TUCSON, ARIZONA
STRATEGIC ALTERNATIVE LEARNING TECHNIQUES CENTER
JOURNAL
2013-2014 EDITION
SALT CENTER TEAM ADMINISTRATION
EXTERNAL RELATIONS & RESEARCH
Rudy Molina
Katie Stoll
Deb Evano
Sharad Saxena
Mary Beth Foster Hilary Cummins
LEARNING SUPPORT SERVICES
Eric Fergason
Laurel Grigg Mason Stephen Ferris
ADMISSIONS
Geoff Thames
David Cillo
Jessica Stansel
Max Jackson
Samantha Becker
Dennis Haymore
Matthew Hoolsema
Lisa Marshall PSYCHOLOGY STUDENT PROGRAMS & SERVICES
Dr. Kenneth Marsh
Rhonda Burnett
Kacey Greening
Debra Puccio Lupe Thompson Adam Davi Jennifer Hansen Claudia Sandoval Daniel Linden Laura Kerry-Henkel Grace Patterson Sarah Sampe Paul Bastedo
2013-14, The University of Arizona. Editor: Hilary Cummins. Contributing Writers: Rudy M. Molina, Jr., Dr. Nobutaka Matsumura, Hilary Cummins, Adam Davi, Mary Beth Foster, Caroline Ragano, Jennifer Hansen, and Laura Kerry-Henkel.
Rose Audretsch
Design and furniture on page 8 courtesy of Target Commercial Interiors.
Juan Godoy
Renderings on page 7 courtesy of Gould Evans Architecture.
Justin Archer
This publication designed and produced by UA Student Affairs Marketing for the SALT Center.
Caroline Ragano Stephanie Dinner
PAGE 2 · THE UNIVERSITY OF ARIZONA ®
Layout and Design by Dann Niegocki. Photography by Murphy Raine McGary, Ben Montemayor, Mariah Kay Day, and FJ Gaylor Photography. Creative Direction by Misha Harrison. Additional Editorial by David Miller and Magan Alfred.
TABLE OF CONTENTS SALT Center Team...................................................................... 2 Table of Contents........................................................................ 3 Welcome from the Director...................................................... 4 Principles & Promise................................................................. 5 Going Global................................................................................ 6 SALT Center Tomorrow.............................................................. 7 E-Scape....................................................................................... 8 College? You’ve Got This. ........................................................ 10 Perseverance............................................................................ 12 Scholarship............................................................................... 14 In Appreciation.......................................................................... 15
MAXIMIZING SUCCESS FOR STUDENTS WITH LEARNING AND ATTENTION CHALLENGES salt.arizona.edu · PAGE 3
WELCOME
FROM THE DIRECTOR BY RUDY M. MOLINA, JR.
It brings me great pleasure to introduce myself as director of the SALT Center. I would like to thank our students, families, professionals, and friends for their support and dedication to our Mission. While our team is extremely proud of our past, we are looking forward to the future. This year, we are excited to partner with you to grow our international presence. We recently had the privilege of being recognized as the international model for comprehensive academic support for students with learning and attention
Rudy M. Molina, Jr., SALT Center Director
challenges; we are pleased and humbled by this distinction. Our future success depends on a few key factors: commitment to our core principles, ongoing support from friends of the program, and diligent effort by Want to learn how you can get involved? See the article on Page 7 that outlines our SALT Center Tomorrow campaign.
our staff.
OUR MISSION
As we continue to lead, I
The SALT Center inspires students with learning and
am confident the SALT
attention challenges to succeed in higher education.
Center will be well-
Through the provision of comprehensive academic support
positioned to support a diverse generation of students with a
services, the SALT Center encourages student engagement,
complex range of strengths, needs, and challenges, all of whom
self-awareness, and growth.
have the desire and aptitude to earn a college degree. Our goal for each student is that they would:
To help students accomplish these goals, the SALT Center
1. Achieve their highest academic standard of excellence
team will abide by the guiding principles that have made our program the global standard-bearer. I hope you find this
2. Socially represent themselves in the best light possible 3. Fully engage in the UA and SALT Center communities
publication enlightening, and that it provides you with a greater understanding of how we put our philosophy into practice. Join us as we strive to reach new heights in support of students who learn differently; we invite you to be a part of
OUR FUTURE IS AMBITIOUS…
OUR MISSION REMAINS CONSTANT. Dr. Dianne Quinn, Former Director of the SALT Center
PAGE 4 · THE UNIVERSITY OF ARIZONA ®
“
“
our bright future. Warmest regards, Rudy M. Molina, Jr. Certified Learning Center Professional - Level 3 Director
PRINCIPLES & PROMISE Taking a cue from Jim Collins’ bestseller, Good to Great, the SALT Center staff came together and identified 11 principles that guide our practice. We then articulated a promise for each principle, stating our commitment to the students we serve. We promise to use the following principles to guide our programs, our services, and our interactions as we strive to support every
PRINCIPLE 6: Learning is the
student at the SALT Center.
