FURTHER GO
TABLE OF CONTENTS
Welcome from the Executive Director
Going Further with the SALT Center: Alumni Stories
Transitioning from Coach to Cheerleader: Helping Your Student Reach New Heights
CALES Learning Lab: Transforming the College Journey
Josh Beighley: 2024 David Livingston White Award Winner
The Growing Impact of SALT Center Scholarships
Lives Forever Changed: Personal Stories of Gratitude
Graduation: Honoring a Monumental Achievement
Michelle Combs: Her Memory Lives On
Beyond a Name: Highlighting Our Professional Team
©2024-25 The Arizona Board of Regents on behalf of the University of Arizona
Designed and produced by West Press for the SALT Center
Editor: Isaac Flater
Contributors: Blake Cesarz, Marcela Delgado, Stephen Ferris, Isaac Flater, Laura Fuchs, Heather Gallivan, Laurel Grigg Mason, Jennifer Hansen, Laura KerryHenkel, Daniel Linden, Gabrielle Miller, Roxana Samaniego, Claudia Sandoval, Matt Swanson, Lupe Thompson, Alexandria Valencia
Layout & Design: Elexis Hernandez
Photography: Isaac Flater, except where otherwise noted
Executive Director’s Office
Gabrielle Miller, Ed.D.
Daniel Linden III, M.A., M.S.
Marcela Delgado, M.Ed., MBA
Emily Pendleton, MBA
Alexandria Valencia
Isaac Flater
Emily Fuchs
Bartlett Labs
Laurel Grigg Mason, Ph.D.
Shawnda Garcia, M.Ed.
Matt Swanson, M.Ed.
Admissions
Sarah Sampe, M.Ed.
Brittany Cortinas
Dennis Haymore
Student Support
Claudia Sandoval, M.S.W.
Natalie Schleining, M.Ed., M.S.
Jackie Aguirre
Ann Conway, M.Ed.
Abigail Entrican
Richard Fimbres, M.Ed.
Laura Fuchs, M.S.
Heather Gallivan, M.Ed.
Taylor Gillis, M.Ed.
Jennifer Hansen, M.Ed.
Kim Matharoo
Caroline Ragano, M.A.
Emily Schottler, M.A.
Richard St. Clair
Melissa Thach
Lupe Thompson
Learning Support
Blake Cesarz, M.M.
Mary Beth Eustice, M.A.
Stephen Ferris, M.A.
Sarah Gomez
Jacqueline Mullins, M.A.
Arielle Ruda
Jessica Stansel, M.A.
Alexis Faley
Clinical Services
Roxana Samaniego, Ph.D.
Charlotte Iurino, Ph.D.
Laura Kerry-Henkel, Ph.D.
Estrella Ochoa, Ph.D.
Victoria Orantez
Arni Dizon
Celeste Vega, M.A.
Janelle Wee, M.S.
Logan Wieldman, M.A.
SALT CENTER TEAM
WELCOME FROM THE EXECUTIVE DIRECTOR
DR. GABRIELLE MILLER
Before the start of every school year, I have the special opportunity to meet with the new class of students just as they are getting ready to embark on a new chapter of their lives. Each of them comes with a unique mix of excitement, nervousness, curiosity, and hope about being a University of Arizona student. For most of them, this is their first time living away from home and having the freedom and responsibilities that come with adulthood.
In the years that follow, I witness the growth and independence that the SALT Center helps students develop. This change is difficult, especially when it is complicated by learning and attention differences. Yet oftentimes because our students are no strangers to hard work, they take advantage of the support they can get at the SALT Center, persist despite the challenges, and develop strength and independence they never knew they had.
At the end of every school year, I am privileged to stand on stage and congratulate dozens of students, as they walk across the podium on graduation day. There are often tears, but these reflect the realization that they’ve gone well beyond what they (or many around them) thought they could do when they entered the University of Arizona.
As we approach our 45th year, I am in awe at the countless students and alumni who have shared their personal stories of growth and empowerment through the SALT Center. In this edition of the Journal, we’ve chosen to share some of those stories. Whether through personal growth or the eagerness to reach back and help other students, the SALT Center is truly a family that takes care of its own. And we’ve also opted to include a bit about the incredible people who work at the SALT Center—those who ‘go beyond’ every single day to support students’ success.
It is impossible to share all the incredible things that happen each year. It is also impossible to imagine how any of the SALT Center’s success would be possible without the families, alumni, donors, board members, and staff who make it all possible. We are profoundly grateful that together we can help students go beyond what they thought they could do and make their dreams a reality.
Bear Down!
