toxic stress. Since we can never know the inner lives of all our students, universal teaching practices are strategies used with the whole class in order to promote a sense of safety and well-being for all.

The good news is that universal teaching practices are not just one more thing to add to our lesson plans. They even don’t require specialized training. Rather, these practices are incorporated into our regular teaching routine. In this way, all college teachers regardless of subject area can help emotionally vulnerable students get the most out of their college courses.

Below is a sample of universal practices I use in my college instruction, (ripped from the pages of my previous work as a kindergarten teacher):

Predictability (limit unnecessary surprises)

For a student with ever-spiking cortisol levels, a certain level of predictability in a course can serve as a regulator. For example, one form of predictability is setting clear and consistent deadlines. In my classes, I have assignments due on the same day of the week, spread out over consistent intervals over the course. I include prompts in my lectures as the due dates draw near. I publish a course calendar that I advise students print out and “hang on their bathroom mirror.”

Another form of predictability is of the personal variety. I strive to be the same person today as I was yesterday (and will be tomorrow) for my students. I endeavor to model emotional stability for my students, some of whom come from more volatile home environments. Predictability can take many other forms in the classroom, wherever a supportive structure can be provided for students.

Acceptance (foster inclusion)

A feeling of belongingness can serve as a stress buffer in the classroom. Universal principles I use to welcome students involve getting to know their names and using them often, learning about them personally, and slowing down enough to listen to them when they have a question or want to share something. I stop whatever it is I might be doing and face them when they are speaking. When I cross a student in the hallway, I am conscious of my body language. Am I communicating receptiveness?

Another way to communicate acceptance can be found in the feedback process. The manner in which we respond to students in class discussions can communicate a sense of safety and ability to take risks. For me, this involves finding a kernel of correctness in all student contributions. For example, if a student starts talking about “Pavlov’s mice,” I can respond, “Yes! You are correct that Pavlov studied classical conditioning. It was with dogs as opposed to mice, but you’re on the right track.”

Co-regulation (share the calm)

When I sense a student is anxious in class, I model emotional regulation. In this way, I am inviting students to co-regulate with me. Co-regulation involves deepening my breath, slowing my speech, and perhaps lowering my vocal tone. It also involves avoiding co-regulating in the opposite direction; I strive to be mindful if my own anxiety level starts to raise in response to that of my student. Calming my own mind, therefore, is a critical first step.

Beyond bringing things down a notch, we can model a growth mindset with students. When an anxious student exclaims that they are just not a good reader, for example, we can share some strategies in this area. We can embrace failure as part of the learning process by sharing our own stories of when we fell and got back up.

Providing predictability, acceptance, and a sense of calm are not “add-ons” to our our already-packed curricula. To a certain degree, they are an extension of the person who is the teacher. More importantly, they are not direct clinical interventions. Rather, they are small steps we can take as college instructors to ensure the inclusion of all students in a safe, and thus productive, learning environment.

For more information on the Arizona Adverse Childhood Experiences Consortium and its Creating Trauma Sensitive AZ Schools Committee, visit https://azaces.org/

1Center for Collegiate Mental Health. (2018, January). 2017 Annual Report (Publication No. STA 18-166).

This post is part of the Write 6X6 challenge at Glendale Community College.

The post What Does It Mean to Be Trauma-Sensitive in Higher Ed? appeared first on My Love of Learning.

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3 Adjustments you can make to increase LGBTQ+ Inclusivity in the Classroom

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When I am not teaching, I volunteer as the co-chair for GLSEN Phoenix. GLSEN Phoenix is a local chapter of GLSEN,-a national organization committed to creating safer schools for LGBTQ+ K-12 Students and their peers. Here are three practices I use in my classroom to increase inclusivity:

1. Names Matter

Calling our students by the name they want to be called is an important step in creating an inclusive environment. This includes not only trans and gender non-conforming students, but ALL students. Using the correct name with the correct pronunciation is vital for creating space for our students in the classroom.

When taking attendance on the first day of class, use surnames instead of first names and have students respond with the name they would like for you to use to refer to them. This is a one way to possibly avoid using a name for a student that could be inaccurate, painful, or incorrect.

I have my students write their names on index cards as they appear on the roster and the name they want to be called underneath. Then, I avoid using the wrong names all together.

I let my students know that if I struggle to pronounce their name it is because I am the problem NOT their name. I ask students to correct me if I mispronounce their name because their name is important.

2. Normalize Pronouns

My friend , Wallace Hudson, is a Training Specialist for One-N-Ten and Cadre Leader for GLSEN Phoenix. Whenever they are presenting a training about pronouns they make sure to include a statement along the lines of, “Names and pronouns are the only pieces of a person’s identity that impact you. Asking or using someone’s pronouns is a way of honoring their identity without needing to know exactly what that identity is.”

At the start of the semester, when doing the obligatory get-to-know-you activities, ask students to include their pronouns (if they feel comfortable). This doesn’t just mean your trans, gender-queer, gender non-conforming, or non-binary students, but ALL students.