PRINCIPLES
The principles that guide our promise to you
To see our Principles & Promise in action, look for numbered ‘Principle Tags’ throughout this edition of the SALT Journal.
act or process of acquiring new knowledge or skills. We guide you as you discover new ideas, integrate new
PRINCIPLE 1: Every individual lies on a spectrum of neurological
concepts, and practice new routines in order to learn
diversity, physical ability, and human experience, which
new things.
grows and changes over time. We will meet you wherever you are on that spectrum, and
PRINCIPLE 7: The learning process is an interactive partnership that is driven by the individual.
use your current skills and self-awareness to help you
We partner with you to accomplish your goals.
develop as a learner. PRINCIPLE 2: Individuals become great by choice, not by chance.
PRINCIPLE 8: Facilitating solutions is a critical part of the learning process.
We can assist you in becoming great when you are ready
We explore solutions with you as you confront challenges.
to be great. PRINCIPLE 3: All individuals can learn, when given
PRINCIPLE 9: Encouragement inspires people to achieve
the opportunity.
their potential.
We cheer for you when you succeed and prompt you when
We will always encourage you.
it is time to self-regulate.
PRINCIPLE 10: Learning is impacted by one’s level of
PRINCIPLE 4: Individuals have the potential to grow in ways they
engagement, by their environment, and by their community.
never thought possible and to exceed their own expectations.
We strive to create an optimal learning environment that fosters engagement and a sense of community.
We challenge you to aspire to the highest possible level of achievement.
PRINCIPLE 11: Each individual is responsible for their own
PRINCIPLE 5: Each individual has a valuable and unique life-story.
thoughts and behaviors.
We understand the importance of taking the time to listen
We help you hold yourself accountable for your behaviors,
to and respect your story.
responses, and expectations.
salt.arizona.edu · PAGE 5
BY DR. NOBUTAKA MATSUMURA
GOING GLOBAL
SALT Center Recognized as the International Model Nobutaka Matsumura, Ph.D., is a professor of psychology at Kansai
the world, and it is these characteristics
University in Osaka, Japan, as well as an adjunct professor at the
that should be reproduced if others are to
Open University of Japan. His research interests include the individual
achieve similar success:
needs of gifted learners. He recently wrote an article about the SALT Center in a bulletin for Kansai University entitled “Academic support for students with developmental disabilities: The SALT Center’s services at the University of Arizona.” In this publication, he highlights what can be learned from the SALT Center regarding the support of students with learning challenges at universities in Japan and around the world. The following is a synopsis of that article: In 2007, Japanese law governing education underwent a revision. Learning challenges such as Learning Disabilities, Attention Deficit Hyperactive Disorder, and Autism Spectrum Disorder were formally recognized as disabilities that require academic intervention. However, while the concept of reasonable accommodations for students with learning challenges is now supported by Japanese law, the implementation of these accommodations is not legally mandated, leaving students with no legal recourse if they do not receive the
OUR VISION The SALT Center
1. Supporting Students without
aspires to be the leading
Diagnosis – Because support is tailored
international model
to meet the needs of each student,
of success in higher
diagnosis should not be conditional.
education for students
Moreover, because the program is
with learning and
fee-based, students without diagnoses
attention challenges.
who appeal for support should be granted access. 2. Training Staff on Cognitive Individuality – I refer to the various cognitive traits possessed by each person as “cognitive individuality.” Based on the concept of Multiple Intelligences, cognitive individuality creates a profile of a person’s strengths and challenges. It is important to grow the expertise of the staff and tutors by refining the methods of their training in the concept of cognitive individuality. 3. Facilitating the Transition from High School to College –
support that they need.
Partnerships between high schools and universities ensure the This lack of enforcement presents a problem for students as they
smooth transition to college for students with learning challenges.
transition to college. According to a 2012 national survey, 6.5% of the
Universities need to inform high school students and their families of
mainstream student population in Japanese elementary and middle
the various support structures that they offer. Similarly, high schools
schools are struggling with learning challenges, but only 260 of the
should support strategic learning that maximizes each student’s
1,200 colleges and universities in Japan have a support system in
strengths, encouraging the pursuit of a college degree for all students
place for students who learn differently. Currently, there are 1,300
with learning challenges.
students with learning challenges receiving academic support at Japanese universities,
4. Offering Fee-Based Academic Support Services – The
and that number is increasing every year.
fee-based model is important because it is self-sustaining. It affords
Additionally, approximately 2,700 students
the organization the flexibility it needs to stay relevant, effective,
without diagnoses receive some kind of
and innovative because it is not reliant on federal funds controlled
academic intervention. Clearly, support
by the university.
for students with learning and attention challenges at the college level is a necessity,
5. Creating an Active Development Agenda – Due to the nature of the fee-based model, it is important to establish a well-endowed
and my research has lead me to the
scholarship fund for students who cannot afford support services.
