2022 SALT Center Journal

EXCELLENCE FOR LIFE

2022 SALT CENTER JOURNAL

Table

Welcome from the Executive Director

Get in the Game: The Student Athlete Perspective

Bartlett Labs: Extending Our Impact

Forever Grateful: Honoring the Plevan Family

SALT Center Team

EXECUTIVE DIRECTOR’S OFFICE

Gabrielle Miller, Ed.D. Daniel Linden III Marcela Delgado Emily Pendleton Annette Corrales Isaac Flater Alexandria Valencia

BARTLETT LABS

Laurel Grigg Mason Keely Donovan Shawnda Garcia

ADMISSIONS

Sarah Sampe Dennis Haymore

STUDENT SUPPORT

2022 David Livingston White Award Recipient: Patrick Ellett

Legacy Scholarship Award Recipient: Giovanni Walls

Alumni Spotlight: Matthew Smiley

to Succeed: Gavin Stockton

Services: Supporting Excellence at the SALT Center

The ‘Face of Friendliness’

by the Stars: Stephen Ferris

©2022-23 The University of Arizona

Designed and produced by West Press for the SALT Center

Editor: Isaac Flater

Contributors: Blake Cesarz, Marcela Delgado, Isaac Flater, Laura Fuchs, Laurel Grigg Mason, Jennifer Hansen, Aditya Kannan, Gabrielle Miller, Emily Pendleton, Roxana Samaniego, Jyllian Searcy, Richard St. Clair, and Raegan Watkins

Layout & Design: Emanuel Nevarez

Photography: Isaac Flater, except where otherwise noted

Claudia Sandoval Natalie Schleining Abigail Entrican Richard Fimbres Laura Fuchs Heather Gallivan Taylor Gillis Jennifer Hansen Derrick Haywood Bethany Lutovsky Kim Matharoo Caroline Ragano Emily Schottler Richard St. Clair Melissa Thach Lupe Thompson Ahmarin Noor

LEARNING SUPPORT

Blake Cesarz Mary Beth Eustice Stephen Ferris Sarah Gomez Jackie Mullins Arielle Ruda Jessica Stansel Ada Lam

PSYCHOLOGICAL & WELLNESS SERVICES

Dr. Roxana Samaniego Dr. Estrella Ochoa Stacey Bouffard Diane Darling Kade Downs

ABLE CLINIC Dr. Christina M. Vasquez Debra McMaster Dr. Sarah Gaines Boehm Gizelle Gilbert Psy.S. Dr. Charlotte Iurino Dr. Laura Kerry-Henkel Dr. Deborah Mercier-Burmeister

WELCOME FROM THE EXECUTIVE DIRECTOR

DR. GABRIELLE MILLER

As Executive Director, I’m often asked, “What makes the SALT Center different than other programs that support college students?” It’s easy to understand why people ask. At first glance, the SALT Center seems to be simply a program that provides support for academics. But the answer is much more complex.

Our mission is not to ensure every student has perfect attendance, stellar grades, and graduates on time with an impressive job offer in hand (although quite a few students do). Rather, our mission is to help each student succeed in higher education, which requires much more than academic prowess. We work to help students build independence and develop into lifelong learners who have the skills and mindset necessary to excel in school and at life. We do this by offering frequent high-quality opportunities for engagement, self-awareness, and growth, tailoring this support to each student’s unique situation.

To that end, every interaction a student chooses to have with the SALT Center is designed to challenge them to learn more about themselves and the world around them. Students are encouraged to face challenges and develop their own strategies to address those challenges in a supportive environment where it’s okay to make mistakes. Ultimately, we strive to help students understand that they are the architects of their lives and taking ownership of their failures and successes builds independence.

In this year’s Journal, I invite you to read the stories of our students, families, alumni, and partners across the globe, who have found our model of support to be a game changer. You’ll also learn more about how our Clinical Services Team works with students to help them develop self-advocacy skills and a growth mindset. We’re also incredibly proud that the ABLE Clinic is now a part of the SALT Center allowing us to extend our clinical support to students and the local community.

Lastly, I want to thank you for your continued support, especially through these last few years of ongoing uncertainty and hardship. We are truly blessed to have so many friends who value the work we are doing and partner with us to continue to be a ‘very different’ kind of student support program.

Bear Down!

Gabrielle Miller, Ed.D.

