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Write6x6

Six Songs Sum It Up 🎶

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One Huge Hit for My Instructor Role

You know how some people take the scenic route through college? Well, I took the cross-country road trip version. As a first-generation college student, I ended up on the nine-year plan to earn my bachelors degree. I went full-time, dropped out, came back part-time, and eventually turbo-charged my way to the finish line with 12 credit hours in one summer because nothing says “I love suffering” like cramming an entire semester’s worth of work into two months. To fund this grand academic adventure, I typically worked two or three jobs at once and picked up some side-hustle (babysitting, bartending at weddings, etc.) when available. Despite the chaos, I made it! So to all students, the ones who struggle especially, my song is “Don’t Stop Beliving” by Journey.

The Playlist of the Rest of My Day

After surviving the slow-burn sitcom that was my college experience, I now have a real grown-up job. But let’s be honest, work comes with its own theme songs.

🎵 “Another One Bites the Dust” – Queen
Coming back from vacation is never relaxing because the minute I open my inbox, I see a mountain of emails. That first day back? It’s me and the systematic destruction of unread messages. As each email gets answered, I hum this song like a victorious warrior in battle.

🎵 “Misbehavin’” – The Righteous Gemstones
When I need a good laugh, this ridiculous song from The Righteous Gemstones is my go-to. It’s weird, it’s catchy, and it makes me giggle like an unsupervised child. A+ entertainment.

🎵 “Under Pressure” – Queen & David Bowie
Some days, the to-do list is longer than a Costco receipt, and deadlines are coming at me like an over-caffeinated freight train. That’s when this song kicks in, and I dramatically stare at my workload like I’m in a high-stakes poker game that I am determined to win!

🎵 “Game of Thrones Theme” – Fender Custom Shop Edition
Academia is basically Westeros, but with fewer dragons and luckily no whitewalkers. Like the nine great houses of Westeros, each Maricopa school has its own agenda, every department has its own demands, and navigating it all feels like spending a week in Kings Landing where no one feels truly safe. To keep my balance, my background music is the Game of Thrones theme, where in the end, good triumphed and evil failed. I am especially fond of the version with Brad Paisley because he is hot, and Tom Morello (Rage Against The Machine), Scott Ian (Anthrax), and Nuno Bettencourt (Extreme) because they are all bad ass!  

🎵 “Girls Just Want to Have Fun” – Cyndi Lauper
My favorite part of my job? Event planning. Every semester, the CTLE hosts a conference, and my main goal is to make sure everyone has a blast. So naturally, my theme song for these events is Cyndi Lauper’s iconic jam because if learning isn’t at least a little fun, what’s the point?

And there you have it friends, my work life in music. Whether it’s battling inboxes, dodging deadlines, or throwing an academic party, there’s a song for every situation.

Write6x6

A Reflection Using Kolb

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For this week, one of the suggestions for the Write 6×6 blog was a reflection on how we have changed through the last five years. I have a slightly different approach to this reflection, quite by accident.  I have taken the Kolb Educator Role Profile Survey every few years over this time period.  I thought it would be interesting to reflect on the changes with you. 

When I first started at GCC, I took the Kolb survey, and the results stated that I was 18% coach, 21% facilitator, 31% expert, and 30% evaluator. I was not surprised by my results because my work experiences before GCC were in a university setting with more research and publication expectations and a general expectation of lecture-style courses. I have always been a maverick, keeping a more learner-centered approach to my classes, but I can see the years of experience influencing those early scores.

The Kolb Educator Role Profile describes four role positions—Facilitator, Expert, Evaluator, and Coach. Educators take on these roles as they help learners maximize learning by moving through the four stages of the experiential learning cycle. In general, educators take on two roles over others because of their educational philosophy, personal teaching style, and setting expectations.  As explained in the report I received: 

Facilitators help learners in connecting with and reflecting on their personal experiences. Facilitators prioritize building personal relationships with learners and fostering an open and welcoming environment that stimulates intrinsic motivation and self-discovery. This role often involves leading small group discussions, nurturing learners’ interests, and encouraging self-understanding.

Experts help learners organize and connect their reflections to the knowledge base of the subject matter. They adopt an authoritative, reflective style. They often teach by example, modeling and encouraging critical thinking as they systematically organize and analyze the subject, encouraging critical thinking as they systematically dissect and analyze the subject matter. This knowledge is typically shared through lectures and texts, helping learners to understand and organize their thoughts.

