Phoenix College FOCUS Magazine, 2020-2021

FOCUS M A G A Z INE

PHOENIX COLLEGE 2020-2021

The Heart of the Bear is

Social Justice

P H O E N I XC O L L E G E . E D U/ S TO R I E S - O F - I M PAC T 

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LETTER FROM THE PRESIDENT

IN TH E N EWS

Dear Bears & Friends of PC Phoenix College’s founders were determined to ensure that all Phoenicians had access to higher education, and their vision for an inclusive education was ahead of its time. Today, more than 70 percent of PC students are either the first in their family to attend college or they are from underrepresented and underserved communities. As a Hispanic-serving institution, we support students from more than 100 countries who speak more than 50 different languages.

When we kicked off the Centennial celebration in January, we never envisioned how 2020 would unfold as a historic year for the college, our country, and the world. During the Covid-19 pandemic, PC’s focus on student success has been amplified as classes migrated from a face-to-face learning environment to a virtual experience.

I am so proud of the faculty, IT, maintenance and operations, and senior leadership teams who rose to the challenge, thus embodying the true Bear Pride! Our nation also grappled with the death of George Floyd and countless other Black Americans, resulting in numerous protests around social and racial inequities. PC faculty and staff rose to the challenge by hosting a listening session to afford the college community an opportunity to share their thoughts, hopes, and dreams for a more inclusive society.

Over the last year, we have embarked upon new endeavors that will transform the student experience, including Guided Pathways (an initiative that assists students in identifying their field of interest) and creation of an online BearTrax, the PC student-onboarding experience. This Fall, we unveiled the Maricopa I.T. Institute at Phoenix College. The Institute, situated in the heart of Phoenix, will meet the growing demand for microcredentials, certificates, and degrees — supporting the expansion of the Valley’s tech sector. The Neighborhood College is also expanding and now includes partners in the financial sector. And, over the past two years, PC’s dedicated faculty and staff have secured $4 million dollars in National Science Foundation grants to advance undergraduate education and workforce development.

This issue of Focus Magazine includes stories about students, alumni, and faculty who are positively impacting our community. And, the Our Past.

Your Future. History of Phoenix College book has been released! The book is a vivid accounting of Phoenix College’s incredible 100-year history, with stories of equity and access woven throughout the book — memorialized by author and PC alumna, Stella Pope Duarte.

It is my sincere honor and privilege to build upon the legacy of PC’s founders, who knew that education is a valuable gift, essential to improving the socio-economic status for all Phoenicians. It is our responsibility to continue fostering this spirit as ambassadors of Phoenix College. We proudly remain a student-centered institution — committed to fostering a culture of care and equity, helping students “Go Far Close to Home!”

Sincerely,

PC Hosts First Ever “Car-Mencement” Graduation Ceremonies

TABLE OF CONTENTS

As a result of the Covid-19 Pandemic, Phoenix College was forced to cancel the in-person Commencement. Instead, PC hosted a “Drive-

1 In the News

News and happenings at Phoenix College

4 If You Light One Candle The History of Phoenix College as told by alumna Stella Pope Duarte

7 Virtual Math Solves the Problem

Professor James Sousa is making math more accessible

10 2020 Artists of Promise Celebrating the 2020 artists of promise 14 The

Heart of the Bear is Social Justice

thru” ceremony, where graduates picked up

100 Y E A R A F FA I R A N D C A M P U S OPEN HOUSE POSTPONED

20 Giving COVID-19 the Full-Court Press

An alumni profile featuring Dr. Michelle Tom

yard sign. Upon arrival, students were greeted with a giant archway of colorful balloons. Faculty and

Centennial celebrations are postponed. The 100 Year Affair, to be

staff lined the road to welcome and

hosted on November 21, 2020; and the Campus Open House, to be

cheer on the students as they drove

hosted on March 10, 2021, are postponed until State and Federal

by and photographs were taken

health guidelines permit large in-person gatherings. While we cannot celebrate together in-person, look for invitations to virtual celebrations in the coming months. Stay up-to-date on the latest Centennial news by visiting phoenixcollege.edu/100.

with everyone remaining safely inside of their vehicles. More than 400 graduates participated in the morning and evening

1,314

Graduates in May 2020

1,179 Degrees Conferred

drive-thru ceremonies. PC leaders participated in the event, with President Dr. Larry Johnson taking photos with each graduate. While this was not the ceremony PC students expected,

18 A

An alumni profile featuring Peter Banko

a “Congratulations Class of 2020”

Due to Covid-19 and social distancing requirements, in-person

Confronting issues of equality, power, and racism

Quest for International Understanding

their caps and gowns along with

NEW NEIGHBORHOOD COLLEGE PROGRAM PARTNERS

it was certainly a once in a lifetime celebration in honor of their achievements!

Neighborhood College, a partnership concept with local organizations, provides classes at workplaces throughout the Valley. The concept came from a desire to meet students where they are — academically and geographically. The idea emerged when City of Phoenix Manager Ed Zuercher and PC President Dr. Larry Johnson discussed the need to accommodate learners looking to advance in their current careers. The Neighborhood College Program makes it easy for students to register and enroll because classes take place where they work. In the first year, PC served 276 students at three locations, and the first students completed their business programs in June, 2020.