GET IN THE GAME: THE STUDENT ATHLETE PERSPECTIVE

JENNIFER HANSEN, Student Support Specialist

Being on a team is a community building experience that requires you to learn to trust and depend on others. It means accepting help and giving help as the team works together toward a common goal. It often also demands sacrifice, resilience, and learning through failure. These are qualities that translate into skills that are beneficial in the classroom and throughout life: a sense of selfawareness and a growth mindset.

Students who enjoy sports and want to have an active lifestyle will find many options when coming to the University of Arizona. Kelly Miller, who oversees club and intramural sports for Campus Recreation says, “Intramural sports are the biggest draw for students that want to play sports on campus.” With a low barrier to entry and a small fee, students can choose as little as one or multiple intramural sports to participate in. From badminton to basketball, to ultimate frisbee and tennis, there is something for everyone, regardless of previous experience.

For the more serious student athlete, club sports are a great option. Club sports are distinct from intramurals in that they are much more organized and often require tryouts. Club teams compete with other teams which can require significant commitment on the part of the student. Many students involved in club sports have been practicing their athletic skills and competing for years. Two such athletes are Ryan Price and Brody Selman. Both are sophomores who use the SALT Center’s services to help them be successful, both in and out of the classroom.

Ryan Price is a pre-business major from California who has been playing tennis for over half his life. “I started playing when I was 10 years old and became more serious about the sport when I was 13,” he shared. Ryan was Team Captain during his senior year of high school and had the goal of continuing to play tennis during college. Club tennis has allowed him to do that, but wasn’t the only part of the puzzle. “The main reason I came to this university is because of the SALT Center,” Ryan shared. While researching universities that offer support for students who learn differently, his high school counselor shared with his family that the SALT Center offers one of the best support programs in the country. It was a decision that Ryan has not regretted.

Ryan uses the SALT Center’s services and shows up faithfully for his weekly meetings with his Student Support Specialist where academic progress, goals and time management are discussed. Ryan is no stranger to the importance of effective time management. Each week, Ryan fits in the necessary time to study independently, attending SALT Center study groups or tutoring sessions in between practice and his commitments to the tennis team. He has found the math study groups led by Jessica Stansel, SALT Center Senior Coordinator for Academic Intervention Services, to be particularly helpful. “It’s been great having Ryan come to the MATH 100 and MATH 112 Study Groups,” Jessica adds, “He works hard and even when the class can be frustrating, has a great attitude and perseveres.”

Ryan looks forward to having a strong semester both on and off the court. He knows that academics and athletics have strong parallels, and that putting in the practice time within the classroom and on the court will translate into success. He also credits his family’s unconditional support as being an integral component to his university experience. “They support me no matter what,” he shared.

Photo courtesy of Ryan Price

At age 4, Brody Selman first learned how to ice skate and was introduced to the sport of hockey, forever transforming his future and setting him on many journeys throughout the United States and abroad. This resilient New Jersey native had already overcome many obstacles before first stepping foot on the ice as a toddler. As a twin born several months prematurely and weighing just 1 ½ lbs. each, Brody and his brother spent the first 10 years of life juggling doctor’s visits and overcoming the physical and mental toll of health problems related to their premature arrival. A diagnosis of dyslexia in the 1st grade led to him transferring to The Windward School, which specializes in teaching young learners with language-based learning disabilities. This meant that Brody would not attend the same school as his brother Ryan, news that initially was hard for them because of their close relationship. Brody credits this specialized learning environment with giving him the resources and tools he needed to be successful, but there were sacrifices made along the way. The school was 45 minutes away in New York, which meant waking up early for the commute. After school, Brody would be dropped off at his father’s workplace where he would complete homework, eat dinner, and then head to hockey practice by 7 PM. The routine became more than just a daily habit.

“I think one of the reasons why I always loved hockey so much is because school was tough for me. Hockey, when I was younger, was an escape. When I put in the work (on the ice), I would see results. In school, I would put in the work and the results were there, but they would come later. School was hard for me, so once the bell rang, I could focus on hockey.”

His dedication and love of the sport would take Brody to numerous cities to compete. During his junior year in high school, he was admitted to the prestigious United States Hockey League (USHL 18U). This meant relocating to Nebraska and starting a new school

during his senior year. While in Omaha, Brody lived with a host family and traveled to cities far and wide showcasing the team. This meant learning how to adapt quickly, making friends with his teammates and juggling academics. The discipline of organizing assignments and managing school while traveling with the team paid off. It was an experience that has led to strong friendships and opportunities. Brody credits his family to his success. “I couldn’t do any of this without them,” he shares, speaking fondly of his parents, four siblings, and grandparents.

