Jason Grey

Class of 2008

UA degree: B.A. Media Arts
Current Residence: Beverly Hills, CA
Employer: Talent Management Firm
Position: Executive Assistant
 

Q: What did you find most beneficial about the SALT Center?

A: The sense of community and the support I received during my first two years of college. Personally, I was not prepared for college, and therefore, I had a difficult transition my first year. Throughout my first two years of college, a critical time of self-discovery, the SALT Center provided the necessary tools to guide me in the right direction and the resources to help me excel.

Q: What life lessons have you learned from your time at the SALT Center and as a professional?

A: My field is extremely callous, competitive and fast moving; you only have one shot. Professionals in the real world are going to have expectations of you. From my experience in the workforce, you cannot and should not use your learning disability as an excuse for mistakes. The SALT Center taught me how to be a self-advocate which gave me the confidence to overcome any obstacle. My time at the SALT Center.

Amanda Grant-Rose

Class of 2003

UA Degree: B.S. in Education/Special Education
Master’s Degrees: University of Pennsylvania, Clinical Social Work & Harvard Graduate School of Education, International Education Policy
Current Residence: Boston, Massachusetts
Employer: Lift Up Africa
Position: Director of Marketing and Programs


Q: How did the SALT Center play a role in your pursuit of two Master’s degrees?

A: The SALT Center helped me identify my learning patterns, and I took that skill set with me throughout my education at UPenn and Harvard. The SALT Center’s support provided me with the reassurance that I could redefine or work through any challenge. Whether through technology, a professor, or taking extra time, I knew there was a way to achieve my goals. The SALT Center gave me the skills to succeed and allowed for self-discovery and reflection.

Q: What words of advice would you like to share with current SALT students?

A: Reflect on the skill set that you are receiving at the SALT Center and know those skills will help you in all aspects of your life. The SALT Center is able to provide the necessary support and experiences for success in any career path. Therefore, take pride in your work and enjoy your experience at the SALT Center.

Jessica Marriott

Class of 1995

UA degree: B.A. Philosophy
Current Residence: Scottsdale, AZ
Previous Experience: Retail and Pharmaceutical Sales
Employer: Tantrum Bags
Position: CEO/Owner

Q: How has the SALT Center played a role in your success as a professional?

A: The SALT Center services contributed to who I am today because I was able to feel safe and comfortable with myself and consequently, succeed in my classes and ultimately in life. The tutoring services pushed me to learn material in new ways, such as taking notes on my computer, which is something I do to this day. This is an example of how SALT promotes self-advocacy and encourages students to be problem solvers.

Q: What message do you want to share with incoming SALT students?

A: College and life can be challenging at times, but during those challenges focus on the positive. Trust your positive instinct and imagine everyone is cheering you on. At Tantrum Bags, one business slogan is “fearless focus”, which means allowing yourself to reach out for what you want to accomplish, focusing on the end result, and believing your dreams can truly come true.

Dave Rowney

Class of 1993

Q: As a 1993 graduate, explain what it was like to be a SALT student before the program had its own facility as it does today.

The SALT Program affected me as both as a SALT Tutor and a SALT Student (1991-1993). At the time, I was an older student than most who are in your program now.  When I first started I was age 29 and I had just gotten out of the Air Force. I had a previous degree in Political Science but my grades were not good enough for Graduate School. I had a dream to try to become a Mechanical Engineer. I was taking classes full and part time at the UA.

In 1991, I had returned from a cooperative education program working as a student engineer with the US Navy in California. I needed work and I started first as a SALT Tutor. I was hired to tutor students in Astronomy and Geology because of my science/math background. Through the professional learning disability training I received as a tutor and working with SALT Students, I found out many things about myself.

At the time, I found that I had many of the same symptoms my students had and I was struggling in my Mechanical Engineering classes. These items I thought were "normal" but later I discovered I had a form of dyslexia that affected my hearing and thought processes making me a slow person. Although too late for my first degree, the knowledge of having my learning disability helped me complete my second degree in Mechanical Engineering.