Evaluators help learners help learners master the application of knowledge and skill to meet performance requirements. With an objective, results-oriented style, they outline the knowledge requisites for quality performance and design activities to measure learners’ understanding and skills.

Coaches help learners apply knowledge to achieve their personal goals. They adopt a collaborative, supportive, encouraging style, often working one-on-one with individuals to help them learn from experiences in their life context. They assist in creating personal development plans while providing constructive feedback on performance.

As an educator, I have dedicated myself to improving my teaching practices. Regular professional development and reading updates in my field are an important part of being the best educator I can be. So, when the opportunity arose to participate in the Reimagine Teaching and Learning program offered by the CTLE, I jumped at it. As a part of the Reimagine experience, I took the Kolb Educator Role Profile Survey in February 2020. My time in the Reimagine program clearly made a difference. My results changed; I was at 19% coach, 34% facilitator, 19% expert, and 28% evaluator. The influence of those high-impact practices also began to expose me to new insights as an educator. 

Then came the pandemic. I adopted new practices and new approaches. I started actively checking in on the students, inviting them to share their emotional state. I started inviting the students to complete a weekly reflective journal that allowed me to provide a back-channel of support. I started using Peardeck, a slide deck skin that allows students to interact with the slides and provides formative assessment and feedback opportunities. I got rid of group and pair work to prevent the risk of germs. I adopted a microphone because amplified speech is easier to hear, especially when wearing a mask. I recorded and live-streamed all my lectures for the students who got COVID-19 but wanted to participate. Some of those practices I have kept. Others, including the microphone and the recordings, I have ditched. I have brought back group and pair work in my in-person classes. My classes have changed drastically in the last five years. So has my Kolb profile. 

In April of 2022, I took the Kolb survey again. My results stated I was 28% coach, 19% facilitator, 19% expert, and 34% evaluator. I took the 2022 survey while re-taking the Reimagine experience and once again refreshed myself on high-impact teaching practices. When I took the survey one more time in 2024 for a research study, my results changed again. This time, I was 31% coach, 15% facilitator, 25% expert, and 28% evaluator. 

The changes in the dominant education roles are a fascinating shift over time. I don’t know how much of the change has been connected to the Reimagine program, influenced by the supportive professional learning community I have been a part of, or related to the changes brought about by the pandemic and the alterations I had to make to my teaching. I do know that I am not done changing yet.    

Write6x6

For The Love Of Dogs

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If you know me, you know I love dogs. Actually, I love all animals, but let’s be honest, dogs are my absolute favorite. My husband and I take our pups everywhere, including our favorite watering hole, because what’s a cold beer or mimosa without a little dog hair in it? Also, please take a moment to appreciate my “Dog Mom” hat—it’s basically my crown.

Now, being the devoted Dog Mom that I am, I even found a way to incorporate my dogs into my Psychology 101 class. Enter Sophia, my adorable, all-white pup, who just so happens to be deaf, but can still perform an impressive lineup of tricks. She’s living proof that positive reinforcement works, which makes her the perfect assistant for my lecture on reinforcement and punishment. The plan? Bring her to class, let her show off, and wow my students with her talent. Easy, right? WRONG.

The Great Trick-Tastrophe

My class starts at 5:30 p.m., so earlier that day, I brought Sophia to campus with me because timing is everything when you’re managing both psychology lessons and a diva dog’s schedule. Naturally, I spent the afternoon parading her around like a proud stage mom, showing off her tricks to colleagues while showering her with treats. Because, obviously, when you’re a star, you deserve unlimited snacks.

Fast forward to class time. I set the stage, tell my students to prepare for an awe-inspiring demonstration, grab a treat, and give Sophia the hand signal for a trick. The students lean in, ready for the magic to happen. And then…NOTHING.

Sophia stares at me, looks at the treat….then casually turns her head away like I just asked her to file my taxes. Okay, no problem. Maybe she’s just getting her bearings. I move to face her, give her another hand signal. She turns away again.

I try once more. Nada. Zilch. Zero effort from the star of the show.

Meanwhile, my students are giving me the look, you know the one that says, Uh-huh, sure, lady. Your dog does tricks. And I’m the Queen of England.