Payroll Solutions Credit Union (PSCU) and the City of Phoenix Fire Department are the newest partners in PC’s Neighborhood College program.

Dr. Larry Johnson Jr. P H O E N I XC O L L E G E . E D U/ F O C U S

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IN TH E N EWS

I.T. Institute at Phoenix College Now Open Phoenix College opened an Information Technology Institute (ITI) in September. The Institute is an entrepreneurial and collaborative learning environment, where industry partners, technology professionals and educators intersect — to prepare the workforce of tomorrow, collaborate to solve pressing IT challenges, and anticipate workforce needs.

Situated in the heart of Phoenix

Staff and faculty prepare food for PC’s drive-thru food distribution.

— the ITI will meet the growing

PC students Briana Calixto and David Ortiz Leon at the IT Institute.

demand for industry-recognized certificates

Desktop Support, Linux Administration, Mobile

and degrees, micro-credentials, and

App Development, Networking, Programming

customizable training programming to

& Systems Analysis, Virtualization, Web

support the Valley’s technology sector.

Development & Design, and Windows Server Administration. Customized IT training

As part of the Institute, faculty in the newly

D R I V E -T H R U F O O D DISTRIBUTION

formed Computer & Information Technology Department designed 30 certificate and

The Covid-19 pandemic has significantly changed how Phoenix College delivers teaching and learning, and the Covid-19 crisis has compounded the issues of poverty,

opportunities for employees are also available.

Phoenix College is seeking innovative

degree programs in eleven different program

and strategic industry leaders to build a

areas. Program offerings include: A+

comprehensive network of support for a more

Certification, Cloud Computing, Cybersecurity,

diverse and inclusive IT workforce.

LEARN MORE For more information about the ITI, please visit phoenixcollege.edu/ITI. To learn about sponsorship opportunities and how to become a founding supporter of the Phoenix College ITI, please email development@ phoenixcollege.edu.

hunger, and food insecurity. The campus closure might have eliminated food access to the college’s most vulnerable populations, but PC faculty and staff

Phoenix College Preparatory Academy Recognized by US News & World Report

innovated and established drive-thru food distributions in collaboration with St. Mary’s Food Bank. The drive-thru food distributions are designed to

Phoenix College Preparatory Academy

activities like sports and student clubs. When

while adhering to social distancing guidelines.

(PCPA) is an accredited charter high school

you donate to PCPA’s extracurricular tax credit

And, beginning in September, the PC Pantry

at the Phoenix College campus. PCPA

program, the State of Arizona will pay you back

began taking individual appointments for

students take advantage of PC classes,

dollar for dollar up to $200 for an individual or

labs, libraries, other services and facilities,

$400 for a couple when you file taxes! If you owe

and interact with community college

state taxes, it will pay your debt. If you don’t owe,

increase access for critical support services,

students and the community to visit campus to select non-perishable items such as canned goods and hygiene items from the PC Pantry.

If you would like to learn more about or support the PC Pantry, visit phoenixcollege.edu/pantry.

City of Phoenix Councilwoman and Phoenix College Community Relations Liaison Laura Pastor prepares food for PC’s drive-thru food distribution.

students, who serve as mentors and tutors. PCPA was recently recognized on U.S. News and World Report Best High

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in your Arizona State Tax Refund.

 100 percent graduation rate

 44 percent of PCPA graduates in the last three years have earned their associate’s degree from PC before high school graduation

School List.

Receive up to $800 in 2020 tax credits

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you will get the full amount back, dollar for dollar,

 An “A” Rated School 4 years in a row

Make checks payable to: Phoenix College Preparatory Academy,

with a Charitable Organization Contribution

1202 W. Thomas Road, OSE105, Phoenix, Arizona 85013.

to PCPA in support of extra-curricular

Have questions? Call 602-285-7697.

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If You Light One Candle — A Celebration of 100 Years of Phoenix College History

O

ne hundred years ago in the Valley of the Sun, in a small sheet metal shop on the back of the Phoenix Union High School District’s campus, a daring dream was born — a college education in Phoenix for absolutely all who sought it.

At the time, the closest opportunities for Phoenix residents to achieve an education above high school were Tempe Normal (a teacher’s college — later Arizona State University) and the University of Arizona in Tucson.

Many were critical that it simply couldn’t be done.

Building a college from practically nothing and, even more astoundingly, offering education for all, regardless of a student’s gender or ethnicity were uncommon goals in the early 20th century.

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Despite the odds, on September 13, 1920, Phoenix Junior College (PJC) opened its doors (in that same humble sheet metal shop) to 18 eager students from all walks of life. And so began the story of Phoenix College (renamed in 1947).

In honor of its centennial celebration in 2020, Phoenix College embarked on a mission to share this enduring legacy. Gathering records of the past 100 years of history was the work of several decades, the PC Fannin Library, the Phoenix College Half Century Club, past college historians (June Fike & Georgia Dilliard) and countless others who have contributed to the Alumni Office archives over the years.