Brody toured numerous college campuses after high school graduation, and knew he wanted a larger university experience. After connecting with Head Hockey Coach Chad Berman, Brody knew Arizona could offer the experiences he was looking for. Arizona Hockey holds a special place in the local community as the team has numerous nationally acclaimed community service awards and continually gives back to various non-profits and organizations in the community. The players are role models both on the ice and in the classroom, playing in front of 4,000+ fans each game with loyal supporters, including some fans that have been 30-year season ticket holders.

The SALT Center was another program at the university that caught Brody’s attention. Brody had heard about the SALT Center from a family member who was part of the program years ago and was encouraged to apply. Brody says that the SALT Center is, “like a home away from home. I stop in, say hi to people I know and do work. It’s a nice reset. I meet once a week with my specialist, talk strategy, what assignments and work I need to focus on, we create goals and it’s awesome.”

Coach Berman has had several players participate in the program over the years and speaks highly of it saying, “It’s been nothing but a great experience with every single player that I’ve had that’s been involved in the SALT Center.”

An exciting highlight of Brody’s summer included playing on the United States hockey team at the 2022 Maccabi Games in Israel. Brody scored the first goal which was undoubtedly, “one of the coolest moments in my life,” he said. The team went on to make Maccabi Games history as the first USA hockey team to take home the gold. Looking ahead, Brody is eager to embark on classes within his major, a BA in Law with a minor in Sports Management. He will also help lead as an Assistant Captain on the hockey team this year. The New Jersey native has made Arizona his home away from home and captures the Wildcat spirit as he proudly shares, “Everyone here is eager to learn, to get better. There is a sense of pride to be at this school.”

Photo courtesy of Brody Selman

BARTLETT LABS: EXTENDING OUR IMPACT

LAUREL GRIGG MASON, Director of Bartlett Labs

The SALT Center and Bartlett Labs are honored to serve as consultants to the American University of Iraq – Sulaimani (AUIS) as they seek to increase services for neurodiverse learners at their institution. AUIS is a non-profit university serving the Kurdistan region of Iraq and surrounding areas. It is also a University of Arizona microcampus, through which students earn dual degrees from Arizona and the partner university at locations worldwide.

Our consulting relationship includes sharing the SALT Center model of student support and providing guidance to AUIS as they develop systems, policies, and procedures to better support students with learning differences. We hosted AUIS President, Bruce Walker Ferguson, Assistant Vice President of Academic Affairs, Rachel Gresk, and Coordinator for Academic Services, Elizabeth O’Sullivan, for a campus visit. In addition to showcasing SALT Center facilities and services, we were able to partner with colleagues to highlight innovative spaces and educational practices throughout the campus. With the assistance of the Office of Instruction and Assessment, we were able to visit and observe a chemistry course in one of the Collaborative Learning Spaces. These innovative “classrooms” are physically set up to maximize student interaction and active learning techniques, which promote greater student engagement and deeper learning. We also toured the new Student Success District, including the renovated study spaces and CATalyst Studios located in the Main Library. CATalyst Studios feature a maker studio, virtual reality studio, and data studio all accessible to every Arizona student.

At the conclusion of their visit, we provided AUIS with a set of recommendations for their university context and have plans to engage their faculty and staff in professional development related to the needs of students who learn differently. We look forward to continuing this partnership to increase our capacity to support students and impact the international conversation around neurodiverse learners in higher education.

Bartlett Labs was established in 2019 through the generous support of Bruce and Patricia Bartlett, the parents of an alumnus who benefited from the SALT Center’s support while at the University of Arizona. Our mission is to engage in a robust assessment of SALT Center services and the implementation of research-driven practices into the SALT Center core model. We welcome collaboration with researchers across a variety of disciplines related to factors that influence college success outcomes. We also offer professional development and community engagement opportunities to schools and organizations seeking to enhance their understanding of students who learn differently.

Learn more about our work at salt.arizona.edu/bartlettlabs

FOREVER GRATEFUL: HONORING THE PLEVAN FAMILY

ISAAC FLATER, Marketing Specialist

This fall, the SALT Center is honored to award Bettina “Betsy” Plevan (posthumously) and her husband

Kenneth Plevan our Director’s Award, in recognition of their immeasurable impact on the SALT Center, the University of Arizona, and the lives of countless others throughout our community. Since their son, Jeffrey, enrolled in the SALT Center in 1996, they have been among our most cherished friends and supporters.