You may want to include a brief explanation of what pronouns are because most cis-gendered folks don’t often think about their own. In fact, according to GLSEN, a national LGBTQ education organization, “Including pronouns is a first step toward respecting people’s gender identity, working against cisnormativity, and creating a more welcoming space for people of all genders.” No one should be forced to share their pronouns, but by having ALL students do so, we begin to normalize the use of correct pronouns.

Additionally, you can add your pronouns to your email signature as an additional step towards normalizing pronouns.

3. Use Gender-Neutral Language

So often as humans we have a desire to place things into binary terms-things are either good or bad, black or white, male of female. This can be especially true in classroom settings.

One way to increase our inclusivity is to remove gendered language when possible. Being cis-gender, masculine or feminine, male or female, or are not inherently bad or wrong, but language related to this can be exclusionary to folks who fall opposite of what they were assigned at birth or somewhere in between or beyond.

Typically, we are most apt to use gendered language when addressing our classroom. I still struggle to use inclusive, gender-neutral language in my classroom. I say things like, “Alright, ladies and gentlemen” or “Okay guys” ALL the time!

Here are some gender-neutral terms you can use to be more inclusive: friends, students, folks, all, or y’all.

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Inclusivity = Pronouns

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When I first started as Residential Faculty I kept encountering students who identified as transgender and they would let me know their preferred pronouns. When they approached me I gave off the appearance of knowing what they were talking about, but I had no clue. I have to admit that I felt a little ashamed not knowing, I consider myself to be a pretty woke person and I realized that I was clueless in this area. So what did I do? What any teacher would do, I educated myself on the subject and I realized there was even more that I didn’t know.

On my quest for education, I googled “What is transgender?” I found myself on the transgender FAQ page for GLAAD, an organization that centrally focuses on acceptance of the LGBTQ community. They not only explained what it means to be a transgender person, they also had headers like “What name and pronoun do I use?”, “How do I treat a transgender person with respect?”, “Why is transgender equality important?” How did I not know this? One thing that stuck out to me was the sentence where it mentioned the anxiety a transgender person could experience when they are associated with the birth name they do not identify with. After visiting the page, I visited other sources that would help me to understand my students even more. I went even further and attended a workshop at SMCC where the focus of one of the break out sessions was gender identity, expression, and the LGBTQ community.

One thing that is important to me is creating and cultivating a positive, constructive learning environment for EVERY student. I currently address students by their preferred name and pronoun of he/him/she/her/they/them. At the end of the day it’s not about me, it’s about the student and their experience in the classroom. I’ve been doing it ever since I started my journey into educating myself about transgender people years ago. On the first day of class, I ask my students to let me know if they have a preferred name/pronoun during roll or after class so that I can address them appropriately. Students do mention it during roll, or come up to me after class and let me know their preferred names/pronouns.

Now some real talk, it took me a moment to adjust. There have been moments in the first couple of weeks where I accidentally call my students their roster name or I get the pronouns wrong. There was a moment in one class when I did that and I talked with the student after class and apologized, and let them know that I didn’t mean any disrespect in that moment. Despite my mistakes, I think what matters most is that I’m trying and I’m continuing to learn and grow. I’m making an effort to create an environment where students feel like they matter and feel like they are included.

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Gymtimidation

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About 20 years ago, I experienced “Gymtimidation” as a member of a gym in Ohio. Buckeye Fitness, I believe was the name of the place. The owner was a professional body-builder. The equipment was top-of-the-line. My friend was a personal trainer and invited me to join so we could work out together.

In the beginning, I lacked any “Gymtimidation.” I was perfectly at home among the machines and mirrors. With my personal trainer friend, I felt part of the group. I didn’t realize I was in an exclusive environment for body builders. So I had to be told.

“You see those big guys over there? Stay out of their way. They’re friends of the owner. They’re professionals. And they’re on steroids. Which means they can be aggressive and they have no patience with non-professionals. Steroids can make you mean. And hungry. So just stay out of their way. Never hang around and wait for them to get done with a machine.”

So I learned. I learned that I needed to make myself small at the gym. I needed to be as invisible as possible. This place was not “all about me.” But at that time in my life, I was accustomed to being marginalized at home, at work, and now at the gym. I was used to being invisible, so all this was not a problem. I wasn’t offended. Inclusivity was not on my radar. I didn’t know any better.

Live and learn. Today, I do know better. I’m no longer OK with being invisible. And the attitude at my current gym is the total opposite of Gymtimidation.  Inclusivity is a core concept at the GCC Fitness Center. The GCC Fitness Center radiates inclusivity. The staff and members consist of a diverse mix of people. The employees welcome us, encourage us, and accept us regardless of our fitness level, natural ability, or campus status. I adore the diversity of our fitness center community. Individuals don’t need to yield to cliques. My workout is just as important as yours. Fitness opportunities are adapted to meet the needs of each individual. There is no one-size-fits-all fitness mentality. Check out the GCC Fitness Center and experience how it feels to stay fit without “Gymtimidation.”

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The Stars!