Acclaimed author, educator, and Phoenix College alumnus, Stella Pope Duarte ‘69, ultimately penned the story of Phoenix College. Much of Stella Pope Duarte’s previous works, notably Let their Spirits Dance and If I Die in Juárez shone a light on groups of people who were often ignored or overlooked by history. She was the perfect person to write about a college steeped in social justice.

The inclusive dream of Phoenix College birthed countless other dreams — that of its ever-growing population of students. Women took courses in engineering, the sciences, and math. Students of color built their dreams for a successful future class by class and degree by degree.

Phoenix residents, fed up with working thankless bone-tiring jobs during the day, came to the college at night to learn new skills that would bring them out of poverty and build future careers. The perceptions and misconceptions of the rest of the world could do little to penetrate these dreams. At Phoenix College, all students were capable of reaching their goals.

By the 1950s, while the country was embroiled in social upheaval, Phoenix College elected its first African American Student Body President and hired its first African American professor. A decade later, the rest of the country caught up.

“I want readers to see themselves in the book. I can guarantee you that anyone who has lived in this city for any length of time will either find someone they know, identify someone they used to know, see themselves in this book, or learn some local history.”

— Stella Pope Duarte

“If you light one candle you will disperse the darkness. Right now, we are in a pandemic. In this dark time, we need to understand that we will get through this. The darkness is not going to overtake us. The light is still ahead of us. We are a people who will always rise and the book will show readers that. We will rise.”

– STELLA POPE DUARTE

“Social Justice has a very clear and deep meaning for Phoenix College. In the 1920s, when B.F. McFall gathered four or five educators to meet with him and set up a college, they made a pledge — there would be no segregation at Phoenix College. No one would be discriminated against on the basis of ethnicity, language, or gender. They made that pledge and began the social justice legacy that PC is known for today. The students picked it up as the years went by in hosting cultural events and inviting historic speakers to the college. Everyone was equal and everyone was welcome at PC.” — Stella Pope Duarte

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F A C U LT Y S P O T L I G H T

The story of Phoenix College is enduring and especially poignant at this time in our nation’s history.

It is a story of hope and endurance in the face of adversity. The college’s story is that of its students, staff, faculty, and the surrounding community. Each story builds upon the other to create a cacophony that resonates over the decades and beats in the heart of every Phoenix College Bear.

“The faculty at PC have everything to do with the success of where this college has been and where it is going. The book is full of the audacity of believing you can make decisions in a little sheet metal shop that are going to last forever. The riskiness that the educators took to establish this college are still with us. I believe that looking through these pages people will see the joy."

— Stella Pope Duarte ■

Condensing 100 years of history into 188 pages was no small feat. Duarte had the unenviable task of deciding what to highlight and include. In the book, readers will be captivated by the story of the bear that grew up too fast, the prowess of PC athletic teams, and how significant historical events such as the Depression, World War II, and the Civil Rights movement impacted students on campus. Readers will feel nostalgic as they turn the pages of this coffee table book, bursting with fun photos, quotes, and memorabilia.

“This is a celebratory issue. This is our time to tell our history in how we’ve served the community for 100 years. I had to decide what to include by making wise decisions that would show the forward struggle, the forward movement, and the forward leadership of PC as the flagship of the whole Maricopa County Community College District.”

— Stella Pope Duarte

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Proceeds from the sale of Phoenix College Celebrating 100 Years; Our Past: Your Future will directly benefit student scholarships. Order your book today for only $29 at phoenixcollege.edu/100/pc-history.

VIRTUALSolves MATH the Problem James Sousa is making math more accessible

James Sousa is passionate about customizing the learning experience for students, and even before the pandemic necessitated teaching and learning via remote platforms, he was inspiring students to use virtual tools. Professor Sousa is a beloved Phoenix College faculty member, and students rave about his teaching style and willingness to provide support.

In 2009, Sousa created his first math tutorial video, and soon after launched a website called Mathispower4u. Since then, Professor Sousa has created more than 7,000 (7,035 to be exact) math tutorial videos to help students understand math concepts. His

website has a wide array of videos ranging from arithmetic, to linear algebra, and advanced calculus.

By Sousa’s account, one of the reasons people have anxiety about taking math is that, in a class of 15-20 students, there will be a handful of students with a lot of experience with the material and some students with very little experience, impacting how students grasp concepts in relation to their classmates.

Students may fear they won’t comprehend the material at the same pace as their classmates.

Sousa creates videos to allow students to learn at their own pace so they have the support they need — at the exact time they P H O E N I XC O L L E G E . E D U/ F O C U S

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“

The technology is always changing and improving. I feel it is my responsibility as a professional to continue to investigate and implement the best technology into my classes to foster student success.

TOTAL VIEWS

143.1

MILLION

” ”

TOTAL VIEWING TIME

5.1 MILLION HOURS = 581.8 YEARS

need it. Sousa believes that having students watch the instructional videos outside of class as part of homework preserves precious class time for problem solving, active learning, and group activities.

E A S Y ACCESS TO LE ARNING Mathispower4u is an open educational resource (OER), which means it is free for students to use. This is an important point to professor Sousa, who also believes that all students should have equal access to supplemental content. All of the courses Sousa teaches use OER materials, including eBooks and video tutorials, which means all students have the resources they need to succeed from the very first day of class.