Q: What was it like to work alongside, or sometimes with, Eleanor Harner (SALT Founder)?

Eleanor Harner was head of the program. She was a kindly but firm woman trying to get a new and innovative program going. Not everyone thought Eleanor was correct in her approach and there was often push back by the academia.

When I was first hired as a SALT Student Tutor  in 1991 we worked out of an old 1920s style, two story house off of East 6th just south of Old Main. I believe the building was where the facilities management custodial building now stands. It was where we tutored most of our students. As an engineering student, I assisted in putting in the first handicap ramp at the back door of the house. Later we moved to the basement of Old Main where we took up half the basement for counselors and all the tables outside of the building for tutoring. It was here that I met Beverly Sandock, one of the SALT counselors.

Q: How has the SALT Center played a role in your success as a professional?

The meeting with Beverly Sandock changed my life. I was referred to Dr. Wolf and she diagnosed me with dyslexia. With this information in hand, I became a student in the SALT program. With its advocacy, I was able to take my engineering exams and later my Fundamentals of Engineering (FE) professional exam with extra time. I completed my courses and received my BS in Mechanical Engineering in December 1993. Later, because of my SALT tutoring, I became a substitute teacher in science and math in Pima County then later moved into my career as a mechanical engineer with the US Navy. I have 18 years government service now and travel the world fixing navy ships. 

Q: What message of advice would you share with incoming SALT students?

I would say never give up, keep trying and find a way. I believe in Cesar Chavez's words "¡Si, Se Puede! ("Yes, you can"). I say this to Ventura County foster children that my wife and I raise now. They struggle to fight with their emotions and with their issues of abuse and family neglect. They have many issues as insurmountable as SALT Students but only caused by a failed society and broken families. I am passing on what was given to me as a positive role model.

David Wagner

Class of 2003

By Eric Fergason

The SALT Center employs roughly 90 tutors each academic year.  Their expertise spans a variety of subject areas, and they undergo a rigorous training regiment to ensure that they have the proper skills to empower students who learn differently. To better understand how tutoring at the SALT Center can impact future employment, we interviewed David Wagner, a UA attorney and former tutor at the SALT Center.

David was a sophomore when he realized that he needed a job, but he wanted to do something more meaningful than fry food or work as a cashier.  After reflecting on his options, he decided to apply for a tutoring position at the SALT Center, “I always enjoyed teaching and tutoring.”

David started at the SALT Center while it was still located in the basement of Old Main, “Tutoring was done on a bunch of benches bolted to the walls.  When they got the new building, it really amped things up.” The SALT Center moved from the cramped, dingy basement to the beautiful facility that it inhabits today (the Patricia A. Bartlett building), complete with plenty of open space for tutoring and an abundance of natural light.

In order to be an effective tutor, David had to learn how to explain difficult concepts in new ways.  He recalled one particularly effective lesson on air pressure, “I ended up bringing in a bunch of tennis balls…and was bouncing them around the cubicle to demonstrate how air pressure and air molecules work. You have to be creative when trying to explain a concept to someone; you have to try different angles to make it click.” His ingenuity paid off – throughout his time at the SALT Center, David helped hundreds of students with learning challenges achieve their academic goals.

When asked about the value that tutoring offered him, David replied that becoming a good tutor had a positive impact on his own education: “Knowing your audience [is critical]. Each person is unique in terms of how they learn…when you teach to different audiences, you learn the subject better yourself.”

David saw this lesson play out in one of his law classes - “The professor had taught the same class for 15 years. He made the same jokes on the same days - it was down to precision.  I think that’s great, but I think its better when you have to present the same material in a different way. I think it rounds you out a little more.”

David said that he was surprised to enjoy the job as much as he did, “I didn’t really know, going into it, how in-depth it would be, and how much I would get out of it. I just figured I’d much rather teach something than make food. But then it turned into something I really enjoyed.” David’s enthusiasm for tutoring inspired him to recruit a few friends to tutor at the SALT Center, including his future wife.