Gabrielle Miller, Ed. D.
Jeffrey & Gabrielle Miller with SALT Center Advisory Board member, Pat Engels
GOING FURTHER WITH THE
SALT CENTER: ALUMNI
STORIES
ISAAC FLATER
Marketing Specialist
In the late 1980s, when Michael Johnson was studying at the University of Arizona, the World Wide Web had not yet launched, and college essays were still being written on typewriters. During these formative years, Michael spent untold hours in the basement of Old Main getting help from Eleanor Harner, the founder of the fledgling SALT Center, and Sue Wilemon, an Outreach Coordinator with the program. The lessons he learned from them have taken him further than he could have ever imagined.
Michael recalls, “These ladies were pioneers in this. What they instilled in me was the ability to work hard. You’re going to have to work harder than everybody else, but your success can be greater than everybody else’s. They instilled the values to keep pushing yourself, to be stronger, to never give up, to make sure that you fight for yourself, and you do it in a way that’s both respectful, but gets the job done.”
With the support of caring SALT Center staff, Michael developed better study skills, grew in maturity, and was able to steer away from activities and distractions that were not contributing to his well-being. He says, “Without the SALT Center I wouldn’t have been as successful as I am today. Without it, I wouldn’t be as confident of myself, and I probably wouldn’t have had the tools to manage my life as well as I have.” “The SALT Center provided a caring, nurturing environment that, back then, provided both real life and educational support which was transformational.”
Alumnus, Michael Johnson and his wife Virginia, long-time supporters of the SALT Center. Photo courtesy of the Johnson Family.
After graduating from Arizona with a degree in Political Science, Michael transitioned into a lifelong career in the insurance industry, eventually founding a series of highly successful firms. Today, he is the CEO of J5 Consulting and married to Virginia, his wife of 32 years whom he met while at the U of A. Michael and Virginia are dedicated financial supporters of the SALT Center and Michael has also volunteered to mentor students and serves on our Advisory Board.
Another alumnus who has gone further with support from the SALT Center is recent graduate Jacob Farber. As Jacob was making his way through college, he often felt overwhelmed about his ability to find a job after graduation. He didn’t know how to write a resume or even what career path to pursue. Fortunately, Jacob had learned to trust in his support team at the SALT Center and reached out to Jennifer Hansen, his Student Support Specialist for direction.
Jennifer met with Jacob every week to help him stay on task with class assignments and work towards his career goals. She introduced him to a counselor at the SALT Center who helped him process his emotions and put things into better perspective. Jennifer also connected him with Jake Garfield, a new SALT Center Mentor, who was eager to help guide him toward his goals.
Jake had also been a student in the SALT Center a few years prior but had graduated just as everything was locking down due to the pandemic. Because of this, he initially struggled to find steady employment, bouncing around several roles until finally landing a position on the Chicago White Sox sales team before transitioning into a role in new business development with the Minnesota United soccer club. Jake was able to take the life lessons he learned through those turbulent years and impart them to Jacob, who also shared his passion for sports.
Through their regular meetings, Jacob slowly grew in confidence and narrowed his focus towards a career in creating sports highlight videos, an activity he had been practicing since middle school. With Jake’s guidance, he secured an internship with Ford Sports Performance, an elite training facility in Bellevue, Washington. From there, he landed an internship with the U of A’s football team editing their content.
After graduation, Jacob continued to meet with Jake and work toward finding a full-time job. Jacob got a couple of early interviews only to be disappointed by the sting of rejection and criticism. However, Jake wouldn’t let him give up. He often repeated these words, “I believe in you. I believe in your work. You’re capable of some incredible things. You’ve just got to keep pushing forward because things are going to pay off for you.”
He was right. Jacob recently accepted a new position creating video content for Duke University’s football team. He says, “A year ago, I really didn’t know what I wanted to do with my career. Jake taught me so many things that I did not know how to do. I don’t know how I would have gotten here without him.” He adds, “I still can’t believe that I’m working for Duke Football. It’s a dream come true.”
With its humble beginnings in a dusty basement, to the present day, the vision and mission of the SALT Center have remained the same—to inspire students with learning differences to succeed in higher education and beyond. The small program established by Eleanor Harner in 1980 has grown to mark the lives of thousands of students and continues to exist today because of the countless staff, family, alumni, and other supporters who share Eleanor’s belief that all students deserve a chance to be great.
Recent graduate, Jacob Farber. Photo courtesy of Duke Football. Alumni Mentor, Jake Garfield. Photo courtesy of Minnesota United FC.