following conclusion:
Access to higher education is a global imperative, particularly for
I believe that the SALT Center Dr. Nobutaka Matsumura is the international model for comprehensive academic support for students with learning differences. The following practices set the SALT Center apart from other post-secondary support centers on college campuses throughout
PAGE 6 · THE UNIVERSITY OF ARIZONA ®
those with learning challenges. It is clear that the SALT Center has successfully accumulated strong pioneer know-how in the effective support of students with learning challenges. At Kansai University, I will work to implement academic support services for students with learning and attention challenges. I plan to spread the word about this remarkable program, and to collaborate with researchers at several institutions to investigate the application of its practices in Japan and across the globe.
SALT CENTER TOMORROW Join Our Capital Campaign to Build the Future of the SALT Center
BY RUDY M. MOLINA, JR., AND HILARY CUMMINS
In the United States, students with learning and attention differences are enrolling in college at a higher rate every year. Sadly, as many as two-thirds of these students will not make it to graduation. Those who do usually have to transfer from school to school, trying to find the best fit for academic support. Fortunately, this grim statistic does not hold water at the University of Arizona - two out of three students who utilize SALT Center services graduate from the University of Arizona, and they do it without having to transfer to another institution. The SALT Center model drastically reduces the drop-out rate for college students who struggle with
Expanded writers lab and attention challenges. Long hailed as a national model, from 4learning workstations the Sectional SALT CenterLightwell was recently recognized at the international level, to 9 workstations. Studies
PRINCIPLE 10
10
cited as the leading program
Learning is impacted by
for comprehensive academic
one’s level of engagement,
support for students with
by their environment, and
learning differences in
by their community.
the world.
We strive to create
The SALT Center’s vision is
an optimal learning
simple, yet ambitious – to help
New reception desk that fosters environment engagement and a sense of community.
SALT CENTER TOMORROW GOALS The Gift of Innovation Growing Global Programs and Services The SALT Center General Fund Goal: $7 Million The Gift of Access Increasing Scholarship Funds for Relocated / expanded Students in Need The Eleanor Harner Scholarship group Fund room from second floor Goal: $7 Million The Gift of Space Creating an Optimal Learning Environment The SALT Center General Fund Goal: $7 Million
New open flexable math / science lab
students with learning and
CURRENTLY RAISED:
attention challenges find their
$2.1 MILLION OUT OF $21 MILLION
place and their purpose. The journey of self-realization is a
Operable glazing to expand for events
daunting process for anyone, but, for students who learn differently,
New glazed entry it often feels impossible. Fortunately, when it comes to helping
Variety of soft seating in Social/Welcome Area. Rendering of proposed expansion
students match their major with their passion, and preparing them for post-collegiate success, the SALT Center team is second to none. We are ambitious because we know the value of excellence, and we
to the Patricia A. Bartlett Building, home of the SALT Center, by Gould Evans Architecture
refuse to pay the price of complacency. We are ready to continue
Catering staging area
to make an impact, but we cannot do it alone. You can make a difference; with your support, more students can find their place and New restrooms their purpose. It is, therefore, with great enthusiasm that we invite you to participate in SALT Center Tomorrow: a five-year, $21 million campaign that will build the future of the SALT Center. We seek your support to ensure that our recent accomplishments are not remembered simply as a bright moment in our history, but rather as the foundation for a SALT Center with permanency of breadth and strength – a SALT Center with the capacity to contribute by means of its scholarship and its graduates not just to the nation, but to the world.
JOIN THE DIRECTOR’S CIRCLE The Director’s Circle is a leadership group dedicated to enhancing the mission and values of the department by providing Relocated desks an annual, consistent source of unrestricted funding to the SALT Center. Members include friends of our program, parents of current and former students, professionals, business leaders, and alumni. To join, please visit our website at salt.arizona.edu/alumni-donors/directors-circle or contact Rudy Molina at rudym@email.arizona.edu
New soft seating areas
salt.arizona.edu · PAGE 7
BY ADAM DAVI AND MARY BETH FOSTER
E-SCAPE
A New Twist on Technology in the CRL At the University of Arizona, access to technology has never been
As a former Learning Specialist, Mary Beth is an excellent
easier. The SALT Center is continuously exploring new ways to
resource for students, SALT staff, and faculty for innovations in
make use of technologies that may benefit students with learning
learning support and engagement.
and attention challenges, and you can find those technologies in our Computer Resource Lab (CRL).
Her Technology Consultants include William Endicott, Evan Greer, and Jeremy Jalnos. Together, they work to explore new initiatives
Based on the recommendation of TILT (Technology Integration
and provide support to students with assistive technology,
for Learning Task Force), a SALT Center committee dedicated to
software, course tools, and learning and organizational apps.
evaluating educational technology and making recommendations for optimizing its use, we are excited to announce some big changes in both the staffing and the layout of the CRL. Key contributors to TILT included staff members Mary Beth Foster, Adam Davi, Joy Jerauld, and Krisanne Ryther; graduate assistant Dorothy Hayden; and students Evan Greer, and Mimi Shocksnider.