To make it easy for students to access the tutorials, Sousa embeds the videos into the online learning classroom. All courses have a video lesson with practice problems and the homework assignments have video examples. Sousa explains that it can be challenging to get students interested in the material, so his mission is to make learning math more engaging, easier to understand, and accessible to students when they need it. He keeps things fresh by implementing new techniques, ideas, and technology in the classroom and in his videos.

All of Professor Sousa’s videos are closed captioned, which means viewers can read words on the screen when the sound is turned off, either because of being in a noisy environment (such as a

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TOTAL SUBSCRIBERS

160,343

café), or because of a sound-sensitive environment (such as a library). And, captions allow viewers to watch and understand the videos on a cell phone and their social media news feeds, which play videos on silent by default.

Sousa’s YouTube channel has more than 160,000 subscribers, with more than 240,000 views on a recent day. He calculated that students have spent 5.1 million hours viewing his videos (581 years). His website is organized and searchable by course and topic, and the videos are accessible to all students anytime and anywhere with an Internet connection. Even before the pandemic necessitated remote teaching and learning, Sousa was holding virtual office hours, with live audio, chat, file exchange, and desktop sharing – with students.

“The technology is always changing and improving. I feel it is my responsibility as a professional to continue to

investigate and implement the best technology into my classes to foster student success.”

In August, graduate students from Stanford University and Berkeley College approached Sousa to create a Spanish YouTube channel for his math videos, and the channel already has more than 1,000 subscribers. Sousa says that he is thrilled to remove another barrier for students who speak Spanish as a primary language.

SUCCESS MULTIPLIES In addition to stellar reviews from students, Sousa was recognized with Phoenix College’s Distinguished Teaching award in 2008. Sousa also received the Sony Technology Scholarship, by Sony Inc., to update his technological equipment and resources. In 2012, he was honored with an Employee Recognition Award

from Maricopa County Community College District and an Award of Excellence from the National Institute for Staff and Organizational Development. In 2014, he received the Arizona Professor of the Year Award, and in 2019 he was bestowed a Silver Play Button Award for surpassing 100,000 YouTube subscribers.

When asked what it takes to accomplish all of this, Sousa said, “With hard work and dedication, I believe most goals can be accomplished. I have the opportunity to make a difference in the lives of students and I find it very rewarding to help them succeed in their educational and career goals.”

With virtual teaching and learning continuing into the foreseeable future, he is sure to gain new subscribers to his YouTube Channel at a swift rate. At last check, his videos were accessed by students in the Philippines, India, Canada, and the United Kingdom. ■

Portions of this material were part of an article originally published by The League for Innovation in the Community College, May 2013, at league.org.

If you would like to view Professor Sousa’s tutorial videos, visit his YouTube Channel, or mathispower4u.com.

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A R I O N TA N A B E First Place

MUSIC COMPOSITION

“Gesu, L’uccisore di Serpent”

P H O E N I X CO LLE G E

2020 ARTISTS OF PROMISE

Arion won first place in the Maricopa County Community College District Artists of Promise Competition for his piece titled Gesu, L’uccisore di Serpent (Jesus the Serpent Slayer).

The composition tells the story of a metaphysical battle between Jesus and an evil serpent. It contains various music styles and references, from the inspiration of the story, a homage to the Masses Caput from the early Renaissance, using the Phrygian church mode, to the musical motives in the modern octatonic mode, representing the serpent and its influence over the land it infects. To hear Arion play the piano, visit bit.ly/artistpromise2020.

NINA NEWELL

Each spring, the Maricopa County Community College District (MCCCD) hosts an Artists of Promise competition to recognize student works in visual and performing arts, and writing.

ARION TANABE

First Place Music Composition

QUINLEIA DIXON

The competition culminates with an

Second Place Creative Writing: Fiction

event at the Herberger Theater, where

ABRIL CHIHUAHUA

student artwork is displayed and theatrical and musical pieces are performed. The 2020 event was unable to take place due

Honorable Mention Creative Writing: Poetr y

BRENDA MASON

to the pandemic, but Phoenix College

Honorable Mention 2-Dimensional Art

students took first place in music and

TANISHA MOORE-HENRY

writing, and a number of PC students received honorable mention in the 2- and 3-dimentional arts categories.

PC proudly celebrates the 2020 Artists of Promise!

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First Place Creative Writing: Fiction

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Honorable Mention 3-Dimensional Art

TODD WELCH

Creative Writing: Poetr y

LUIS ZAMORA

Honorable Mention 2-Dimensional Art

TA N I S H A M O O R E - H E N RY Honorable Mention 3-DIMENSIONAL ART:

Nature vs. Nurture

N I N A N E W E LL First Place

CREATIVE WRITING: ESSAY

“Goose Girl”

“There are no roads on the open sea.” A breeze carries the words down to us below deck.

Huddled next to each other, my brother and I exchange embarrassed glances as the other kids giggle. I inhale a deep breath, searching amongst the pungent ocean odors for a tiny hint of fresh air. Beneath the boat, the propeller whirs a soft thumpety-thumpety.

“Whose voice is that?” a boy asks, the glee in his voice grating.

My brother tenses. Gently, I nudge him with my elbow, cautioning him to not react. There’s a small chance the voice wouldn’t be recognized.