Another surprise for David was just how effective the SALT Center was at providing academic support for students who learn differently, “I don’t think I realized how much of a recruiting tool it is [for the University]. There are people who come from all over the country just for the SALT Center.” 

David went on to earn his law degree at The University of Texas, and then took a job in Indianapolis. After spending some time at a big law firm, he decided to explore other options, and is now an attorney in the Office of the General Counsel at the University of Arizona, where he assists the University in employment law matters. 

We are so grateful for David’s contribution to our students and our history.  It’s tutors like him who make the SALT Center an incredible place to learn and to work.

Interested in learning more about SALT Center Tutoring Services? Visit http://salt.arizona.edu/services/tutoring.

Visit David Wagner's UA profile at http://ogc.arizona.edu/person/david-s-wagner.

Sam & Alex Stanley

Class of 2014

By Eric Fergason

The SALT Center employs a team of tutors ranging from undergraduates to retirees. Each tutor represents a diverse community of individuals dedicated to student success. Last week, we posted an article on Regular Tutor, Tomi Obafemi (class of 2014), in which we discussed his experience as a tutor at the SALT Center and the impact it has had on his college career (visit our SALT Center Stories page to read more). This week, we are highlighting Advanced Tutors and sisters, Alex and Sam Stanley. Alex is currently a senior at the UA, majoring in English and Music, and her sister, Sam, is a senior majoring in Communication.

While looking for a job during her sophomore year at the UA, Alex assessed what she had to offer – she realized that her academic record and experience as a tutor in High School would be very marketable. She learned about the SALT Center’s tutoring services through a friend who utilized the program, and thought it would be a great fit.

Based on her friend’s testimonial, the characteristics that made the SALT Center unique compared to other programs on campus were its small student population and personal interactions. “I figured I’d give it a shot!” said Alex. “I think it offers a much friendlier atmosphere, because you can get swallowed up in this giant university, and [the SALT Center] is a place to feel safe and to learn.”

Alex told her twin sister, Sam, about her new job, and Sam started tutoring at the SALT Center the following semester. “I like that the SALT Center is right here [on campus]. It’s different than [other academic support centers] because you get to develop relationships since you see the same people all the time.”

SALT Center tutors undergo a rigorous training regiment to obtain and maintain their tutor certification.  After earning their Regular Tutor certification, Alex and Sam wanted to become Advanced Tutors. In order to move up to this level, they each had to complete 100 hours of tutoring, and create a project that was reviewed by those who have obtained the highest level of certification: the Master Tutors.

While they also participated in campus-wide trainings that included tutors from the THINK TANK and other academic support programs, their training at the SALT Center focused on strategies for students who learn differently. As Alex explained, “We do specialized training [at the SALT Center] because there are some things we deal with that [other support centers] don’t, and vice versa.” Sam added, “You learn a lot about different learning challenges and different strategies. Once you get to the Advanced or Master level, you’re [a much more effective] tutor.”

Advancing though the different levels of tutor certification impacted both Sam and Alex’s personal academic experiences. Sam’s training, coupled with her time in the Writer’s Lab, bolstered her confidence in her own writing ability, “I think it makes me academically stronger because I brush up on what I know every day…I have become a much better writer because of all of that practice.”

Alex’s time in tutoring sessions helped reinforce her skills and broaden her perspective, “The strategies that we teach the students are the same strategies that I use when I write papers, so its really helpful to go over those every day…It definitely reinforces your knowledge, because you can look at [a concept] from 15 different angles”

Sam and Alex share the sentiment that the highlight of their job is the relationships they build with students as they grow. A student may enter a tutoring session with very little understanding of the material, but leave with a feeling of confidence. Sam states that she enjoys her relationships with first-year students most of all: “It’s really cool to see them from day to day, hear how they are doing, and watch them pick their major.”