As seniors at the UA who utilize SALT center services, the Technology Consultants have many strategies and tips to offer students, as well as a wealth of experience with programs like Dragon Naturally Speaking and Kurzweil. Consultants are available in our 18-station computer lab for drop-in assistance or individual appointments, and they will also present workshop
First and foremost, we created a position dedicated to keeping the
demonstrations and pioneer the development of emerging
SALT Center on the cutting edge of new technology. Mary Beth
technology projects.
Foster is our first Educational Technology Coordinator, and she has assembled a team of student Technology Consultants to help the CRL run more efficiently.
ASSISTIVE TECHNOLOGY Students who utilize SALT Center services have access not only to tried-and-true assistive technology hardware and software (such as Dragon, Kurzweil, and Inspiration), they also get to experience emerging technologies like tablets and mobile apps. Our Computer Resource Lab (CRL) houses the most cutting-edge assistive technology available in order to enhance the learning experience for our students.
Our new workstations will include large, open spaces where students can use their own technology collaboratively or independently.
PAGE 8 · THE UNIVERSITY OF ARIZONA ®
Computer Resource Lab
GOING GREEN: SALT Center ONLINE APPLICATION These new faces aren’t the only changes coming to the CRL - because more and more students enter college equipped with laptops and tablets, we are giving our Computer Resource Lab a makeover by adding an E-scape Lounge, which will serve as a study area and “learning sandbox.” The Lounge will soon be
The SALT Center online application is now linked to the University of Arizona online undergraduate application! Applying has never been easier: simply complete the form, upload documentation of your learning challenge, and pay by credit card.
furnished with comfortable seating and workstations to accommodate students who bring their own technology. It will feature tablet seating, moveable furniture, and a portable partition for those who want
PRINCIPLE 8
to set their study space apart from Facilitating solutions is a critical part of the learning process.
distractions. Some other exciting new
We explore solutions
features of the
with you as you confront
CRL will be
challenges.
the addition of iPads, as well as Windows 8 and
Mary Beth Foster Coordinator for Educational Technology
Android tablets. We want to give students an opportunity to discover and explore educational apps with our Technology Consultants across multiple platforms. We are also planning to install extended desktop stations, which
Jeremy Jalnos Technology Consultant
will allow students to connect their laptops to large monitors for group collaboration. Future improvements of the SALT Center will ensure that our students have the most current and effective tools for learning. We are exploring other additions, such as Mediascape collaborative workstations, interactive white-boards, table-top touch screens and
Evan Greer
large LED displays. We look forward to expanding the
Technology Consultant
use of educational technology in both the physical and virtual landscape of the SALT Center.
William Endicott Technology Consultant
salt.arizona.edu · PAGE 9
Go Out on the Town
COLLEGE? YOU’VE GOT THIS
BY CAROLINE RAGANO
SALT Center Launches Pre-College Summer Program halls, utilized SDSU facilities for classes during the week, and
“When need arises, we step forward and fill the void that
explored San Diego on the weekends. The class of 29 students
some did not even know existed.”
ranged from 16-19 years old, and came from a variety of regions
– Dr. Eleanor Harner, Founder of the SALT Center
across the United States.
The SALT Center helps hundreds of UA students overcome their
The Summer Program gave students a taste of college life in
learning and attention difficulties in order to become successful
a controlled environment. To accomplish this, faculty chose to
college graduates. In recent years, the quality of student
implement a balance of learning, skill-building, and fun in their
preparedness for college has become a growing concern around
curriculum designs. Students also had time to set and reflect on
the country. To help alleviate this problem, the SALT Center
their goals, and discover their unique motivations for learning:
launched a pre-college summer program for high school students and graduates to help prepare them for college, the SALT way.
“During the Summer Program, I learned the important skill of balancing a super-busy college schedule so that I can get my work
Months of planning, marketing, and curriculum development
done and still have time to go out and have fun. This program has
gave way to the inaugural session of the SALT Center
really given me an edge over students who didn’t attend because I
Pre-College Summer Program. It was hosted at San Diego State
understand how to balance my time, and I got a taste of dorm life.”