As a toddler, Jeff was diagnosed with a language processing disorder, and few believed that he would ever flourish in an academic setting. However, with early interventions, specialized schooling, a supportive faith community, and the constant encouragement of his family, Jeff grew to be a capable and passionate student and a kind and ambitious young man. Looking back on his life, his parents once said, “Jeff didn’t look at the world as a series of limitations. He looked at the world as a series of endless possibilities.”

After high school, attracted by the support offered through the SALT Center and the opportunity to attend a college with “big time sports,” Jeff enrolled in the University of Arizona, successfully earning a B.A. in Judaic Studies in December of 2000.

Ken remarked, “We, as a family, were extremely grateful to Arizona for what it offered Jeffrey and allowed him to have: a true college experience in a big university with a tremendous amount of diversity and a serious support program that allowed him to thrive and graduate from college. We are very forever grateful for that.”

After graduation, Jeff spent several years working at the American Jewish Historical Society then went on to earn a master’s degree in Judaic Studies and Jewish Communal Service from Gratz College. In 2010, Jeff got his dream job as a development associate for Hillel at Hunter College.

Despite living far from Tucson, Jeff never lost his Bear Down spirit, regularly travelling back to Arizona for homecoming events and serving on the Board and then as President of the New York City chapter of the University of Arizona Alumni Association.

Shortly after returning home from a trip to Israel in the spring of 2013, Jeff tragically passed away unexpectedly at the age of 36. To honor his life, his parents generously endowed the annual Jeffrey B. Plevan Memorial Lectureship in Israel Studies and the Jeffrey B. Plevan Chair in Israel Studies at the Arizona Center for Judaic Studies.

In October of 2021, we were also saddened to learn of Betsy’s passing, after a grueling battle with leukemia. Betsy was a highly respected trial and appellate attorney and former president of the New York City Bar Association. She was known as a highly driven and competitive leader and used these traits to help advance opportunities for women in the legal profession.

Those who knew her best say that Betsy also had a special gift for making people feel heard and cared about on a very individual level and that she always made time for people in need.

For Betsy’s friends and family, a hug was not just a casual greeting, it was how she let you know you were important to her. A bear hug from Betsy was not easily forgotten.

Earlier this spring, we were honored to join with Ken Plevan and members of the university community at a special gathering at the Women’s Plaza of Honor to celebrate Betsy’s life and unveil a special paver engraved with her name. The plaza’s mission is to publicly and permanently celebrate women who have made significant contributions to the history of Arizona or have enriched the lives of others. Betsy is truly deserving of this honor. Next time you are on campus, we invite you to take a few minutes to visit the beautiful memorial, to rest, and to remember Betsy and the many remarkable women recognized in that special place.

As we approach the first anniversary of Betsy’s passing, we continue to extend our deepest sympathies to Ken and the other members of the Plevan family. Betsy was a constant advocate and supporter of the SALT Center, and we won’t soon forget her. May her memory be a blessing.

Photos courtesy of the Plevan family

2022 DAVID LIVINGSTON WHITE AWARD RECIPIENT:

PATRICK ELLETT

EMILY PENDLETON, Assistant Director of Operations & Strategy

Patrick Ellett’s Specialist, Jennifer Hansen, wrote this when she nominated him for the award: “Patrick started his undergraduate career in the Fall of 2012. Over the course of the next several years he underwent family turmoil, failed out of college, became homeless and considered ending his life. Patrick spent a couple of years at Pima Community College and transferred to the University of Arizona in 2020. Patrick has experienced food insecurity when money has been tight. He knows resourcefulness as he has had to make a sliver of soap last for weeks. Most cannot relate to this type of situation, but Patrick’s determination has been nothing short of marvelous. This amazing young man is graduating 10 years after the goal began! His life plans do not end here. Patrick has scored in one of the highest percentiles on the LSAT and plans to attend law school. His future is very bright. He exemplifies the David Livingston White spirit of determination and never giving up!”

In 2011, at the age of 73, David Livingston White earned his undergraduate degree at the University of Arizona after a grueling 20-year battle with cancer. After David’s passing, the White family chose to honor their beloved brother by creating an endowment to support SALT Center programming and award a graduating senior who exemplifies the quality of perseverance with a class ring each year.