At this point, panic sets in. I’m flailing. I start doing the tricks myself, demonstrating each one as if my body flopping around like a fish out of water is somehow going to inspire Sophia to follow suit. ‘Sophie sit!’ I desperately request with exaggerated hand signals, then I sit down on the floor explaining this is what Sophie would do. “She rolls over!”  I roll over. “She spins!” I spin in a dizzying circle. I am now fully performing my own dog’s tricks in front of a room full of bewildered college students!!! I’ve become the entertainment.

The Peanut Butter Plot Twist

At last, I accept defeat. I remind my class that I train Sophia solely with positive reinforcement, no punishment, just rewards. And even though she didn’t perform, she still deserves a special treat.

So, I pull out the good stuff – a peanut butter bone, her all-time favorite.

Suddenly, Sophia’s head whips around so fast I’m pretty sure she invented a new canine dance move. She sniffs the air, locks eyes on that peanut butter prize, and BAM – she’s in full performance mode! Trick after trick, with the energy of a dog who had definitely not just spent the last ten minutes ignoring me.

The students go from skeptical to cheering in seconds, applauding Sophia’s newfound enthusiasm. And me? I take the opportunity to turn this epic disaster into a teachable moment: positive reinforcement only works if the reward is actually valuable. After a day of tiny treats, Sophia was over it. But the legendary peanut butter bone? Now that was worth working for.

The Moral of the Story

Sometimes, no matter how well you plan, things fall apart in a spectacularly humiliating fashion. But when disaster strikes, just roll with it – literally, if necessary. Because at the end of the day, the show must go on! And if you can’t convince your dog to perform, at least be willing to steal the spotlight yourself.

Write6x6

Unconventional Lesson: A Moment That Defines My Approach to Education

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If you had asked me years ago how I felt about school, my response would have been less than enthusiastic. School was not a place of excitement for me; in fact, it was a struggle to stay engaged unless something truly piqued my interest. I was academically ahead, yet the challenge of schoolwork failed to hold my attention. But one particular experience stands out—a moment that, while negative, has profoundly shaped how I approach teaching today.

As a child, I remember the routine of walking up to the board in math class, as we all did back then, to solve problems on the board in front of everyone. It was during these horrifying moments that my teacher would consistently and publicly point out that I was “doing it wrong.” My mistake? I wrote my numbers from right to left instead of the conventional left to right. This was never a conscious choice, just the way my brain processed numbers. And yet, rather than guiding me with understanding, my teacher reinforced that my way was incorrect, making me feel abnormal.

At the time, I didn’t see the issue—after all, my numbers still appeared in the correct order. But that persistent criticism instilled a deep-seated fear of numbers in me, one that lingers even today. I avoid writing long numbers on the board whenever possible, a habit born from years of internalized anxiety. Looking back, I now recognize that this teacher’s approach was not only unhelpful but also harmful. However, in an odd way, I am grateful for the experience because it has given me a profound awareness of how students feel when they don’t fit the mold.

This awareness has become the foundation of my teaching philosophy. In my classroom, kindness is a rule, not a suggestion. I emphasize the importance of embracing differences because it is often those who think differently who drive innovation and progress. I want my students to feel seen, heard, and respected—not for how they conform, but for what they uniquely bring to the table.

Education should not be about forcing students into a singular mode of thinking; it should be about fostering creativity, curiosity, and confidence. My journey has taught me that learning is not about getting everything “right” but about discovering new ways of understanding the world. So, if a student in my class approaches a problem in an unconventional way, I celebrate it. Because breaking the mold isn’t a flaw—it’s the spark of something extraordinary.

Write6x6

“It’s Complicated”

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Photo by freestocks on Unsplash