TRANSITIONING FROM COACH TO CHEERLEADER: HELPING YOUR
STUDENT REACH NEW HEIGHTS
ROXANA SAMANIEGO, PH.D. Director of Clinical Services
Each summer at the SALT Center student enrollment event, we discuss the challenge facing parents and supporters—how to move from coach to cheerleader. This change can be both exciting and daunting but for students to go beyond what they have known in the past, they must take the driver's seat in their own educational journey. For both families and students this transition can be difficult, but it can also foster immense growth allowing students to develop their sense of self-efficacy and build their confidence as capable college students.
A key aspect of this journey is supporting students' everyday self-advocacy skills. From disclosing learning needs to others, to speaking up in group projects, to navigating university housing – there are hundreds of small, everyday tasks that require persistence and self-advocacy. And these experiences may be just as valuable as advocating for their legal rights and accommodations. It is in these moments of everyday self-advocacy that students can truly go beyond their comfort level and own their educational experience.
While the research on self-advocacy is extensive, at the SALT Center we choose to focus on two core areas that our students often struggle with: self-awareness and communication. We help students develop these skills through practices that:
Build Self-Knowledge
We work closely with students to help them understand their strengths and needs, both personally and as learners. When students gain this awareness, they are much more likely to recognize the need for and practice self-advocacy.
Explore Learning Strategies
We help students identify and practice learning strategies that play to their unique cognitive profiles and learning styles. This empowers them to take charge of their academic success.
Cultivate a Growth Mindset
We try to instill a growth mindset in our students - the belief that their abilities are not fixed, but can be developed through effort and persistence. This mindset shift is transformative, enabling students to approach challenges as opportunities for growth.
Parents and other supporters can continue to play a crucial, though often less direct, role in fostering their student’s self-advocacy by implementing practices that:
Promote a Progress-Focused Attitude
Challenge negative beliefs that your student might have about themselves, such as not being “good" at certain subjects. Instead, encourage your student to not compare themselves to others, but rather acknowledge the improvement in their own performance.
Help Them Face Their Challenges
Help your student "avoid avoidance" of their challenges, cheering for them when they face their fears or difficulties. Encourage them to be brave and imperfectly try new things.
Encourage Them to Persist
Encourage students to persist through failures and offer to brainstorm with them when they don’t get the outcome they wanted. Remind them that our best learning often comes from struggle.
By adopting this pattern, supporters can be confident that their students don’t need saving because they are learning how to save themselves. This cheerleading approach helps students develop a clear understanding of their needs and the confidence to advocate for themselves. It is the foundation for students understanding that they too can go well beyond what they ever imagined they could do.
Photographer: Adam Blumer
CALES LEARNING LAB:
TRANSFORMING THE COLLEGE JOURNEY
MATT SWANSON, CALES Learning Coach
LAUREL GRIGG MASON, Director of Bartlett Labs
Fabiola Mendoza found the community she needed when she started her first year at the University of Arizona. She grew up in Nogales, Sonora, a small border town in Mexico. It was an adjustment moving from the close-knit community where Spanish was spoken every day to the much larger city of Tucson and U of A campus where English is the main language. Fabiola is double majoring in Applied Biotechnology and Biology with a minor in Spanish. Fortunately, her Applied Biotechnology major is in the College of Agriculture, Life, and Environmental Sciences (CALES), and she connected with the CALES Learning Lab: Powered by the SALT Center.
The CALES Learning Lab is a collaboration between CALES and the SALT Center that began in 2021 with the goal of going beyond traditional support programming to create a model that would improve academic outcomes for CALES students. Learning Coaches who are SALT Center employees meet with students in the Forbes Building, the main hub for CALES. Thanks to a generous CALES donor, there is no cost to students who access these services.
Students can be referred to the CALES Learning Lab by academic advisors or other CALES staff members. They can also self-refer. The Learning Coaches use their expertise to provide support with time management and organization, academic skills, and self-advocacy. They also assist students with finding and accessing tutoring and course-specific assistance through the THINK TANK or instructor office hours. Some students are referred to the SALT Center for additional support when other campus resources are not available or effective. Additionally, the Learning Coaches work with the CALES Peer Mentors to host workshops on a variety of topics.
Fabiola started utilizing the CALES Learning Lab in the fall of 2023 to optimize her time management. Specifically, Learning Coaches worked with Fabiola to create a time management grid, where her academics and social commitments were intentionally balanced with the self-care activities needed to support her success. She also worked with the Learning Coaches to create study plans for major exams. In Fabiola’s own words, “I found a supportive and welcoming environment at the University of Arizona. The people here have been incredibly helpful and encouraging, making it easier for me to step out of my comfort zone and try new things.”