Every year we have the arduous task of selecting a winner from the outstanding students who get nominated in recognition of the obstacles they have overcome or persevered through. In all honesty, all students with learning challenges have already endured so much in their lives and demonstrate great perseverance. That said, the degree to which this year’s winner demonstrates determination, perseverance, and persistence made him truly stand out as deserving of this recognition.

When Patrick’s life got tough, he was convinced that it was only up to him to push for the best outcome possible. With his many struggles, furthering his education became exactly what he needed to improve his life and to bring it greater meaning and purpose. While dealing with ADHD, he realized that his future could be bright, and that he could no longer live paycheck to paycheck. Instead, he was going to provide a better life for himself. Patrick explains, “While I know my story is relatively unique, there are still a lot of students, even here at the University of Arizona, who are going through a lot of those same struggles and who have had a lot of issues like that in their life, and I want to make sure that my story is out there to show them that they’re not alone.”

Patrick believes that the support and guidance that his Student Support Specialist and other staff members provided him during his journey were vital to his success. Being selected for the David Livingston White class ring represents the end of an era for Patrick and a testament to, in his words, “my ability to push through the hardships that I’ve suffered and the hardship I’ve gone through my life, and, you know, to be able to say that I have put those behind me, I have persevered, and I have gone through, I have moved on.”

LEGACY SCHOLARSHIP AWARD RECIPIENT:

GIOVANNI WALLS

RICHARD ST. CLAIR, Student Support Specialist

Coming into the University of Arizona, Giovanni wasn’t sure what to expect. He had spent the last four years going to a high school that focused on graduation and finding a job. He was one of only fifty students in his class of three hundred and seventy to go on to higher learning. When he got here, he felt like he lacked the right background and preparation compared to many of his peers. Throughout his life, Giovanni has always struggled with attention issues and procrastination. “I was very intimidated,” he says about starting college. “The expectation for learning is very different here, and I wasn’t sure I had what it took to be successful.”

The change from high school to a university was huge, the lecture-based curriculum, the self-directed assignments, and the stress of being on his own for the first time all added up to create one of the most difficult times in his learning career. As a student within the College of Engineering, Giovanni uses the SALT Center to ease his mind, talk through the issues he’s facing, and to get tutoring to assist him with his studies.

He says, “They’ve kept me on track, kept me motivated, and even found out what I really want to do with my future.” The SALT Center has really been Giovanni’s foundation and is making a world of difference for him.

As the current recipient of the Legacy Scholarship Award, Giovanni can continue at the SALT Center throughout his entire undergraduate experience, getting the support he needs to rise to the challenges of an engineering degree. “I’m very grateful to receive the Legacy Award, it reduces my stress level to know that my future here at the SALT Center is secure.”

As Gio’s Student Support Specialist at the SALT Center, I can say that working with him is a truly rewarding experience. He is a very humble, down to earth young man with big goals. I always look forward to our weekly meetings, he is open and honest about his challenges, and is always willing to take responsibility and try something new. I look forward to continuing to help him navigate his college experience, and to seeing what he will accomplish next. This award is well deserved, congratulations Giovanni!

Photo courtesy of Giovanni Walls

ALUMNI SPOTLIGHT: MATTHEW SMILEY

EMILY PENDLETON,

Assistant Director of Operations & Strategy

For many SALT Center alumni, our participation in this program has resulted in us forming strong connections and given us experiences that have shaped who we are today. When looking back at our time at the SALT Center, many of us feel a desire to give back in some way and hope to share our experiences and stay connected with the program that did so much for us.

Matthew Smiley ’18 has felt a desire to pay it forward by giving of his time to the SALT Center. As the SALT Center’s first Legacy Scholarship winner, Matt understands the importance of staying connected. “The SALT Center has done so much and meant a lot to me when I was in college that it feels amazing to have the opportunities to give back to this fantastic program.” Founded in 2014, the Legacy Scholarship Award is given based on real financial need; students who earn this award must meet rigorous academic criteria that must be met and maintained for the tenure within the program. Matt graduated with a bachelor’s degree from the Eller College of Management, where he double-majored in Management Information Systems and Operations Management with a minor in Global Business.

Not only was Matt successful in his classes, but as a student, he also worked at the SALT Center as a Tech Coach and was extremely active with clubs and extracurriculars. Today, Matt is a Senior Consultant at Ernst & Young (EY) within their Data and Analytics department.

Earlier this year, Matt came back to visit the SALT Center and made it clear that he wants to be involved. Well, the timing could not be any better as the SALT Center has been working on launching our very own Mentoring Program with alumni. This fall, the SALT Center, in collaboration with the Bear Down Network, will be piloting this new program with a small group of alumni mentors who will be working with students and recent graduates.