Sam will continue her education at the UA this fall as a graduate student in the Communication department, and will be advancing to the level of Master Tutor at the end of this semester, “It’s kind of funny, because I’m probably going to be a TA for a lot of the students I tutor.” Alex, a Fulbright Finalist, will be moving to Chile as part of the United Nation’s Open Doors program, where she’ll teach at a K-12 school.  

We are very grateful for Sam and Alex’s contribution to our program, and the value they have provided to our students.  We wish them both the best of luck in all of their future endeavors.  

Interested in learning more about SALT Center Tutoring Services? Visit http://salt.arizona.edu/services/tutoring.

Mary Beth Eustice

By Eric Fergason

Since the SALT Center moved into what is now the Patricia A. Bartlett Building in 2001, the bottom floor has housed the Computer Resource Lab (CRL), which has traditionally provided students with educational technology to help them achieve academic success. With all of the technological advancements of the last decade, a new position was developed to keep the SALT Center on the cutting edge.  Former Learning Specialist, Mary Beth Eustice, now serves as the SALT Center’s first Educational Technology Coordinator. She oversees the CRL and pioneers new innovations in learning and assistive technology. We sat down with Mary Beth to learn about the exciting changes that she’s bringing to the CRL.

The Computer Resource Lab (CRL) at the SALT Center has served a variety of purposes over the years. In the past, its large bank of desktop stations gave students access to the hardware and software that they needed to be successful. However, the traditional model of a computer lab has been turned on its head with the advent of mobile technology.  Enter Mary Beth Eustice, the SALT Center’s first Educational Technology Coordinator. 

Mary Beth has been with the SALT Center as a Strategic Learning Specialist for a number of years, and has observed firsthand both the benefits and challenges that technology presents to students.  She has a Master’s Degree in Information Resources and Library Science, with an emphasis in technology. At the SALT Center, she has worked on various committees and projects devoted to learning through technology.  Most recently, she served on the Technology Integration for Learning Task Force (TILT), a SALT Center committee dedicated to evaluating educational technology and making recommendations for optimizing its use.  Together, she and the committee members generated some incredible new ideas to make the CRL an outstanding resource for students who learn differently.  In her new role as Educational Technology Coordinator, Mary Beth plans to transform these ideas into reality.

The first big change was the introduction of the new E-Scape Lounge.  “With more and more students bringing their own technology to campus, we wanted to give them a space to work with their mobile devices while receiving SALT Center support,” says Mary Beth. “It’s a quiet and comfortable area where students can work independently or in groups.” The lounge offers convertible seating and furniture arrangements that students can customize to fit both their technology and their study needs. It is also equipped with iPads that allow students to explore selected educational apps at their leisure.

In addition to the E-Scape Lounge, the CRL offers a variety of services to help students get acquainted with new technology that they’ll use in college, including peer-to-peer support with student Technology (Tech) Consultants, who are part of a new internship program that Mary Beth launched in the Fall.   The Tech Consultants, who are students currently enrolled in the SALT Center, come with strong backgrounds in assistive and emerging technology.  “Because these students have used educational technology to support their own learning, they are an incredible resource for their peers,” explains Mary Beth. The Tech Consultants assist students with everything from learning to use assistive technology software, to helping them navigate key University web platforms, to recommending apps for time management.  Some of the Tech Consultants are also working on developing an app for the SALT Center while earning credit for a senior project.

As technology continues to evolve, Mary Beth will make sure that the CRL stays at the forefront of innovation. She and her team will collaborate with students, coworkers, and campus partners to provide support and services to an increasingly mobile audience. Mary Beth’s time and experience at the SALT Center have been invaluable. We thank her for her dedication and enthusiasm for student achievement, and we can’t wait to see what’s next for her team and for the CRL.  

To learn more about the CRL, visit http://salt.arizona.edu/services/educational-technology.

Paul Bastedo

By Eric Fergason

We recently sat down with Paul Bastedo, UA alumnus and Strategic Learning Specialist at the SALT Center, to talk about the challenges and rewards of his job. Paul utilized SALT Center services as an undergraduate at the UA.  This self-proclaimed product of the SALT Center describes the way he works with students with passion and empathy.