Like many educators, my initial reaction to AI was visceral rejection. When ChatGPT joined the scene in Nov. 2022, I felt shock and isolation. Would my assignments become obsolete? Would my role as an educator be reduced to managing prompts and outputs? Was my job going to turn into the philosophy I slip into in tough times–“shit in, shit out”? I’ll admit it—I had a minor panic attack about the future of my career as a composition teacher.
But I was curious. I started experimenting with AI tools like Claude, Poe, and Perplexity. I could see an appeal. I saw them assisting in tasks that would typically take a long time. I got a little excited about the possibilities. AI could free up time for more meaningful student interactions or help me with RSI. Maybe it could help level the playing field for learners who struggle with specific tasks. I became more enthusiastic and eager to share these tools with colleagues and students.
Then I got deeper into the AI ecosystem after reading numerous books; I started to see some complexities lurking beneath the surface. The environmental cost of training large language models is staggering—the water and energy consumption is similar to that of small cities. Then there’s the human cost: the invisible labor force in the Global South, working under challenging conditions to label data and moderate content. These AI systems, while impressive, are potentially widening the digital divide between those who have access to cutting-edge technology and those who don’t.
I am adopting a more nuanced stance now. I still use AI tools, but with greater intentionality. I am trying to balance their benefits with their drawbacks, and I’m trying to be thoughtful about how I present them to my students. Instead of positioning AI as either a threat or a salvation, I frame it as a complex technology that requires critical engagement.
My relationship with AI has evolved from rejection to enthusiasm to careful consideration. The relationship is not over, and I’m not sure where it will head next. I want to help my students understand the tools but also to think critically about their use. So my relationship status remains: “it’s complicated.”

Write6x6

Show and Tell: It’s Not Just for Kindergartners

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I’ve been teaching at GCC for 20 years and have tried a lot of best practices and trends in my teaching: gamification, flipped classrooms and project learning are just a few. However the best teaching trick I ever introduced to my class is my version of Show and Tell. 

Every week students are asked to bring something from their home to share and discuss during class.  I select specific items each week for either a purpose or to relate the item to the content being covered for lecture. For example, on the first night of class, I ask students to wear their favorite shirt, hat, or piece of jewelry to encourage students to want to have their cameras on during our live online class. Week two they bring their favorite snack for the discussion on Sensation and Perception. For the week we cover Lifespan Development, students are asked to bring a picture of themselves during their childhood. For Memory week, they are asked to bring a family heirloom or something they want to pass down to future generations. Every week I put the students into breakout rooms where each student has a turn to share what they brought that week with some of their classmates. During break-out sessions, students share their item and the story behind the item. Students then submit an assignment where they list who was in their group and describe the item they brought. I refer to these break-out sessions as In-Class Activities, and here is an image of one of these assignments.  

Just because I think this is a great idea, doesn’t mean that it is. However here is what students had to say when asked about their favorite sharing activity.

  • My favorite thing overall about the class was sharing activities
  • My favorite sharing theme was the collections. Seeing people’s items was cool but hearing the stories behind them is why it was so memorable. I still remember my group mates concert shirts, butterfly themed items, and baking supplies.
  • I loved hearing about everyone’s achievements, and it was really uplifting to see all the amazing things my classmates have accomplished. Plus, hearing the teacher’s encouraging words at the end, made it even more special. 
  • My favorite theme is the most recent one talking about our collections and why they started. I enjoyed this one because it showed me more about my classmates and what they enjoy. I got to see some really cool legos and hear about books that are different from what I’m used to. 
  • I enjoyed every breakout session and sharing activities; talking with everyone and discussing various topics was delightful. 
  • My favorite sharing theme was the toy theme, I enjoyed seeing all the little tiny toys that my classmates have. It was my favorite theme because it made me relate to my classmates in that they also had little toys on hand with them.
  • My favorite theme was also our most recent when everyone brought something they’re proud of. I think knowing what someone is proud of tells you a lot about their life and personality, and it was fun learning that about people.
  • My favorite breakout session theme was when we all had to bring a favorite picture of ourselves and explain it. I loved learning about my classmates lives
  • I’m going to be honest, all the sharing activities were interesting and informative because they all related to the topic we were learning about for the week. It was also very interactive because the people I had in my breakout room not only participated, but I was able to get their opinion about the topic and could even ask for their input about certain concerns I would have and vice versa.
  • My favorite sharing subject from the weekly small group breakout sessions was “Memories from Childhood.” This subject promoted a feeling of understanding and connection among group members by enabling a sentimental journey into everyone’s history. Talking about our early years brought up a variety of feelings, from reflection to laughter, and gave us an insight into the early events that shaped the people we are now. This topic was the most enjoyable to me since it sparked meaningful stories and strengthened the group’s sense of friendship.

Show and Tell allows my students to connect with each other and build community in a virtual space. They are given a space where they can share personal stories and life dreams with their classmates. Although in-person class time is limited, I encourage everyone to create some time during the semester to give students that space to build friendships. If you are interested in ideas for Show and Tell themes, send me an email and we can surely come up with some fun ideas! 