Matt excitedly explains, “When I was a student, I always wanted a mentor within my field that understood or had similar learning challenges as me, especially from a recent college graduate. I was always worried in college about how I would survive in the workforce and whether my learning challenges would prevent my worth and strengths from shining.”

As alumni, we all have expertise and insights that we can share to help lead and support current students and recent graduates who are following in our footprints. If you are interested in getting involved or staying connected, please email Emily Pendleton (ependleton@arizona.edu) to get more information!

“Sometimes life brings you full circle to a place you have been before just to show you how much you have grown.”

– Unknown

Photo courtesy of Matthew Smiley

DRIVEN TO SUCCEED: GAVIN STOCKTON

LAURA FUCHS, Student Support Specialist

Over the summer, as the stock market was tumbling, Gavin Stockton was also taking the plunge into the real-time world of finance through his participation in a Summer Wall Street Scholars internship at Barclays Bank in New York City. It was the culmination of three years of hard work at the University of Arizona’s Eller College of Management. He credits the SALT Center with offering him the opportunity to gain the interpersonal and academic skills needed to work closely in this highly competitive field. Gavin said his interactions with specialists and tutors were a catalyst to initiating “a lot of confidence on the grade perspective, which then gave me confidence through the other facets of my life.”

Natalie Schleining, Gavin’s initial Student Support Specialist, described him as “exuberant,” yet possessing “a great balance of being here and wanting to take advantage of his college years and having fun, but at the same time knowing, ‘Okay, I’ve got to back off on this so that the real priority of why I’m here gets the attention it deserves.’” He took a hiatus from fraternity life this year to concentrate on academics, rising at 5 a.m. to take part in dozens of interviews with East Coast based companies to ultimately be rewarded with this highly coveted spot. “It’s kind of like rushing a fraternity here just with a salary on the line,” Gavin said.

He had to work harder, especially with a learning challenge. “That initial help from the SALT Center was definitely what kind of pushed me towards the higher GPA range, especially not being the best student in high school,” Gavin said.

Through conversations with Schleining, Gavin came to realize at the start of his freshman year in the fall of 2019, that he was one of nearly 50,000 students

and that other students had similar goals. Schleining noted, “I was struck by one of our first interactions. I asked him what his goal was for this semester, and he said, ‘I want to get a 3.75.’” After exceeding that goal, Schleining affirmed to Gavin that his achievement was “a testament to speaking your goals out loud into the universe.”

In the Fall of 2019, as Gavin’s first semester finals were coming to an end, COVID-19 was bubbling into a pandemic. Online learning over the coming spring would prove to be a challenge to many students, including Gavin, who consistently saw the importance of attending his virtual weekly specialist appointments with Schleining. As the pair exchanged ideas, Gavin “was just very mindful of what worked for him and what didn’t, and what he needed to do to get back on track as far as his GPA,” Schleining said.

At the start of every semester, our Student Support Specialists meet with students to create a ‘SOAP’ (Semester On A Page), which lists all the exams, projects, and finals at-a-glance. Gavin said this helped him maintain a studying rhythm, but he also realized that he was weak in some subjects.

When the university transitioned to online learning in the spring of 2020, Gavin had to take Math 116, a required business calculus course. “That was horrifying. It was not a good experience. But the tutoring at SALT made it a good experience.” SALT Center tutors have been through the class and receive training on how to best help students who may learn differently. Gavin described himself as a “visual learner” and found a tutor who oriented their online sessions to accommodate his needs. Additionally, “Being able to come on-demand, not have to pay extra for those tutors, was something that helped exponentially,” Gavin said.

“It’s not really a sprint to get a good GPA throughout college, it’s a marathon. I think SALT understands that more than any student coming into it.”

—Gavin Stockton

Abigail Entrican, Gavin’s current Student Support Specialist said, “Everything that he does is calculated. He’s caring and he’s driven.” Aside from devoting his 30-minute sessions to parsing grades down to the decimal point, she noted that Gavin is friendly and likeable, always inquiring about how she is doing. He is “a rare gem” in a world where students may not see the advantage of practicing those interpersonal skills at the SALT Center. “Students really have to have that desire of wanting to do the best that they possibly can do and, when they have that attitude, the SALT Center opens door-after-door-after-door, because students are taking advantage of those opportunities,” Entrican said.