A hallmark of the CALES Learning Lab is personalized, proactive outreach to students. The Learning Coaches send emails weekly to students who demonstrate a need for academic support. This includes students identified by instructors through early progress notes, students who respond to a weekly CALES pulse survey, and students enrolled in
“gateway” courses, such as Biology and Chemistry, that are required for later coursework. They share individualized tips and strategies for specific courses along with information about scheduling with a Learning Coach.
In addition, the Learning Coaches visit several CALES courses each semester to share information, resources, and strategies. They also attend many CALES events throughout the year to meet students face to face and connect them with the Learning Lab. This past summer, the CALES Learning Lab hosted virtual workshops for parents and supporters of incoming students, focusing on how these supporters can help students transition into the university and how the Learning Lab can be part of their success.
These outreach efforts have paid off. Since its inception, the number of unique students engaged with the CALES Learning Lab has increased 92%. Total visits for individualized support have increased 120%. Students are now referring their friends to this valuable service. Ninety-eight percent of Learning Lab users last year reported increasing their knowledge and use of learning strategies.
As Fabiola noted, “My discovery of the CALES Learning Lab transformed my college journey as a first-generation student. Their support was essential, guiding me through time management and more. With CALES, college wasn't just about academics; it was about finding a supportive family. I'm immensely thankful for their constant guidance and encouragement.”
CALES Learning Lab Usage
JOSH BEIGHLEY:
2024 DAVID LIVINGSTON WHITE AWARD WINNER
JENNIFER HANSEN Student Support Specialist
Triumph Through Trials
In August of 2020, Josh Beighley embarked on a lengthy flight from his home in Hong Kong to the United States. The world continued to be affected by a global pandemic, which made travel more laborious. After an oceanic flight across multiple time zones, Josh eventually arrived in Tucson to begin his academic journey at the University of Arizona.
Due to safety measures in place at the time, university classes were only being offered virtually. This lack of in-person teaching proved to be a challenge for Josh and he struggled to stay focused with online lectures and assignments. As a result, he ended up on academic warning after his first semester and was then placed on academic probation in the spring.
Josh was determined to turn things around as he began his second year at Arizona. Upon returning in the fall, Josh sought academic advising support and changed his major to Urban and Regional Development. He also began to strengthen his college-level study skills by pursuing every resource available through the SALT Center. From tutoring appointments, specialist meetings, and academic intervention sessions, Josh crafted a plan and summoned the determination to put it into action. With this consistent support, accountability, and encouragement, Josh’s second year at the university reflected new hope as his GPA rose and he came off academic probation.
Digging Deeper
Despite being off probation, Josh decided to continue meeting regularly with his academic intervention coordinator, as he realized the value of this added support.
During this time, Josh also found the motivation to begin tackling difficult tasks like reading classic novels that he had struggled with in high school due to his learning challenge. This experience raised his confidence and improved his reading and critical thinking skills. He also nurtured his interests in sustainability, fashion, urban development, philosophy, and business. His growing interest in economics prompted him to declare that as his minor. He took a long break from social media to eliminate further distractions. Josh consistently attended his weekly SALT Center meetings, used time management tools, and study strategies such as the 8-Day Study Plan.
From Setbacks to Success
Just as things were improving academically, a major setback occurred during Josh’s sophomore year. He was diagnosed with a serious medical condition that required frequent diagnostic tests. At times, he had to miss a substantial amount of school. In addition to not feeling his best, Josh needed flexibility with his schedule. He sought support from the university’s Disability Resource Center to get the accommodations that would work for him. Josh continued to push forward with his academics while attending to his physical wellbeing, which included trying to get substantial rest and quality nutrition (not an easy task for college students).
As Josh began to heal, he looked ahead. He focused on his future and his dream of eventually attending a prestigious graduate school. However, to be competitive, he knew he would have to raise his GPA even higher. As a junior and senior, he began to retake the classes in which he had performed poorly during his first and second semesters, taking advantage of the university’s Grade Replacement Opportunity.
Josh possessed the academic maturity and foresight to understand the importance of this decision, even if the goal was a long way off. He humbled himself to improve his grades, even if it meant sitting in several first-year classes as a senior. As a result, Josh’s GPA continued to rise, and he graduated earlier this year with renewed determination to continue his educational journey toward graduate school.
Because of his outstanding resilience and dedication, Josh was selected as the 2024 winner of the prestigious and highly competitive David Livingston White Award.