“Oh, that’s Uncle Bao.” Betraying us, a cousin names my father. “He’s a poet.”

“Or tries to be,” comes a derisive tone from the dark corner to our right.

My brother’s arm twitches. I put my hand on it. The older teens cluster in that corner.

At twelve, my brother is too small to play filial defender.

Above deck, my father’s voice continues strong. “The ocean is a nowhere road for the lost.”

I cringe. Why, oh why does he always have to use such florid, overblown, overwrought language? How hard is it to say simply, “Dear God: Need rescue. Send help. Amen.”

With a swoosh, the boat vibrates, and the soft thumpety-thumpety becomes a hard thumpthump, signaling we have picked up speed.

“The others, the other lost souls, they are only looking for any kind of rescue because they don’t have a safe harbor.” My father raises his voice. “They have no choice because their fear is overwhelming. But we, we know the road to our Savior…”

Read the full essay at bit.ly/artistpromise2020

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ABRIL C H I H UA H UA

I wipe the tears - ahora no Xochitl is with me, she cries for you

CREATIVE WRITING: POEM

I miss you more than words can say I feel my heart bursting out of my chest The blood leaves my body and rises up to my face.

“The Death”

Ahora no

Honorable Mention

I arrived here a week ago Here the dead like being dead.

Mi niño, I’m sorry my time came so soon But if you could see then you would understand

LU I S ZAMORA

They lie in the gardens where the sun shines brightest Eating Death Bread and Poison Milk.

Estoy bien No te preocupes

There is a tree in the middle Wisdom written on its trunk in all the languages you can imagine.

Here the light is yellow and red Clouds never hover over us

2-DIMENSIONAL ART:

If you touch it you can see those you left Pobresito, I knew he wasn’t ready

Here is my papa who I haven't seen since I was 13 Here I am safe.

I wasn’t ready.

I wasn’t ready for the tears.

I wasn’t ready to see you like that

I have to do something I have to come get you I have to bring you back

Passed out on the floor en esa linda mañana de oro In a casket that mom picked out while Cien Años plays My cousins, tios and tias looking at you Looking at mama Looking at me

I change and bring out the book Es el libro de la vida y la muerte I hate that your name is here now, Enrique Hernandez I put on my backpack, right first then left ...

Honorable Mention Blue and Orange Landscape

TODD WELCH

Honorable Mention CREATIVE WRITING: POEM

“Kentucky”

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Even the grass feels the pressure.

With so much carbon in the air and heaped on nitrates It has turned a new shade of blue in Ecstatic asphyxiation. Hazel-eyed animals Trample their wet play yard into a green sludge with their tan, bulked-up Gym muscles. Their hoofs will frustrate the farrier’s pick with lingering Grass blades and the occasional dried up caterpillar hidden in the crannies of feet So strange and wonderful we had to marry them to a solid ring of Metal to keep them from getting cold.

We busy ourselves with a muck rake to avoid the quiet tension. We try our Best to love them, we do. The kind of love that comes with a whistle and a Click, a hard shoe and a cinch. It makes us feel better to try to keep the Leather soft. We kiss their noses and give them bittersweet snacks At the end of the day. We hold Them safe in our love, we think. But just like the grass, Love can Hurt.

But hurts are Easy to forgive when you’re running in a round pen, Nostrils wide, snacking on an apple after a long Run, or carrying a quiet Child on your back. Sometimes, At dusk we check the barn, it helps us sleep.

We are sick with the thought they might ever Leave us in the middle of some Clear night for a better offer. Like they might Raise their bowed heads and catch sight of the moon A little too long to somehow vanish back to a place of pure feelings.

To read the complete poem please visit bit.ly/artistpromise2020

B R E N DA MASON

Honorable Mention 2-DIMENSIONAL ART

“Topo”

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COVE R S TO RY

“

Working with the SoJO Club has changed my viewpoint of how stigmas are assigned to people based on our identity.

The Heart of the Bear is

SOCIAL JUSTICE

I

n the days following September 11th, 2001, the United States was in a place of confusion and cultural misunderstanding; discussions about hate and prejudice were happening on the news, at the dinner table, and in the classroom. As Phoenix College faculty, staff and students confronted these ideas, it became clear that a more intentional approach to these conversations was needed.

The Office of Student Life & Leadership rolled out the No Place for Hate program, a national initiative in partnership with the Anti-Defamation League (ADL), teaching respect, tolerance, and acceptance.

No Place for Hate aims to reduce bias and bullying, increase appreciation for diversity and build communities of respect.

College campuses reflect their communities, and can be safe-havens for difficult discussions; even necessary conversations in support of freedom of speech as a bedrock of learning. But, these conversations must take place in ways that are respectful and safe. Social justice curriculum

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is not new, but this type of programming is getting renewed attention as we continue to confront issues of equality, power, and racism.

Social justice programming shines a light on formerly taboo subjects, and provides a platform for students to be their true selves and invites diversity. Through its social justice programming, Phoenix College strives to create an environment where all students, faculty, and staff speak their truth and feel supported.