Gavin said the academic and mental support he received, and the resilience that he practiced, has been the best part of his SALT Center experience. “SALT is there for you, whether it’s the specialists, the tutors, the resources downstairs, the drop-in labs, all of it revolves around the idea of supporting the student.” Discussing goals, making connections, and honing his academic skills helped Gavin find balance and maintain the motivation and determination to tackle both setbacks and successes. “If I had come to this school without SALT, I think that for one, I wouldn’t have at all succeeded in how I have, because it really provided me with something to fall back to if I needed the help.”

Although his career is just getting started, Schleining notes, “He’s everything that he’s earned.”

CLINICAL SERVICES: SUPPORTING EXCELLENCE AT THE SALT CENTER

ROXANA SAMANIEGO, PH.D., Director of Clinical Services

In 1989, Stephen Covey authored the classic book, The 7 Habits of Highly Effective People. In it, he asserts that living a “principle-centered” life enables us to be more effective interpersonally, and for organizations, principles should guide decisionmaking. At the SALT Center, we focus on embodying the principle of excellence in our work with students as we help them find their own paths to excellence in their college journey and beyond. In our experience, two critical things are needed in this search for excellence: self-advocacy and a growth mindset.

Self-advocacy has often been described as the result of one’s knowledge of self, a knowledge of one’s rights, and the exercise of the communication skills necessary to get one’s needs met. The Clinical Services team helps students to strengthen their communication as it is a foundational skill that underlies almost every goal our students envision. Guided by their therapists, students are supported in crafting individualized goals to help them become more effective in their emotional, social, or academic lives. We also focus on mental health support through the transition into college, developing a deeper understanding of their learning or psychological symptoms, identifying values, and improving communication in relationships.

Similarly, when we embody a growth mindset, we must believe that we can develop the flexibility and persistence skills needed to meet our goals. This is often more salient for students at the SALT Center as they must persist despite the challenges of living and working as neurodivergent individuals in a neurotypical world. Within Clinical Services, we focus on social and emotional wellbeing through program wide initiatives, individualized support, and additional studentcentered services. We also discuss the barriers to growth in a safe and respectful environment. Pursuing excellence as a principle also enables us to learn about lifelong wellness and self-care and the importance of accessing available resources.

To further our goals of whole-student support and striving for excellence, we are incredibly pleased to announce that the Assessment of Behavior and Learning for Excellence (ABLE) Clinic has joined the SALT Center’s Clinical Services team. For many years, this clinic operated within the College of Medicine to benefit the broader community. Under the direction of psychologist Dr. Christina Vasquez, the experienced ABLE Clinic team provides comprehensive psychological, neuropsychological, psychoeducational, and vocational evaluations for the University and greater Tucson community.

The ABLE Clinic promotes lifelong excellence by starting people on their journey towards increased self-awareness of their strengths and needs for appropriate levels of support, all of which are vital for self-advocacy and a growth mindset. With the ABLE Clinic as a part of the SALT Center, we will be able to further our own quest for excellence by eventually expanding and enhancing our clinical offerings to help all students at the SALT Center develop a greater awareness and understanding of their learning profiles.

To learn more about the ABLE Clinic visit able.arizona.edu.

PEER MENTORS:

THE ‘FACE OF FRIENDLINESS’

Isolation within the 50,000-person University of Arizona campus, a virtual mini-city, is real. “We have students sitting in the dorms by themselves hearing their neighbors having a good time, hearing people going to football games, and they don’t have anybody to go with.”

LAURA FUCHS, Student Support Specialist

ARIZONA

These are the observations of Natalie Schleining, who spearheaded the Peer Mentor program at the SALT Center in 2019 during her first semester as a Student Support Specialist. Seeing the need to curb the loneliness experienced by first-year students, especially those attending the SALT Center, Schleining suggested starting our Peer Mentor program.

After researching other college mentor programs, writing a handbook, and formulating a training manual, Schleining launched the program in the fall of 2021. The competitive interview process resulted in a handful of students from the SALT Center who were not only good communicators, but also approachable. One of the peer mentors participating in the 2021 pilot program, Olivia Brodersen, summed up her role as being, “the face of friendliness.”

Peer mentors commit to volunteering for one academic year as a step toward a paid SALT Center Ambassador position. Broderson, now an ambassador, sees the mentor program as a win-win for all. As a mentor, Brodersen gained interpersonal skills and witnessed the critical need for human contact. “With our generation, especially our generation, not everyone’s going to be social,” Broderson said.