David Livingston White Award
Each year, the SALT Center selects a student to receive the David Livingston White Award. Recipients demonstrate exceptional perseverance and determination while pursuing their academic goals. This prestigious award honors the man for whom it is named.
David Livingston White graduated from the University of Arizona at the age of 73. He obtained his degree in 2011, and never lost sight of this goal even though he battled cancer for many years. Upon graduation, David’s siblings purchased a class ring for him. The ring was the perfect way to commemorate David’s accomplishment. When David passed away, his family generously established an endowment in David’s name to support SALT Center programming. Each year, a portion of the funds are also used to purchase a class ring for one graduating student who has demonstrated extraordinary perseverance. The SALT Center is grateful to David’s family, and we are honored to recognize Josh Beighley as recipient of this award for 2024.
Visit salt.arizona.edu/DLW to learn more about David Livingston White and past award recipients.
THE GROWING IMPACT OF SALT CENTER SCHOLARSHIPS
DANIEL LINDEN III
Director of Student Support Services
The SALT Center is proud to offer need-based scholarship awards to help offset the fees associated with participating in our program. Scholarship awards are funded by donations from our generous supporters. They help ensure that deserving students have access to SALT Center resources regardless of their family's financial status. Our approach is to provide financial support to as many students as possible, while prioritizing those who demonstrate the greatest financial need.
We are working toward the day that we can eliminate program fees for the SALT Center. Thanks to the generosity of donors who share our vision and in partnership with the University of Arizona Foundation, we have accomplished a major milestone on our way to this goal. We are very proud to now offer a 100% SALT Center scholarship to all enrolled students who qualify for Pell Grant funding and are on our way to providing the same opportunity to students who fall just shy of that eligibility.
Pell Grants are a form of federal financial aid awarded to undergraduates who demonstrate exceptional financial need. We have seen an increase in the number of applications to the SALT Center as well as an increase in the number of students who need financial support to participate in our program. As a result, since 2021 our scholarships have increased to more than $250,000 this fall, helping nearly 60 students get the support they need to persist toward graduation.
Every year, students receiving SALT Center scholarships take the time to write thank you letters to our donors. In these heartfelt letters, they express appreciation for their scholarships and often recognize the academic opportunities the awards have provided them. Below are just a few excerpts, with student names redacted for privacy.
As a neurodiverse person, I am confident the SALT Center will help foster my education while helping me work with my learning differences. This scholarship has made the idea of being part of the SALT program much less stressful financially. I want to not just utilize the SALT program but thrive there. I want it to make me a future leader and help me get the job I have always wanted.
Not only does this scholarship help relieve my financial stress, but it also is a great reminder that there are people out there who believe in me and my career goals. Because of the SALT Center, I am driven to make the best of this opportunity and, in the future, hopefully assist others who are in the same position. Thanks, once again, for your support on this journey.
Thank you for selecting me as a recipient of a SALT Center scholarship, I recognize this as a sign of investment into my education and future and I intend to make good on that promise.
Receiving this scholarship has significantly eased the financial burden of this school year. It will allow me to focus on my academic endeavors in the coming school year and provide further opportunity to engage more deeply in my coursework.
This scholarship brings me peace of mind knowing I can receive services at the SALT Center. Using the various tutoring opportunities the SALT Center provides, I feel more confident, and this scholarship has helped me feel at ease knowing I have a safe space to go to for help.
The SALT Center’s investment in my education is profoundly encouraging, and I am dedicated to making the most of this opportunity. I hope to one day be able to give back and help other students achieve their educational goals, just as the SALT Center has helped me.
This scholarship comes at a critical time for my college career, as I am working to recover from a series of mental health struggles that I went through last year and get my academics back on track. It is a great help to me and my family as we work to fund this second chance at college for me.
SUPPORT SALT CENTER SCHOLARSHIPS
Visit salt.arizona.edu/give to learn more about our giving opportunities.
LIVES FOREVER CHANGED: PERSONAL STORIES
OF GRATITUDE
MICHAELA HOYMAN Student
EMILY BLOCH
Alumna
“My experience at the SALT Center has truly changed my life for the better. I came into the start of university not being comfortable with my disability and the academic system. My specialist, Emily Pendleton, took the time and dedication to make me the confident adult I am today.
The staff at the SALT Center always had a positive demeanor and were excited to help any problem that students brought in. My favorite moments at SALT would be talking through difficult questions in the tutoring lab, getting advice or help from my specialist, and just being able to escape the stress of the university environment in the study area.