In 2016, the Office of Student Life & Leadership adopted the Tunnel of Oppression series; interactive, multi-sensory experiences, told through studentacted vignettes. Student clubs create short, stirring scenarios to showcase acts of oppression, suppression, or hate.

Students, staff, faculty, and community members witness performance art showcasing relevant issues.

”

—Aide Rodriguez, PC Alumna & Social Justice Coordinator

Examples of recent vignettes include one presented by the Rainbow Spectrum Student Club (an LGBTQ+ student group), shining a light on murdered transgender women. PC’s Native American Student Association (NASA) took on the topic of missing and murdered indigenous women.

The Veterans Club has demonstrated what it is like for veterans returning from a tour of duty and how the effects of post-traumatic stress disorder (PTSD) impact reintegration to civilian life.

Recently, the National Association for the Advancement of Colored People — Black Student Union (NAACP/BSU) Club hosted a poetry reading around the “Black Lives Matter” movement. The National Alliance on Mental Illness (NAMI) Club created a museum of labels used to discriminate against entire ethnic groups and explored the idea of what a label does to the psyche. And, the Movimiento Estudiantil Chicano de Aztlán (MechA) Club simulated a border control raid P H O E N I XC O L L E G E . E D U/ F O C U S

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COVE R S TO RY

“

Social justice programs like the Tunnel of Oppression and the Fishbowl Series let us hone in on important issues and lift up voices we might not otherwise hear.

”

—Aide Rodriguez, PC Alumna & Social Justice Coordinator

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where participants are asked to take on the role of suspected immigrants.

Another type of social justice program at PC is the Living Library, which is a unique opportunity for students to hear inspiring, unusual, and educational stories. Instead of books, students “check out” people who have powerful, educational, and inspiring stories to tell. Community members and alumni agree to share their life experiences and lessons learned with students. These storytellers are activists, politicians, authors, artists, parents, and community leaders – sharing their unique perspectives and experiences.

Students learn about life-changing experiences, including tales of Holocaust survivors, a man transitioning to life as a quadriplegic, living life as a trans-man, a community organizer and leader of the Women’s March, and life lessons from a previously incarcerated man. Faculty members bring their entire classes and incorporate stories from the Living Library into their curriculum. The goal of the Living Library is to introduce attendees to different ways of thinking and create a dialogue that may open hearts and minds.

Social justice programming at PC also allows students to explore new ideas through the Critical Conversations Fishbowl Series.

This series explores prejudice, discrimination, and privilege as it relates to various identities.

Individuals share their challenges, joys, differences, common objectives, and misunderstandings. Each event is designed to help attendees better understand how individuals and society as a whole are impacted by these topics. Participants learn how to become a part of building a supportive, aware, and equitable environment. Topics in recent years included: Latinx, the Voices of Black Women, The Reality of Life After Prison, and Intimate Partner Violence.

A new student club, called the Social Justice Organization (SoJO for short) was created

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The voices of Native Americans have been ignored for generations. Social Justice programs like the Tunnel of Oppression bring silenced perspectives back into the conversation and empower students.

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—Randy Long, member of PC’s Native American Student Association (NASA)

To learn more about Phoenix College’s Social Justice Programming, visit phoenixcollege.edu, or call 602.285.7667.

as a platform for all students to be heard and appreciated. The student members of SoJO are responsible for much of the aforementioned programming and are focused on creating social awareness and social movements on campus. SoJO facilitates these efforts by creating environments that welcome conversations about difficult topics such as drugs, addiction, immigration, domestic violence, and many others.

SoJO allows students, faculty, and community members to speak their truths, focusing on the pillars of awareness, inclusivity, and engagement.

From the beginning, PC’s founders made a firm commitment to educational equity and access.

Since 1920, PC has been a place where everyone can learn, lead, and launch into greatness. ■ P H O E N I XC O L L E G E . E D U/ F O C U S

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ALUMNI PROFILE: Peter Banko

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He cultivated his interest in the arts by enrolling in a second graduate program at Arizona State University (ASU), completing a Master’s in Liberal Studies and a certificate in Museum Studies.

Afterward, he joined the staff of the ASU Museum of Anthropology and co-chaired ASU’s Museums, Galleries & Collections Committee of 32 entities.

He was a trustee at the Phoenix Art Museum (PAM) for eight years, guest curated three exhibitions, guest lectured on Asian art, and was president of PAM's Asian Arts Council for two years.

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A Quest for

INTERNATIONAL UNDERSTANDING

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he early 1960s were fraught with global strife, and President Kennedy challenged the nation in his inaugural address by saying, “Ask not what your country can do for you, but what you can do for your country”; inspiring a generation of Americans to civic action and public service. A few years later, as a junior at Camelback High School, Peter Banko had big dreams of attending college, studying abroad, and eventually having an international career. Peter had neither the money nor the study habits to attend a prestigious university straight out of high school, and sought a more intimate college experience to develop himself scholastically. Peter’s high school counselor recommended that he consider Phoenix College (PC), and in 1962, Peter was awarded a Camelback Faculty scholarship to PC. Peter recalls that his classes were small, and the faculty were attentive and involved.

As many students experience at PC, the faculty and staff get to know each student, and take an interest in the students’ academic and personal growth. Peter served as Associated Student Body President, and recalls the historic and somber moment when he announced to the PC student body that John F. Kennedy had been assassinated.