University – students and faculty stayed in residence
– David, Summer Program Participant
Make New Friends
In order to mimic the college experience, students took a full course load throughout the week, and participated in extra-curricular clubs, such as guitar, sports, and digital photography. Faculty and students connected outside of the classroom during tutoring sessions and meetings with their Learning Specialists, just as they would at the SALT Center at the University of Arizona. The Learning Specialists helped students with organizational and study skills, time management, and other
PAGE 10 · THE UNIVERSITY OF ARIZONA ®
executive functions that are important in college. Tutoring gave students the extra help they needed to succeed academically: “The Summer Program has taught me so much about myself, and that I can do things that I thought I couldn’t.” – Rena, Summer Program Participant Students learned a lot about themselves, but the Summer Program presented a learning curve for their families, as well. For many, this was the first time that their student had traveled alone or stayed away from home for an extended period of time. Moreover, it was the first time their student would have to advocate for themselves without a family member present. Hang with your RA
Despite these challenges, families told us that they were so grateful for the Summer Program because it helped them
NEED A COACH? ADHD/Life Coaching is a partnership that
learn how to better support their students as they transition
increases self-awareness and encourages goal-directed
into college:
behaviors for students with learning challenges in order to maximize their personal potential. The SALT Center offers stand-alone coaching services for pre-college and college
“I learned that she’s eager for more social interaction with peers,
students throughout the world. For more information,
specifically with peers who have something in common with her.
please contact Rudy Molina at rudym@email.arizona.edu
I learned that she may need to be reminded that she will have resources available in college that she can utilize, and I learned to
Participate in Extra-Curricular Clubs
think more carefully about what to look for in a university.” – Parent of Summer Program Participant
With the success of our first SALT Center Pre-College Summer Program, we look forward to making it a permanent fixture of our services and support:
“The Summer Program was a great way to experience continues this program in the future.” – Peter, Summer Program Participant Take College-Level Courses
PRINCIPLE 4
what college is like before attending… I hope that SALT
Individuals have the potential to grow in ways they never thought possible and to exceed their own expectations. We challenge you to aspire to the highest possible level of achievement.
To apply for Summer Program 2014, visit our website at salt.arizona.edu/pre-college The application will be posted this fall.
salt.arizona.edu · PAGE 11
PERSEVERANCE BY JENNIFER HANSEN
Alexander Offord, SALT Center Tutor
Perseverance is defined as steadfastness in achieving success
pushed him toward a Philosophy major. He added sociology
despite difficulty or delay. At the SALT Center, this trait can be
as a second major to round out his interest in social and
found in our students, who work hard to achieve success in
behavioral sciences. “Social theory draws a great deal from
their studies, as well as in our dedicated tutoring staff, who
philosophical theory,” he says.
strive to help students reach their academic potential.
Alexander’s passion was met with immense success. He
Perhaps no one better exemplifies this trait than Alexander
had the opportunity to work as a preceptor in the philosophy
Offord, a SALT Center tutor and UA graduate.
department and, while there, discovered his talent for helping
Alexander began his career at the University of Arizona as an Electrical Engineering major, but soon realized that it wasn’t for him. Unfortunately, as his priorities moved farther away from his studies, his grades suffered, and he eventually dropped out of school.
between odd jobs, such as the graveyard shift in a print shop, warehouse work, and even a cigar shop. His life was rarely
PRINCIPLE 2
stable, and, for a brief period, he was homeless.
by choice, not by chance. We can assist you in becoming great when you are ready to be great.
Center became available, both an instructor and a teaching assistant recommended that Alexander apply. He got the position and quickly progressed through each level of tutor certification. He is now a Master Tutor and a Tutor Lead for the Writer’s Lab.
The next nine years proved difficult. Alexander bounced
Individuals become great
others. When a position for a Philosophy Tutor at the SALT
“My belongings were in a storage shed. I had nowhere to live,” he recalls. Through perseverance and determination, Alexander overcame these hardships and ultimately returned to the University of Arizona
to continue his academic journey. This time, Alexander chose an area of study for which he had passion. As a child, he read The Hitchhiker’s Guide to the Galaxy, which piqued his interest in philosophy, but it was a general philosophy course that really
PAGE 12 · THE UNIVERSITY OF ARIZONA®
His dedication to each student is truly remarkable. Alexander knows the importance of building relationships with students, and always underscores the value of asking questions: “The easiest, most straight forward approach to any problem is – just ask. Don’t be afraid to ask questions.” Alexander is a great resource – students know they can go to him for a confidence boost or a little push when they need it. It is often this relationship that helps students gain the motivation they need to persevere. Alexander graduated in May of 2013, with Bachelor of Science Degrees in both Philosophy and Sociology. He is the recipient of the Kathryn Anne Governal Perseverance Award, conferred by the UA Philosophy Department in recognition of distinguished achievement by a student in overcoming personal, economic, or physical obstacles in completing a degree at the UA. We are so proud that Alexander is a part of our SALT Center team, and we wish him the best of luck in all of his future endeavors.
Tutoring is a staple of SALT Center support. Our 95 tutors, many of whom are UA students, specialize in a variety of subjects, and are required to meet rigorous training standards. Last year, our tutoring team served approximately 527 students who utilized over 12,468 hours of SALT Center Tutoring.
Students can make appointments for one-on-one tutoring sessions if they need help in a particular course.