I came into the University of Arizona recently being diagnosed with hearing loss and being uncomfortable with faculty in the higher educational system. My specialist worked with me to not only improve my grades, but also helped me get my accommodations that I needed and worked on the skills I needed to get into a graduate program. Through mock meetings, writing and math tutoring, and counseling, the SALT Center and my specialist are the reason I was able to graduate from college and reach my dreams of becoming an audiologist.
I am now currently in my residency and final year of my audiology doctorate. The tips and tricks that I learned from SALT are still implemented in my school, work, and everyday life. I believe I would not be where I am in my life without the incredible team at the SALT Center. I am forever grateful to the SALT Center and especially my academic specialist, Emily Pendleton.”
“My junior year of high school I began looking at colleges. When I learned about the SALT Center at U of A, I knew in my heart I needed the support this engaging program provided. I chose the University of Arizona because of the SALT Center. Going into college was very intimidating, and I knew the SALT Center would help me, but I could have never predicted the depth and extent that it would.
As a student in the SALT Center, I have utilized pretty much all the amazing resources offered. Words cannot adequately express how much I appreciate my amazing Student Support Specialist, Caroline Ragano, the multiple tutoring options, the high-tech study areas, and the health and wellness therapy sessions. Everyone at the SALT Center is extremely welcoming, helpful, and has made the Patricia Bartlett building a comfortable, safe place and a home away from home.
The SALT Center has helped me become the person I am today. I am more organized, I persevere through classes I never thought I would succeed in and most importantly, I can advocate for myself with confidence.
I’ve been enrolled in the SALT Center since my freshman year, and I will soon be graduating! I will be forever grateful for the assistance that the SALT Center has given me these last four years. Thank you, SALT Center. You have changed my life and have helped me succeed today and I know the same will be true for the years to come.”
Photographer: Steve Escobar
ANNAMARIE TELLEZ
Parent and Director of U of A Parent & Family Programs
“When I began working for the university, one of the first departments I was introduced to was the SALT Center. I have had the opportunity to meet with them individually, collaborate on events with them and share their support services to prospective and current families and students. One of their most admirable qualities is the overwhelming results. Year after year, I hear experiences from students and families illustrating the SALT Center’s impact on their students and the quality of the program and how firmly students and families believe in their support services and team.
It wasn’t until 2023, when my youngest son was applying at the University of Arizona, that I recognized the services from the SALT Center would benefit him academically. I had never been on the other side of SALT, and now we were exploring services, and he was applying to the SALT Center.
The one thing that stood out to me was the application process. Our son was now actively pursuing the SALT Center, and I was suddenly excited to see first-hand the services in action. There were a series of videos and forms we had to complete, and I realized that the SALT Center wanted us to really understand their commitment to serving their students, but that this was a mutual effort. I had always heard the statement “your student will only get out of this what they put into this program” and this was evident in the application process.
I appreciated the ability to stay as connected and involved as my son wanted me to be, and the SALT Center had options for me to learn more throughout the year. When a family asks me for my best advice for an incoming student, the only answer I have is to get involved. The SALT Center provides that immediately with a dedicated space filled with necessary resources to provide student success.
One of the support services that Adam mentioned was his weekly meetings with his advisor. This is a great way to have one on one support, or simply a way to check in and decompress the stresses or questions that bubble up in college. I would hear about these meetings regularly and know it was an outlet outside of home or family to learn more and gain that confidence. I witnessed my son in one year become a confident and outgoing college student who successfully navigated his first year. Not only that, but I now have a deeper understanding of the services offered, making it easier for me to share with prospective families who are interested in learning more about the SALT Center, and I am proud to share our experience.”
JASON KEATSEANGSILP
Tutor
“My experience as a SALT Center tutor has been a long and rewarding journey. Through working as a peer tutor with over 100 SALT students, I have learned and improved upon many skills, such as adaptability and patience. These skills have helped me not only in tutoring, but also in my other professional and academic endeavors like being a Team USA wheelchair athlete and an engineering graduate student.
As tutors, we hope to have a positive impact on our students, but sometimes we can take for granted the positive impact the students have on us as well. I am proud to be a SALT Center tutor, and I look forward to serving more SALT students to help them reach their goals.”
Photo courtesy of Jason Keatseangsilp
ISAIAH DIAZ Student
“Mr. Haywood is responsive, respectful, kind, funny, caring, and passionate. He has helped me since my sophomore year in college. He was a major contributor in keeping me on track during my college journey. Our meetings were always to the point about what I was to focus on for classes. I could tell him anything and everything that was happening in my life. He made me feel like a priority no matter the issue, personal or educational. Success and happiness were his goals for me. I always left his office feeling better and more capable for my college journey.”