While Paul was teaching in the Sunnyside Unified School District, his former Strategic Learning Specialist contacted him and encouraged him to consider working at the SALT Center. Paul decided to apply for the position, but didn’t plan on staying long - “I thought I would come here, work while I got my master’s, and go somewhere else.”  To our good fortune, after earning a master’s degree in Special Education and five years at the SALT Center, Paul continues to meet with over sixty students a week. “I’m here because of the difference we make in the lives of these students.”

Reflecting on the unique experience of working with students throughout their college career, Paul recounts an array of difficulties and successes - from the challenges of helping them adjust to college life, to the pride he feels in watching them grow and gain confidence, to their transition to life after college: “Sometimes, we're not just their Strategic Learning Specialists, we’re their mentor, their person to vent to, their friend.”

A top priority for our Strategic Learning Specialists is to provide learning strategies to the students they support: “As for learning strategies, I spend a lot of time talking about time-management and reading strategies.” Paul says these strategies help students who learn differently navigate their coursework successfully, and find a balance between academics and their personal life.

Like the rest of our Strategic Learning Specialists, Paul is always working to improve his practice by obtaining certifications and participating in professional development. Paul’s CV includes a Teaching Credential (Cross-Categorical Special Education, K-12), as well as a Behavior Support Specialist Certification. Paul is currently working towards his Board-Certified Behavior Analyst certification.

We are so grateful for Paul’s dedication to his students and the rest of our staff here at the SALT Center. His wit, charm, and passion make him an amazing asset to our team, and his investment in his students continues to change lives.

David Peak

By Eric Fergason

In the breezeway of the Patricia A. Bartlett building, David Peak approaches, wearing his customary scarf and sunglasses. You’ll see him in the same spot on Friday mornings, greeting people before “Taste of SALT” presentations, during which David answers questions for prospective students and their families as an ambassador for the SALT Center. We met to reflect on his time at the University of Arizona and his experience with our program.  

When asked what led him to choose the UA during his college search, David recalled several factors: size, support, and ‘The Feeling.’ Because he was raised in a small town, he was already accustomed to Tucson’s small community. He pondered attending another state university, but he believed that their academic support services wouldn’t quite meet his needs. Besides, his brother studied there, and David wanted a different experience: “I kind of wanted to go somewhere that would be my own college.”  

Additionally, his mother, a special education aid, was familiar with the services available at the UA, including the SALT Center, and encouraged David to consider it. He was very impressed: “I did not envision that The SALT Center would have the facilities and setup that it has.”  

One of the biggest factors that led David to choose the UA is what he describes as ‘The Feeling’ -­‐ “It’s the feeling I get when I really want something.” After attending a “Taste of SALT” and the UA presentation in Old Main, David said ‘The Feeling’ struck him: “I looked out the window across the mall…[and the UA] just felt like [the right fit for] me.” 

David is very pleased with his choice; he is studying Creative Writing, and has enjoyed his undergraduate career at the UA. He credits the support he has received at the SALT Center, particularly the tutoring services, with his current success: “I had a stereotypical [and limited] tutoring experience in High School; I didn’t expect so much peer tutoring in so many subjects.” 

With his more demanding classes behind him, David decided to look for a job during his senior year in order to gain experience and a little extra cash: “I was looking into becoming one of the UA ambassadors who walk backwards.” His research for this position reminded him that the SALT Center employed ambassadors, as well. Upon further consideration, David decided to apply, and got the job.   

As an ambassador, David engages with prospective students and families on a weekly basis. He is proud to share his SALT Center experience with future students, and also considers it a great networking opportunity: “I was the consumer, and now, in a way, I’m selling the product.”  

With graduation fast approaching, we are glad to have David greeting families and sharing his experience at our “Taste of SALT” presentations for a few more months. We congratulate him on earning his degree, and we wish him success in all of his future endeavors.