TUTOR CERTIFICATION
Subject Specific Tutoring
Regular Tutor: 15 hours of training + 25 hours of tutoring Advanced Tutor: 9 additional hours training + 75 additional hours of tutoring Master Tutor: 26.5 additional hours training + 175 additional hours of tutoring.
485 students
In addition to serving students, Master Tutors facilitate tutor trainings for their peers. The SALT Center currently
8459
hours
has 5 Master Tutors. By Appointment
Students can utilize the Writer’s Lab or the Math & Science Lab for broader help
Math & Science Lab
Writer’s Lab
in these subject areas by dropping in or scheduling an appointment.
1395
hours
148 students Drop-in
534
1221
hours
139 students By Appointment
527total students
659
hours
hours
215 students
167 students
Drop-in
By Appointment
12,468
total hours
On behalf of the SALT Center Staff and the students we serve, we would like to thank our talented and professional tutoring team for their hard work and dedication. salt.arizona.edu · PAGE 13
SCHOLARSHIP How Generous Giving Promotes Student Success BY LAURA KERRY-HENKEL
Catherine, Caitlin, and Bryce received SALT Center scholarships to help pay for their fees. I sat down with them to learn more about how utilizing SALT Center services made a difference for them during their first year of college.
STUDENT PROFILES
Catherine, Laura, Bryce, and Caitlin
Catherine Butler
Caitlin Petiti
Bryce Schuler
Hometown: Tempe, AZ Major: Pre-Family Studies Cumulative freshman GPA: 3.143 Campus Activities: Delta Delta Delta, Secretary; SALT Ambassador
Hometown: Millbrae, CA Major: Pre-Education Cumulative freshman GPA: 3.743 Campus Activities: Future Teachers Club
Hometown: Prescott, AZ Major: Pre-Business Cumulative freshman GPA: 4.0 Campus Activities: Enactus: enactus.org/who-we-are/our-story
How did the SALT Center support you during your first year
I found success by creating standing tutoring appointments for my
of college?
most challenging classes and visiting or emailing professors often to
CATHERINE: After I had finished my math credits, I assumed I would
stay in contact with them regarding assignments and grades.
no longer need SALT Center tutoring. However, I quickly learned I
BRYCE: For certain classes, reading all of the assigned readings isn’t
could benefit from tutoring in other classes, such as Psychology,
necessary to achieve a great grade in the class. Because students with
English, and even Oceanography. Without tutoring, I believe that I
learning disabilities often have difficulty reading quickly, it’s best to
would not be enjoying the success that I achieved my freshman year.
prioritize the reading that is most important and to focus on that. And
CAITLIN: The SALT Center was my home away from home. I used
ride a bike! It saves a lot of time.
tutoring and the Writer’s Lab, and the weekly appointments were amazing. Without the SALT Center, I would not have achieved the grades I did this past year. When I was homesick and wanted to give up, my Learning Specialist would encourage me - they helped me survive the year.
What are your goals after college? CATHERINE: After I receive my degree, I want to work as a Child Life Specialist so that I can help children understand their hospitalization, and make their procedures and tests a little less scary and painful. In the future, I plan to earn a Master’s degree in the field of child
What are your thoughts on receiving a SALT Center Scholarship?
development.
CATHERINE: I feel so honored to receive the SALT Center scholarship!
CAITLIN: My goal is to follow in the footsteps of my mom and become
SALT Center services are invaluable to me, and this scholarship will
a Special Education teacher.
enable me to continue to use them in the coming year.
BRYCE: If my career interests stay the same, I plan to start a business
CAITLIN: My scholarship helped me afford SALT Center fees, which
after college, or join a start-up so that I utilize the Business and
helped me to achieve in school. I love the SALT Center and the fact
Entrepreneurship education that I’m working on right now at the UA.
that they offer scholarships because they want to help as many students as possible. BRYCE: It’s great! I am very grateful for the additional support that
The SALT Center offers a range of need-based
helps keep the SALT Center a cost-effective asset to my education.
scholarship awards to help compensate for the fees associated with participating in the program. Over
What advice would you give to students with learning challenges
50 students receive scholarship funds every year.
who will be starting their freshman year in the fall?
To learn more about the scholarships we offer, or to
CATHERINE: The main piece of advice that I would give to incoming
contribute to the Eleanor Harner Scholarship Fund,
freshmen is to make sure to use all resources available to them.
please visit our website: salt.arizona.edu
PAGE 14 · THE UNIVERSITY OF ARIZONA ®
The SALT Center gratefully acknowledges the
IN APPRECIATION
generous contribution of the following friends from July 2012 through June 2013. We are fortunate to receive these expressions of respect and appreciation for our program and will use these gifts in support of both programming and scholarships.