SUSAN TOWNE Parent
“I am writing to express my deepest gratitude for the incredible impact the SALT Center has had on my son, Isaiah's, educational journey at the University of Arizona. Isaiah began his freshman year at the UA during the challenging times of COVID. Unfortunately, this remote start proved to be very difficult for him, leading to a rough first year and a placement on Academic Warning due to his low GPA. We were worried about his future at the university.
Thankfully, in his sophomore year, Isaiah enrolled in the SALT Center program. The support and guidance he received there made a world of difference. His academic confidence and performance dramatically improved. Ever since he began receiving services from SALT, Isaiah has consistently earned a semester GPA of at least 3.0!
We are particularly grateful for the mentorship Isaiah received. While he has worked with several wonderful mentors, a special thanks goes out to Derrick Haywood for his dedication and support throughout Isaiah's journey. Thanks to the SALT Center, Isaiah is not only thriving academically but is also much more confident in his abilities. Your program has truly made a difference in his life, and we are incredibly thankful.”
GRADUATION:
HONORING A MONUMENTAL ACHIEVEMENT
BLAKE CESARZ Assistant Director of Learning Support Services
Earning a degree is a monumental achievement on its own, but it’s made all the more remarkable when you factor in the difficulties associated with having a learning difference.
In the last few years alone, hundreds of students have been able to graduate from the University of Arizona with support from the SALT Center. Not only have these students completed their programs to earn a college degree, but many have also performed with great distinction.
Since May of 2020, the average cumulative GPA for our graduates was a 3.14, and over 27% earned a 3.5 or higher. We couldn’t be prouder of these students and look forward to celebrating many more graduates in the years to come!
DID YOU KNOW?
We now present all students being honored at our graduation reception with a SALT Center stole that they can proudly wear with their cap and gown.
Photographer: Natalie Hurtado
MICHELLE COMBS:
HER MEMORY LIVES ON
ISAAC FLATER
Marketing Specialist
The next time you’re in the SALT Center, we invite you to pause a moment and visit the new display in our student lounge dedicated to the memory of former student, Michelle Combs. In 2005, Michelle was a sophomore in Retailing and Consumer Sciences when her life was tragically cut short in a motorcycle accident. The new display includes a photo collage celebrating Michelle’s life and a plaque listing the names of every student in the SALT Center who has been honored with the Michelle Combs Award.
The Michelle Combs Endowed Fund was established in 2014 by friends and family who wanted a meaningful way to honor Michelle’s memory and help others realize their potential. Each year, a handful of students who exhibit Michelle’s adventurous, energetic, and goal-oriented characteristics are chosen to receive this prestigious award. The fund also provides financial support for study abroad and leadership development opportunities for students who learn differently.
As we approach the 20th anniversary of her passing, we encourage you to reflect on this description Michelle wrote about herself for the “About Me” section of her social media profile just weeks before the accident:
"I'm a student at the University of Arizona, second year here and I'm loving it. My major is Retail and my minor is Psychology. Not sure what I want to do with that but there are so many different things I can do I’m not really in a rush to decide what I want to do for the rest of my life. I'm a pretty busy person always wanting to do something new and stay busy but I'm also a very easy-going person enjoying going to school and learning as much interesting necessary and unnecessary stuff as possible. I would have never learned this stuff if I did not go to college so I'm glad I'm going to school, if that makes any sense at all. I'm trying to live each day to the fullest and trying not to live in the past because you can't change what has happened you can only learn from it.”
One of Michelle’s favorite quotes was also included on the cover of the program at her celebration of life service. It reads, “Don’t cry because it’s over, smile because it happened.” If
Photo courtesy of the Combs family
BEYOND A NAME:
HIGHLIGHTING OUR PROFESSIONAL TEAM
At the SALT Center, we have an extremely diverse team of professional staff, each of whom fulfills a unique role in supporting our students and operations. Here are just a few of our amazing team members, as described by their colleagues:
ALEXANDRIA VALENCIA
Administrative Services Coordinator
Marcela Delgado
Alexandria Valencia, a Tucson native and former elementary school art teacher, is a standout member of the SALT Center team. Since joining our staff in 2022, she has consistently gone above and beyond, embodying the true essence of a proactive team player.
Alexandria’s duties as the Administrative Services Coordinator include accounting, enrollment management, human resources, facilities management, and ensuring that all families and students receive top notch customer service.
Friends know they can count on Alexandria for lively conversations about her cuddly dog Rocket and her Indonesian, blue-tongued skink (it’s a lizard!) Cosmic. With her on our team, work is not just a job, but a place filled with shared laughter and meaningful connections.