She believes meeting in-person with a peer mentor, instead of searching for answers on the internet, is more meaningful to a student. “We can search Google for ‘Why am I sad?’ and come up with 50-million answers why.” Like a friend, she wants them to know they’re not alone.

Knowledge of the campus and its resources, participation and extracurriculars are a must for mentors, but possessing empathy and the ability to give comfort are paramount. Incoming students are often “intimidated by professors and upperclassmen, they think they’re the only ones who are new and experiencing anxiety, so approachability is huge,” Schleining said.

Schleining sees herself as a guide. “It’s their group. It’s their program.” She tasked the mentors to come up with what they would like if they were “in the student’s shoes.” During meetings, the mentors brainstorm possibilities for workshops and events that would be useful for students making the transition to college. To reach out, mentors set up a weekly drop-in table in the lobby. Last semester, they promoted tips on studying for finals, along with time and stress management strategies. “It’s a great experience for them to have their hand in creating a program,” Schleining said.

According to their handbook, the role of a SALT Center Peer Mentor is to help build community and connections, promote social engagement, assist students with acclimating

to campus life, and guide them through the University of Arizona and SALT Center communities. Mentors share what has worked for them in the areas of homesickness, roommate issues, academic self-advocacy, self-care and finding campus services.

Mari White, a 2022 participant, remarked that, “Being a Peer Mentor was a really fun and engaging way for me to be able to give back to my own community–people that I know are going through the same thing that I once had or am still dealing with.”

When a student is lonely, anxious or in need of someone to talk to, Schleining believes having access to a Peer Mentor may contribute to student retention. Schleining’s goal is to have every new student assigned a Peer Mentor. “Just having that to offer a new student coming into a scary situation is the most important thing to me.”

Students who would like to be connected with a Peer Mentor can talk to their Student Support Specialist or visit the Peer Mentor table during drop-in hours.

Photo courtesy of Laura Fuchs

INSPIRED BY THE STARS: STEPHEN FERRIS

MARCELA DELGADO, Director of Operations & Strategic Affairs

Photo of Jupiter courtesy of Stephen Ferris

At the young age of nine, Stephen received a simple telescope from his father. Little did he know that this small gift would lead to a lifelong fascination with astronomy. Elementary, middle and high school came and went, and Stephen got really good at pointing his telescope to the moon. Throughout the years, Stephen has since collected six different scopes which have provided him with endless hours of relaxation and exploration. Fast forward to his time as a University of Arizona student, where he studied Special Education but ended up working as a student preceptor in a Lunar and Planetary Science lab. This lab is where his love for astronomy really took form, and despite only taking one general education astronomy course himself, he learned so much about not just astronomy but how to manage a classroom and students.

Today, Stephen credits that experience, along with his SALT Center peer tutoring position over two decades ago, with bringing him out of his shell and laying the foundation for how he contributes as a Senior Coordinator for Academic Intervention Services. This fall marks Stephen’s ten-year anniversary as a full-time SALT Center staff member. Stephen states, “For the last 10 years, both the SALT Center and astronomy have been big parts of my life, and I’ve never lost enthusiasm for the work I do with students who are facing academic challenges.”

These days, you can often find Stephen in the desert outside of town accompanied by his friends from the Tucson Amateur Astronomy Association. His newest undertaking is astrophotography, requiring different equipment and techniques than planetary photography. Astrophotography techniques require long exposure to track the sky precisely, which is something he is getting better at every time.

The recent launch and images returning from the James Webb Space Telescope are particularly fascinating to him because it is a premier spacebased observatory with so many connections to the University of Arizona. He is very excited to watch the potential for this scope unfold over the next few years. On his bucket list, you’ll find visits to observatories in Chile and Australia, both of which have some of the best sites on earth because of the quality of sky in the southern hemisphere.

In his office at the new Bartlett Academic Success Center, Stephen’s walls are full of beautiful celestial and terrestrial photographs he has taken himself.

He’s added inspiring and thought-provoking quotes to them like, “You can’t choose your own universe, but you can choose your own paradigm” and, “In the universe there are no certainties, just probabilities.”

He says that while a lot of his students might not notice the “wall memes,” as he calls them, he still hopes that the messaging will inspire them to persevere and succeed at the University of Arizona and far beyond.

Photo of Saturn courtesy of Stephen Ferris

The University of Arizona Patricia A. Bartlett Building PO Box 210136 1010 N. Highland Avenue Tucson, AZ 85721-0136