PRINCIPLE 3
Dr. Scott W. Alpert Mr. Eric H. Anixter Mr. and Mrs. Michael Armstrong Mr. and Mrs. Ian N. Arnof Mrs. Wendy Asarch Dr. Scott and Mrs. Hollis Ashton Ms. Aynah V. Askanas Mr. Kwang H. Baek Mr. Patrick J. Banahan Mr. Tony Banegas Mr. Brian H. Barnett Mr. and Mrs. Bruce R. Bartlett Mr. Eric Bass Mr. and Mrs. Jeffrey A. Benson Mrs. Lauren E. Benson
All individuals can learn, when given the opportunity. We cheer for you when you succeed and prompt you when it is time to self-regulate.
Mr. and Mrs. Saul Berkowitz Mr. Scot Berlinski Dr. Alan Blaustein and Ms. Anna Reyner Ms. Bari M. Block Mr. and Mrs. William Bluechel Mr. and Ms. Irwin B. Bornstein Mr. and Mrs. Robert A. Bowlsby, II Mr. and Mrs. William D. Boyd Mrs. Marilyn K. Braun Mr. Seth Breger Mr. and Mrs. Scott L. Breininger Mr. Frederick S. Brown Mr. and Mrs. James S. Brown Dr. Amber B. Buller Mr. and Mrs. Gabriel M. Bustamante Mr. Richard Calvert Mr. Robert Carasik and Ms. Mary Dryovage Mr. Daniel S. Carney Ms. Veta Carney Mr. and Mrs. Paul Casasco Mr. Larry Cass Ms. Meg H. Clark Ms. Laura M. Cohen Mr. Mike Colarik Mr. and Mrs. David D. Cone Mr. Walter R. Cook and Ms. Elisa A. Kapell Dr. and Mrs. Thomas J. Cottle Mrs. Kristin B. Cousins Ms. Kathleen Cresci M. Holly Cromer Mrs. Bonnie D. Cunningham Dr. Joseph N. Cunningham, Jr. Mr. Ed Curtis Mr. Robert Danziger Mrs. Janet S. Davis Mr. and Mrs. Wayne E. Dawson Mr. Aymon DeMauro Mr. Sean M. Dixon and Mrs. Theresa Dolan-Dixon Mr. Harold C. Dorenbecher and Ms. Mary Heiss Mr. and Ms. Harry R. Drackett, IV Mr. and Mrs. Anthony Drypolcher Mr. and Mrs. Gerald J. Dusbabek Mr. and Mrs. Andrew N. Ernst Mr. and Ms. Richard K. Evano Mr. and Mrs. Paul D. Fenske Mr. Stephen Ferris Dr. Donald W. Ferris Mr. and Mrs. Ivan J. Field Mr. and Ms. John D. Fiero Mr. Leonard J. Figueroa and Mrs. Lee D. Mendel-Figueroa
Mr. and Mrs. Marvy A. Finger Ms. Janet Fishman Dr. Maria S. Floro Mr. and Mrs. Craig L. Fordyce Mr. and Ms. Jonathan Fox Mr. and Mrs. Bruce Frazin Mrs. Deborah Gabriel Ms. Brittany M. Gabriel Mr. and Mrs. Julius W. Gericke Mr. Juan R. Godoy Mr. Sanford L. Goldeen Dr. Cynthia H. and Dr. Gary N. Goralnik Mrs. Pamela Grady Ms. Melanie R. Greenberg Mr. Todd M. Greenberg Mr. and Mrs. Peter Greenthal Ms. Lindsey J. Griffin Ms. Elana A. Grossman Ms. Jennifer S. Grunfeld Mr. and Mrs. John M. Haas, Jr. Mr. Tom Healy Mr. and Mrs. Daniel Hersh Mr. Rodney Herson Dr. and Mrs. Marshall I. Hertz Mrs. Catherine Hollander Mr. and Mrs. Richard J. Holzer Mr. Louis J. Horvath Mr. Douglas Hosking Mr. Jon Iha Mr. Jeffrey Ira Mr. and Mrs. Stuart L. Jacobson Mr. Gregory Jarrin Dr. and Mrs. Gregory M. John Mr. and Mrs. Timothy Johnson Mrs. Anna Lissa Johnson Ms. Jill M. Jones Ms. Mary Tara Joyce Ms. Diane Julin Mr. and Mrs. Eric Kahn Mr. and Mrs. Michael J. Kaiserman Ms. Elizabeth A. Kaplan Mr. and Mrs. Peter Kast Mrs. Karen Katz Mrs. Ann Z. Kerr Ms. Sharon E. Kinney Mrs. Merle Klebanoff Mr. Joshua T. Klebanoff Mr. and Ms. Dave Kline Mr. John Klinge Mr. and Mrs. John Larson Ms. Jennifer Lehr Mr. James Lewis Mr. and Mrs. Thomas R. Lincoln Mr. and Mrs. Gary J. Lindon Ms. Beverli Linn Dr. and Mrs. David Lustbader Mr. and Ms. Tom Marantette Dr. and Mrs. Edward T. Marshall, Jr. Mr. Mark P. Marsters Mr. David Mathews Mrs. Joan McDonald Dr. Russell R. McDonald Mr. and Mrs. Donald