RICHARD ST. CLAIR Student Support Specialist
Stephen Ferris
Richard St. Clair joined the SALT Center team in 2021. He works with students every day to improve their study skills, develop organization and planning habits, and guide them through the sometimes-complicated university environment. As a former math teacher, Richard also lends his expertise by assisting with our college algebra study groups each week.
Referring to the challenges that many students at the SALT Center face, he describes himself as an “outside resource for executive functioning” and his help is always appreciated by students who use this service!
Richard is a long-time Tucson resident and before working in education, was a nuclear engineer aboard submarines as a member of the US Navy. He spends most of his free time with his family, including his fiveyear-old son, and enjoys astronomy, reading, video games, and movies.
DR. LAURA KERRY-HENKEL
Psychologist
Dr. Roxana Samaniego
Dr. Kerry-Henkel is a licensed psychologist who brings a wealth of experience to our clinical services team, conducting comprehensive psychological and psychoeducational evaluations at the ABLE Clinic, our in-house assessment division.
Dr. Kerry-Henkel began her career as a first-grade teacher, where she discovered her passion for supporting students' academic and social-emotional needs. In 2004, she earned an Educational Specialist degree in Special Education, and in 2012, began working for the SALT Center as a Learning Specialist. After earning a doctoral degree in School Psychology in 2017, she returned to K-12, working as a school psychologist for six years. She rejoined the SALT Center team in 2023 with her current role at the ABLE Clinic.
Dr. Kerry-Henkel loves uncovering the unique strengths and challenges of each student and providing them with actionable steps for change. Her work is a testament to her commitment to making a meaningful difference in the lives of her clients.
JESSICA STANSEL
Sr. Coordinator for Academic Intervention Services
Blake Cesarz
Jessica Stansel started as a SALT Center Peer Tutor in 2010, and after five semesters of successfully guiding students, became our Graduate Assistant for tutoring. In 2014, she joined our professional staff as a Student Support Specialist, and today, works as a Senior Coordinator for Academic Intervention Services.
In her current role, Jessica provides one-on-one supplemental support to students who are on academic warning or probation. She provides these students with learning strategies and encouragement to help guide them back into good academic standing.
Additionally, Jessica coordinates our twice-weekly college algebra study groups and has pioneered a support model that has reshaped the way math instruction takes place on campus. Students engaging in these groups typically earn higher grades and increase their likelihood of placing into their next math course.
Jessica is also an avid baker, and the staff gets to enjoy the delicious confections she occasionally prepares, helping our team stay at the top of our game!
JACQUELINE MULLINS
Learning Support Services Coordinator
Alexandria Valencia
Since 2021, Jackie Mullins has been a Learning Support Services Coordinator on our tutoring team where she helps manage our day-to-day tutoring operations and helps ensure our tutors are properly trained and supported. She especially enjoys getting to work directly with students and being a mentor to our outstanding student workers.
In addition to her regular responsibilities, Jackie also helps lead our Student Engagement Team which puts on fun and engaging social events for students throughout the year.
Jackie has earned all her degrees at Arizona and is currently a Ph.D. candidate in Teaching, Learning, and Socio-Cultural Studies. Her doctoral research focuses on student-teacher relationship development, care, and student motivation/commitment within a Hispanic Serving Institution.
Jackie also loves to travel (her favorites are Greece and Japan), spend time with her family (including two French bulldogs named Milo and Maple), and read. Jackie has a contagiously positive attitude and is an invaluable member of our team!
ISAAC FLATER
Marketing Specialist
Lupe Thompson
Isaac Flater first joined the SALT Center team in 2012 as a student worker and then, after graduating, transitioned into a full-time position supporting our Admissions Team and Executive Director’s Office.
In his current role as our Marketing Specialist, Isaac helps spread awareness of our services and events by coordinating our social media, website, journal, and other promotional materials. He is passionate about telling authentic stories of students who learn differently and highlighting their unique journeys, struggles, and triumphs.
On a personal level, Isaac is a good natured and easygoing husband and father of three. He enjoys local history and visiting cultural sites like the Tucson Presidio and Mission Gardens. He also enjoys hiking, traveling, photography, genealogy, gardening, and movies. Lastly, Isaac loves to meet people from all over the world and is fluent in English, French, and Spanish.
Photographer: Emily Fuchs
Photographer: Mario Gaxiola
The University of Arizona
Patricia A. Bartlett Building PO Box 210136
1010 N. Highland Avenue
Tucson, AZ 85721-0136