Above: Peter at the PC Campus, 1964.

Peter at the PC Campus, 2020.

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GO FAR . CLOSE TO HOME. While attending PC, Peter was accepted into The Experiment in International Living Program, which paired students with host families in countries around the world. In the summer of 1964, Peter went to live with a family in Mendoza, Argentina. He didn’t speak

PHOENIX COLLEGE

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F O C U S M AG A Z I N E

much Spanish, and the family didn’t speak any English, but after ten weeks Peter says he was dreaming in Spanish. More than 50 years later, Peter describes his summer exchange program as one of the most impactful experiences of his life. Before leaving for Argentina, Peter applied to Georgetown University School of Foreign Service, in Washington, D.C. He learned that he had been accepted while in Argentina, and soon after he returned from South America, Peter transferred to Georgetown.

Among his classmates at Georgetown were future president of the United State Bill Clinton, and the future president of the Philippines Gloria Macapagal. His time at Georgetown included rigorous studies in economics, history, government, philosophy, world religions, and foreign languages, but it was the quest for global understanding, a commitment to social justice, and the need to question accepted norms, that made Georgetown special, Peter says.

FROM PC TO THE PE ACE CORPS After college, to further his interest in foreign affairs, Peter joined the Peace Corps, and was soon on an airplane headed to Iran. In his first Peace Corps posting, Peter taught

English as a second language to Iranian middle and high school students in the small rural town of Shushtar, Iran. He was the town’s first international teacher; and a curiosity to the Iranians, but says that “The Peace Corps enabled me to view people from different cultures on their own terms”. In the evenings, Peter enjoyed informal language sessions with his colleagues during shared meals, which increased his Farsi language acquisition and expanded his interest in living and working abroad. The following year, he was assigned to the University of Tehran’s Graduate School for International Studies, where he taught courses on the United Nations. When he returned to Phoenix, he enrolled in a graduate program at the Thunderbird School of International Management, where he was a teaching assistant in international relations. He also taught English as a Second Language (ESL) at night in the adult learning program at Phoenix Union High School.

AROUND THE WORLD AND BACK AGAIN After completing his master’s degree, Peter was hired by Chase Manhattan Bank in New York. Following his first international appointment in Beirut, Lebanon, Peter returned to New York to work in the bank’s Middle East department. He went on to manage banks in Europe, the Middle East and Asia, with 13 overseas assignments. Peter and his family lived in 8 countries, including Bahrain, Beirut, England, Hong Kong, Iran, Singapore, Taipei, and Tokyo, where his son had to adapt to new schools, customs and languages.

POST-RETIREMENT Peter retired to Arizona in 2002. Not one to sit still for long, he was asked to employ his global experience as an advisor to the Monterey Institute of International Studies.

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3 1. Peter teaching English as a second language in the adult learning program at Phoenix Union High School, 1970.

2. Peter with Taiwanese President Chen Shui-bian, 2001 3. Peter at Naqsh-iRutam, Iran, 1967.

RECONNEC TING WITH PC Returning to the Valley of the Sun also sparked Peter’s interest in rekindling friendships with PC classmates. Peter discovered a group of dedicated Phoenix College alumni meeting regularly to plan annual half-century reunions. The Half Century Club (comprised of PC alumni who graduated 50 years ago or more) was reviving a history of PC book in anticipation of the College’s Centennial celebration in 2020. Peter soon found himself giving his time and talents to multiple PC projects. He also supports a number of projects with financial contributions, including scholarships, the PC Pantry for student experiencing food insecurities, the Eric Fischl art initiative with the Phoenix Art Museum, and mentoring students with international career ambitions.

The choice to attend Phoenix College fortified Peter’s scholastic preparedness, and the study abroad experience broadened his vision for living and working internationally.

Peter reflects about his time at Phoenix College, and how important the decision to attend PC has been in his life. “Having survived a civil war in Lebanon, the revolution in Iran, missile attacks in Taiwan, and two airline hijackings, highlights of an extremely interesting career begun at Phoenix College, I am grateful and want to give back.

Enrolling at PC was the first best decision of my adult life”, Peter says.

Peter is giving his time, talent, and treasure to support current PC students. If you would like to learn about mentoring a student, joining PC’s Half Century Club, or donating to a scholarship or program, visit phoenixcollege.edu/alumni, or email alumni@phoenixcollege.edu. ■ P H O E N I XC O L L E G E . E D U/ F O C U S

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GIVING COVID

the Full-Court Press

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PHOENIX COLLEGE

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herself physically for the challenges of the court, she also connected with a distant family member who was a single mom, Navajo, and in her doctoral residency program. She showed Michelle that she could take her ambition to help others even further. Michelle changed her major from physical therapy to a pre-med focus. She graduated from Phoenix College with an Associate’s Degree in Biology.

Michelle’s dedication, determination, and drive propelled her to excel at Phoenix College, both in her science classes, and on the court. By the end of the season, Michelle Tom was named to the NJCAA All-American Team and the ACCAC 1st Team. She was the best Division 2 player in the Region in 1995 and 1996.