A. McGovern, Jr. Mr. and Mrs. Peter McRoskey Mr. Walter G. and Rev. Virginia P. Menezes Ms. Lee Anne Mitchel Ms. Gennie Molina Mr. and Mrs. Rudy M. Molina, Jr. Dr. and Mrs. Jaime D. Moriguchi Mr. Jack Myers Mr. and Mrs. David E. Mysona Mr. Jeffrey S. Newberg Dr. and Mrs. Frederic Nicola Mr. and Mrs. Richard Noren Mr. Michael C. O’Connor, Jr. Mr. Do Bong Park and Mrs. Jung Ja Oh M. Karen Pavone Mr. and Mrs. Ephraim Peak Mr. Michael S. Pearlstein Ms. Georgene E. Petri Mrs. Mary Pleeter Mr. Jeffrey B. Plevan Mr. John Polachek and Mrs. Janet Trompeter-Polachek Ms. Lauren Post-Grossman Mr. and Mrs. Michael Powell
Mr. and Mrs. Joseph Power, Jr. Dr. and Mrs. Daniel Powers Ms. Letitia L. Pratt Ms. Harriet Prenner Mr. and Mrs. Kenneth M. Pressberg Ms. Amy A. F. Price Mrs. Hallie L. Prince Ms. Debra M. Puccio Mr. David Raskin and Dr. Michele Scheiner Mr. and Mrs. Howard E. Reich Mrs. Nancy Richgels Dr. Martha Richmond Mrs. Prudence Rieflin Mr. Mark F. Rosenbaum Mr. and Mrs. Arthur Rosenbloom Mr. and Mrs. Jake Rosenzweig Mr. David A. Rowney Mr. Stephen Ryan Mrs. Paula Saling Ms. Robin D. Schaef Mr. and Mrs. Bart J. Schenone Mr. and Mrs. Martin Schneiderman Mr. Steven G. Seleznow Ms. Shelley Selover Mr. Ondre H. Seltzer Mr. and Mrs. Gardner B Semet Mr. and Mrs. Daniel H. Shooster Mr. and Ms. Scott R. Silberstein Mr. and Dr. Alan T. Silverman Mr. and Mrs. Alan A. Silvestri Mr. Michael J. Siver Dr. Steven J. Slack Dr. and Mrs. Steven M. Somers Mr. Steven Steinberg Mrs. Mary Steiner Mr. and Mrs. Gerald H. Stool Mr. and Mrs. Todd A. Street Mr. and Mrs. Robert M. Sutton Ms. Jacqueline Taylor Dr. Stephen P. Taylor
Ms. Guadalupe A. Thompson Mr. Michael T. Tomasz Ms. Barbara J. Tucker Ms. Fredericka T. Veikley Mrs. Michelle M. Ventoza Mrs. Dorthea Vis Moresco Mr. and Mrs. Thomas J. Vozzo Dr. and Mrs. Anthony F. Vuturo Mr. and Mrs. Steven Scott Wald Mr. Michael R. Walton Mr. Marc Weinstein Mr. and Ms. John Weisel Ms. Vanna M. White Mr. and Mrs. Thomas C. White, III Ms. Julie K. Williamson Daniel and Jill Wohlfarth Dr. and Mrs. Samuel F. Wolfson Mrs. Karen A. Wright Mrs. Sylvia S. Young Mrs. Mindy Zornberg Mr. and Ms. Leland D. Zulch Ms. Lisa Zusman Mr. and Mrs. Thomas C. White III DAF Jewish Endowment Foundation Honeywell International Charity Matching Bruce and Patricia Bartlett Foundation Omega Scientific Inc The Braun Family Foundation Microsoft – Matching Gifts and Giving Campaign Aluminum Recycling Technology, Inc. Brad Lemons Foundation Marvy Finger Family Foundation Nudy Foundation DAF Shell Oil Co. Foundation – Matching Gifts Fidelity Charitable Gift Fund California Community Foundation Fidelity Investments Benjos LLC M. Klebanoff Foundation
Larissa Ravago and Micheal Amlin, Scholarship Recipients and Student Ambassadors
STUDENT AMBASSADORS The SALT Center Ambassador Program includes a diverse group of current UA students who utilize SALT Center services. Ambassadors answer questions posed by prospective families and students, and share their own experiences as new students to the University of Arizona and the SALT Center.
salt.arizona.edu · PAGE 15
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STRATEGIC ALTERNATIVE LEARNING TECHNIQUES CENTER 520.621.1242 (p) 520.626.3260 (f) salt.arizona.edu
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TUCSON, ARIZONA PERMIT NO. 190