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I’ve always loved the stars, both metaphysically and metaphorically.

As a composer for over, well, let’s just say I started young, I have written a lot of music on the subject of stars. It started with an opera, and then a requiem, and smaller pieces for chamber ensembles, and it just snowballed until a great deal of my work has some connection with stars!

As many Arizonans know, stars have a special impact, especially in a dark sky.  And dark skies are important for us to remain connected with the stars.  I chose an elective my first summer in Boulder at the University of Colorado when the skies were still dark there, where we were close to the stars at over a mile above sea-level, and felt like we could reach out and touch them.  I became enamored of the stars by taking a chance on an elective called General Astronomy.

Astronomy, at C.U. is no light subject, and I entered it with much trepidation but my fears were soon allayed. My professor was so excited to teach about the stars we were excited to be able to learn about them from him. He showed us so much that summer, in the classroom, at the observatory, and at the Planetarium. There are things I learned from him that I will never forget, and they have nothing to do with my field and everything to do with how it was taught. He was enthusiastic, and I remember that energy the most. Everything was worth learning about and he shared that feeling with all of us. It also made me realize that if I’d been able to take this course while I was taking Geometry I would have understood Geometry better because now I understood why we were trying to find angles. It’s all about context, isn’t it?  For us musicians, we call that applied music.

So my inspiration came from excitement about teaching, learning about stars, and it all started with an elective I chose to take because I thought it might be interesting.

Electives are near and dear to my heart because I have been teaching elective courses here at GCC and at several universities for over twelve years at each institution. (Yes, add the numbers together.)

Most of my students apologize for taking my courses as electives, because they are required, but I can tell they are holding out hope that they, too, will be inspired by learning about a choice they made that just might be something they remember for years to come. And for me, being able to enthusiastically share music with them is a blessing.

One of my favorite texts about stars is actually found as two different poems by the poet below.  This is one version:

The Starlight Night

Look at the stars! Look, look up at the skies!
I kiss my hand
To the stars, lovely-asunder
Starlight, wafting Him out of it; and
Glow, glory in thunder;
Kiss my hand to the dappled-with-damson west;
Since, though He is under the world’s splendour and wonder,
His mystery must be instressed, stressed;
For I greet the days I meet Him, and bless when I understand.

—Gerard Manley Hopkins

So, open your mind and your heart, and be inspiring.

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Who i am today

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By Dr. Ashley Nicoloff and Dr. Krysten Pampel

About Dr. Ashley Nicoloff

Inspiring stories: Who or what inspired you to be who you are today in relation to your work at GCC? How did it impact you?

To quote Robert Frost “Two roads diverged in a yellow wood, and sorry I could not travel both and be one traveler, long I stood and looked down one as far as I could to where it bent in the undergrowth.” I remember reading this poem in 12th grade English class and it really resonated with me. Since then, I have felt that some of my education decisions have diverged from the path that all of my friends took. My plan was to go to U of A for college. I would room with my best friend and we would have a great 4 years together. My plan didn’t quite work out as I had hoped, and my high school advisor told me about the Presidential Scholarship that I would qualify for at Glendale Community College. It was the only scholarship I qualified for (due to circumstances I would not understand until about 5 years later), and it seemed my only option. All of my friends were headed off to U of A, but I stayed behind to go to GCC. At the time, it seemed my life was in ruins, but with time and perspective, this decision to go to GCC would turn out to be the best decision of my life. 

I started GCC as a Psychology major, but had always had a passion for math and was going to minor in it. As my classes in Psychology progressed, I decided that it wasn’t quite what I thought it was going to be. It really wasn’t until Anne Dudley’s Calculus 2 class that I decided to change my major to Mathematics so that I could become a Math teacher at the college level. After I graduated GCC with my Associate’s I went to Arizona State to complete my Bachelors and Masters. There I met my best friend, who now has an office two doors down from me 🙂 (A.K.A. Dr. Krysten Pampel). I finished my degree and interviewed for GCC and the rest is history 😉 

I love that my college education started at GCC and that I get to work here and share the same passion with my students as my teachers did for me. Making that decision to go to GCC has impacted my life in numerous ways. To quote Robert Frost again “two roads diverged in a wood and I– I took the one less traveled by and that has made all the difference.”  I have this poem in my office to remind me that although life can throw you curve balls, usually everything turns out alright in the end.

The Road Not Taken 

BY ROBERT FROST

Two roads diverged in a yellow wood,

And sorry I could not travel both

And be one traveler, long I stood

And looked down one as far as I could

To where it bent in the undergrowth;

Then took the other, as just as fair,

And having perhaps the better claim,

Because it was grassy and wanted wear;

Though as for that the passing there

Had worn them really about the same,

And both that morning equally lay

In leaves no step had trodden black.

Oh, I kept the first for another day!

Yet knowing how way leads on to way,

I doubted if I should ever come back.

I shall be telling this with a sigh

Somewhere ages and ages hence:

Two roads diverged in a wood, and I—

I took the one less traveled by,

And that has made all the difference.