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It was a time of ripped jeans, scrunchies, crushed velvet, and Starter jackets. Lisa Frank’s dynamic colors dominated school supplies and personal pagers were all the rage. The mid-1990s also saw some of the greatest basketball players to ever hit the court, among them, Michael Jordon, Scottie Pippin, Dennis Rodman, Patrick Ewing, and Karl Malone.

Basketball fever gripped the nation, from the NBA to high school ball. In Winslow, Arizona the big team was the Winslow High School Bulldogs and many residents from the town and the Navajo Nation came to cheer on the team and one of its star players, Michelle Tom. As a freshman, she was already receiving recruitment letters from Division I teams. For the first two years of high school, Michelle pounded the court with dreams to play for Arizona State University (ASU). Unfortunately, her dreams took a sharp pivot when, during her junior year, she tore her anterior cruciate ligament (ACL).

Eight pain-staking months of recovery later, she was back in form, but not the same player the recruiters remembered. By senior year, she was performing well and received scholarship offers to smaller D1 universities but Michelle still had dreams of playing with the heavy hitters. The dearth of offers left Michelle with only a few choices to pursue her college education.

She ultimately decided on Grand Canyon University (GCU) to study physical therapy and play basketball on scholarship. Expectation did not meet reality and Michelle found herself battling additional injuries and warming the bench. Watching the team from the sidelines brought to the forefront how much Michelle loved basketball. She broke her contract with GCU and connected with Phoenix College (PC) coach, Cassie Sawyer, who offered her a spot on the team and a scholarship.

“It was a career-ending injury back then; colleges literally stopped calling me.”

— Michelle Tom

Not wanting to waste this opportunity, Michelle trained all summer to get in top shape for her sophomore year at PC. While Michelle was preparing

F O C U S M AG A Z I N E

“No one knew me anymore — I didn’t play at all freshman year [at GCU] so I returned to community college to be recruited again.” — Michelle Tom

“Michelle was always a fierce competitor on the court, but off the court she always had a big smile on her face. I remember a game against Mesa Community College (MCC). She was the point guard and scored 48 points against MCC in triple overtime. In fact, she made the shot that got us into overtime and made the shot that won us the game.” — Coach Cassie Sawyer (PC Women’s Basketball Coach; 1993 – 2000) Michelle continued her career at ASU, achieving her dream of playing D1 basketball in her home state. At ASU, Michelle was the starting point guard from 1997 to 1999, and led the Pac-10 in 3 field goal percentage both years she played. During her senior year at ASU she was the captain of the team, and was named most inspirational player that year. Michelle was awarded the “Wing of Gold” Scholar-Athlete of the Year Award after her senior year at ASU. When her basketball career was over, she earned her graduate degree from the University of Arizona in Health Administration and Policy. During this time, she continued playing basketball in the Hoop-it-Up 3 on 3 Tournaments, where she won the National Championship in 2001 and 2002. In 2012, Michelle was inducted into the Phoenix College Athletics Hall of Fame.

Today, Dr. Michelle Tom has traded in her big wins on the court in front of large crowds to small individual wins against a microscopic virus. This time; however, the stakes are much higher. The years she spent making sharp pivots and passes to outwit her opponents and the endurance she built through relentless drives up and down the court prepared her to face-off her newest opponent.

Dr. Tom practices osteopathic medicine (DO) in her hometown on the Navajo Nation, one of the hardest-hit areas of the country for COVID-19. She compares her fellow medical staff at the Winslow Indian Healthcare Center to a well-functioning team.

We are better prepared this time around and we know how to manage it better as physicians.

We know what to order, what good medicine is, and what’s not proven.

We have our systems down.

— Dr. Michelle Tom

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ALUMNI PROFILE: Dr. Michelle Tom

Dr. Tom prepares to treat a patient with COVID-19 in Winslow, AZ

“When I’m coming to a code situation (someone is not breathing or their heart stops) it’s just seeing everyone’s strengths and weaknesses. When you walk into the room — Who are your nurses, who are your techs, who is the clerk? You really start to analyze the floor. Who is my team for this particular high-risk patient? Who is my night clerk, who is anesthesia tonight, who is on pharmacy, who is my nurse, who is my nurse assistant? Who do I count on and trust to give me accurate information? Do they know how to do a particular procedure? That’s how basketball is. Who am I going to try to pass the ball to at the end of the game if I need a three? If I just need a lay-up, who is solid to make a lay-up and I’m going to try to get it to them."

Dr. Tom relies on her team to complete the play. Ninety-five percent of her patients are Navajo and drive as long as two hours to receive medical care. Many of them recognize her from her time as a young Winslow Bulldogs basketball player.

“I’ve seen parents, kids, teachers, and my former classmates as patients. Even the medical board here at the hospital remembers me from my high school basketball years.” — Dr. Michelle Tom COVID-19 hit a high point in July at the Navajo Nation, and now the numbers are starting to creep back up again. This time; however, Dr. Tom feels her squad is more prepared, armed with both adequate supplies and knowledge. Like playing against a rival team for the second or third time, though they can sometimes be surprised, the team generally knows what plays to run to mount the best possible offense. Dr. Tom offers hope to her people. ■

P H O E N I XC O L L E G E . E D U/ F O C U S

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