Write6x6

Janus’s Door

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by JL Woolgar

My doorway is the metaphoric kind. I’m a temp in A&R at our North campus. One of my most important tasks is greeting new and potential students.

In a demographic where many of our students had/have a mother figure with the resources to stay home with their children, we have noted that some students require a more nurturing environment than expected. Fortunately, we are afforded this luxury at North due to our lower population of students.

From my doorway, each student is greeted with a warm smile and an invitation to sit down. This disarms a nervous student. It seems these students are a little more open to learning what I have to teach once they feel safe and get their bearings a bit. For many of these students, it’s the first time they have control over their education, a powerful and inspiring shift.

Two of North’s student temp workers, Andy Orosco and Warloli Hevi

For another lot of these students, they still do not.

We have a lot of parents accompanying the student to register, receive guidance, and enroll. These students can be adults or otherwise. The parent speaks in a lot of cases. They are also a significant part of decision-making during this process.

Through my doorway, the student is addressed and encouraged to speak for themselves. I have seen first-hand instantaneous empowerment when this theory is applied. They sit up straighter and offer more eye contact. The expression on their faces turns from disinterest and dread to engagement and excitement, a testament to the transformative influence of student empowerment.

Some parents are reluctant to let go of control over their children’s lives. They may even express their discomfort to me. It’s natural for a parent to have doubts about their children’s ability “to adult.” In particular, the student who has been closely guided through their formative years.

Inside my doorway, their concerns are gently addressed as well.

It’s controversial to handhold for a college student. Along with literature and history, we teach personal responsibility, and handholding doesn’t seem conducive to our goal of each student achieving independence. However, I see it as a transfer of power so-to-speak. After this, students such as these feel the freedom to take that power back on their own.

For many of these students, it’s the first time they have control over their education, a powerful and inspiring shift.

These students may feel like this is easier than taking their power from those who gave life and allowed for this comfortable first 18 years. This is where a student can also enjoy the magical discovery that knowledge leads to independence. And that knowledge itself is power.

My background is in the spa industry. I won’t presume to know the science and art behind education, but I know how to make people comfortable and allow them to relax. We all need to be assured relaxation is okay at any particular moment. A consequence of productivity expectations, I suppose. It’s an expectation of any progressive society, but it doesn’t encourage an expectation of openness and vulnerability. Two things that could contribute to effective learning, I would imagine.

While these ideas are apparent and second nature to those with education and experience in academia, it was fun to discover these things on my own. To think all those years of giving massages, removing regretful tattoos, and making America beautiful one facial at a time would be training for welcoming young men and women into one of the most thrilling phases of their lives. What a delightful honor I feel, here, inside my metaphorical doorway.

6x6, GCC, GCCAZ, Glendale Community College, Write6x6

Milestones Define the Student Journey

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The student educational journey is filled with important milestones and new thresholds that they pass on a regular basis. It’s our job as educators to help them navigate each new step. So, let’s have a frank conversation about what that even means to us as Student Success professionals.

At the community college, students come to us from all stages in their lives. We encounter the new-to-college student who just turned 18, experiencing adulthood for the first time, all the way to seasoned adults coming back to reeducate for a new career or promotion. No matter where they come from or at what stage of life they are in, every single one of them is looking to us to help them navigate these milestones. The million-dollar question is always: How?

The simplest answer is, there isn’t one way. Years of student service tells us that national best practices and strategies in student success always comes down to the amount of human interaction we can give to our students. What makes a Guided Pathway model so successful is not just the concept of gathering similar academic programs into one cohesive group, it’s the experience the student has with the advisor in that area who helps them to explore their options. The online FAFSA form students and their parents can fill out within minutes isn’t what helps them to feel confident in their ability to fund their education, it’s the financial aid representative that takes the time to explain the process. Even early alert systems with their ability to help us flag students in crisis are meaningless without the person reaching out to the student to discuss their issues. Academia is great at thinking up innovative strategy to approach student success, but each student and their journey is unique. Implementing strategy is never enough, it inevitably comes down to the that one person on campus interacting with the student, that often times yields the best results.

Like I said before, the student’s journey is a collection of milestones and thresholds. They encounter something new in almost every step of the way. When we work with a student it’s our job to assess in that moment where the student is coming from, what is the issue, and how best can we help. Active listening is paramount to understanding and allowing the student to fully explain or express their questions or concerns before we start telling them the solution. Listening is essential to not only giving the most accurate info, but to also validate who they are and what they are dealing with. In our experience, most students, when they walk into our spaces seeking our help, are just looking for that connection. They are more than ok when we tell them we don’t have an answer for them. Often times our best tool is to sit and listen. Getting to know our students is the first step in providing the right kind of help at the right time.

As a rule, we encourage our students to come back and see us multiple times a semester, not because we feel they need tracking, but because we get to know them and vice versa. Each visit is an opportunity to cultivate mutual respect and trust. Before long the student feels comfortable coming to us when they don’t understand something or encounter a new experience. Our relationship allows us to help them navigate in a way that makes sense and in a manner that makes sense. Which then equates to a better student experience overall. They aren’t intimidated by something new, because they know they have allies who can help them through it.

I challenge you to get to know your students, to evaluate your processes and put student learning and experience at the center of your decisions. Can we take our time during these interactions to allow for better understanding? Can we relate our own stories to help us connect to their experience? Can we remind ourselves that our interaction with our students is the purpose of our work?

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Designing My Ideal Entryway: A Space for All

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As a big fan of renovation, I was ecstatic when given the opportunity to design an entryway. To me, an entryway should do more than serve as a passage—it should set the tone for the entire space, welcoming everyone who crosses its threshold. I wanted my entryway to embody four key principles: a welcoming atmosphere, inclusivity and accessibility, community and engagement, and a future-focused approach. It is important to note that I was dreaming big and made this more of a building on campus rather than a singular classroom. 

A Welcoming Atmosphere

The moment someone steps into the space, they should feel a sense of warmth and inspiration. High ceilings and ample natural light create an open, airy environment that invites people in. Vibrant murals would adorn the walls, encouraging thought, conversation, and curiosity. These artistic elements would not only beautify the space but also challenge visitors to think critically and engage with the environment in a meaningful way.

Inclusivity and Accessibility

A truly inclusive entryway must cater to the needs of all individuals. Seating would be available at various heights to accommodate different comfort levels, and designated spaces would allow for wheelchair accessibility. Additionally, built-in technological features, such as easily accessible charging stations and device-friendly seating areas, would ensure that everyone has the resources they need to stay connected and engaged.

Community and Engagement

An entryway should reflect the people who pass through it. To foster a strong sense of community, I would incorporate a dedicated gallery space showcasing student and faculty work. From research projects to faculty innovations, this area would celebrate the contributions of those who make the institution thrive. By highlighting their achievements, the entryway would serve as a hub of creativity and intellectual exchange.

Future-Focused Design

The future of education and community spaces lies in sustainability and technological integration. This entryway would feature digital resource kiosks, providing real-time updates on events and opportunities. Eco-friendly elements, such as living plant walls, energy-efficient lighting, and sustainable furniture, would emphasize a commitment to environmental responsibility. Natural light would further reduce the need for artificial lighting, creating a harmonious balance between innovation and sustainability.

By designing an entryway with these principles in mind, I aim to create a space that is more than just a doorway—it is an experience. A place that welcomes, includes, engages, and inspires all who step inside. Whether through art, accessibility, community, or sustainability, this entryway would reflect the values that matter most to me and the broader community it serves.

Write6x6

Two Roles, One Mission: Supporting GCC Students

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I have a couple of  roles at GCC.  As the primary administrator for Canvas on our campus, I have extensive Canvas knowledge and experience. As an adjunct faculty member for the Psychology Department, I teach the MCCCD curriculum for Psychology 101.

Each semester on the first night of my live online class, I give a tour through my course and show students how to effectively navigate through Canvas. At the end of the tour, I invite students to come to me for help with Canvas, even if the help is related to another course. I let them know I am the Canvas go-to person for faculty and staff and I can also be their personal Canvas go-to person to support them on their academic journey. Every semester at least one student has come to me for Canvas support. Since Canvas is deeply integrated into the teaching process at GCC, helping students cross the Canvas threshold helps them on their learning journey. Through the years there has been several students who expressed how grateful they were for the Canvas support and how my assistance helped them understand how Canvas works.

As faculty, all of us are subject matter experts in our designated area.  However I challenge everyone to ask themselves “What else am I am expert in, and how can that help our GCC students?”