Tomi Obafemi

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 former tutor, David Wagner (class of 2003), which outlined his experience as a tutor at the SALT Center and the impact it had on his college career (visit our SALT Center Stories page to read more). This week, we are highlighting Regular Tutor, Tomi Obafemi. Tomi is currently a senior at the UA, majoring in Molecular Biology, with a minor in Business Administration.

Tomi began tutoring at the SALT Center in January of 2013.  He thought it would be a good fit because he has always helped his friends with their schoolwork: “I have been tutoring my friends throughout college, helping them with math, science, basically anything I have had experience with.”  When Tomi learned about the SALT Center’s tutoring services, he thought it sounded like a great opportunity: “I figured, I already do this, why not get paid?”

SALT Center tutors undergo a rigorous training regiment to obtain and maintain their tutor certification.  As a Regular Tutor, Tomi has met the requirements for the first level of SALT Center tutoring – 15 hours of training, and 25 hours of tutoring.

Tutor training provided Tomi with some important insights into his natural method of teaching: “There are some things that you do unconsciously…one thing I always try to do is simplify the text or material and apply it to real life. I use a lot of real-world examples, or I put the tutee in that position.” Learning that he was already utilizing some tutoring best practices was very encouraging to Tomi, “Putting a name to what I [was already doing] was a highlight of the training.”

While Tomi became a great resource for students who learn differently, tutoring also provided Tomi with several benefits, including reinforcement of his own studies: “I enjoy relearning the material, refreshing as I go.” It even helped prepare him for the MCATS – as a Chemistry and Biology tutor, he was able to reinforce things he learned as a freshmen, but hadn't put to practice for some time.

Tomi also found that hearing himself talk about what he was teaching afforded him the opportunity better comprehend the material: “That's one thing I tell people…if you’re trying to learn something new, see if others can take time to listen to you try to explain it to them.  When you read it, you’re like, ‘I get it,’ but, when you speak it, it brings [the subject] to life.”

Tomi claims that one of rewards of tutoring at the SALT Center is sharing in a tutee’s success: “I just enjoy what the tutee feels when they do well.” Since the SALT Center provides comprehensive academic support to students who learn differently, tutors like Tomi play an integral part in their journey: “Recently, a student that I had been working with got a test back - he had earned a 92 percent! It was the first ‘A’ he had ever gotten in a Chemistry class. He was happy, we were both happy - I just shared in his joy and success.” This is one example of the many students Tomi has impacted throughout his time at the SALT Center.

Tomi plans to graduate this spring and attend medical school in the fall, where he intends to utilize the skills he has gained as a SALT Center tutor. He has several options to choose from, including the University of Arizona. Wherever he ends up, The SALT Center wishes Tomi the best of luck. We are grateful for his contribution to our program, and the value he has provided to our students.

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

Kathleen Jackson

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 Advanced Tutors and sisters, Sam & Alex Stanley (class of 2014), in which we discussed their experience as tutors at the SALT Center, and the impact it has had on their college careers (visit our SALT Center Stories page to read more). This week, we are highlighting Master Tutor, Kathleen Jackson. Kathleen is an Air Force Veteran with a wealth of tutoring experience.

Kathleen’s tutoring career began long before she heard about the SALT Center at the University of Arizona. Kathleen attends a Mosque with a predominantly Pakistani congregation - many of the children struggle with speaking English, which has caused them to suffer in school. Years ago, a number of the families asked Kathleen (a native English speaker) if she could help, to which she happily agreed - she began tutoring middle and high school students, and found that she both excelled at and enjoyed it.

As Kathleen’s tutees moved from high school to college, she recognized that those who learned differently still needed her help. She wanted to continue to be a part of their success, so she began browsing the UA Human Resources page.  When she saw an opening at the SALT Center, she thought, “That sounds like a perfect job for me!” Shortly after applying, a UA Veterans Representative called her for an interview, and, eventually, she was offered a tutoring position.

SALT Center tutors undergo a rigorous training regiment to obtain and maintain their tutor certification. In a matter of four semesters, Kathleen earned her Master Tutor Certificate. Kathleen recalled the phases of training involved in rising to the highest level of tutor certification, including observing other advanced and master tutors, self-evaluation, and training on assistive technology and Learning Disabilities.

Kathleen also mentioned a training video that made an impression on her: “The film shows a bunch of tutors who are taken to a classroom, where their trainer gets up and pretends to be a professor – he belittles his ‘pupils’ and says that they’ll never succeed.” Kathleen went on to describe how the trainer breaks character and explains that this is the way many professors make their students feel. This role-play contrasted the relationship between student and professor versus student and tutor, and highlighted the important role that tutors play in encouraging and empowering students, “It was a very moving video.” 

In addition to extensive training, another requirement that Master Tutors must meet is the creation of a project that demonstrates their ability to help students become more independent learners. For her project, Kathleen designed crossword puzzles for students taking two specific courses: Comparative Religions, and The Religion of Islam. The crossword puzzles included answers to questions about Islam, Judaism, Christianity, Protestantism, and Catholicism. “It was a fun way for students to check their understanding.”

As a Master Tutor, Kathleen is responsible for the growth of other tutors at the SALT Center. For example, each tutor is required to fill out a Session Review for every tutoring session that they facilitate. In it, the tutor lists what the student wanted to accomplish, which strategies were used to help the student accomplish those goals, a summary of the session, and ways that the tutor can help the student become a more independent learner. The Master Tutors and the Learning Support Services staff review these documents and provide the tutors with feedback. Kathleen found that providing feedback to other tutors has actually improved her practice: “It has made me a better tutor because, as I think of ways to help the other tutors, I apply what I tell them to my own tutoring. I have to practice what I preach!”

Kathleen’s passion for what she does has been evident since the day she was hired: “I asked, ‘Can I stay as long as I am able?’ and they said, ‘Yes!’ I have enjoyed it immensely.” Kathleen’s abilities and rapport with students have proven to be an asset to the SALT Center. Students she tutored from the Mosque, who now attend the UA, have sought her out for help. Other students she tutored as a Regular and Advanced Tutor return to her as they continue their education: “A lot of students come back to me semester after semester.”

We are very grateful for Kathleen’s contribution to our program, and the value she have provided to our students. We hope that she’ll continue to support students and tutors at the SALT Center for years to come. 

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

Devin Slack

By Eric Fergason

When Devin Slack was looking at colleges, he knew he needed a school that would give him additional support for his learning challenge. He applied to the University of Arizona because the SALT Center would do just that: “My family and I searched high and low for institutions that provided good academic support, and, after touring two other campuses, I knew that the University of Arizona was 100% the place I wanted to go.”

Reflecting on the transition from high school to college, Devin describes the college experience as one continuous transition: “Having to go above and beyond on assignments, transitioning from general education classes to classes within my major…it all served as a wake up call.” One skill Devin knew he would need to learn quickly in order to manage this transition was time management.  Working with his strategic learning specialist, Devin was able learn strategies to help him manage his course load, using tools like the “Semester at a Glance,” a one-page document outlining all every due date for each class that students can reference throughout the semester.

With his new-found time-management skills, Devin was encouraged and emboldened to get involved with extra-curricular clubs and activities.  His strategic learning specialist recommended that he become a SALT Center Student Ambassador, which would give hime the opportunity to share his experiences with prospective students and families: “Working as a Student Ambassador at the SALT Center has really grown my confidence. It’s great being in a position where people are interested in my opinion.”  Devin is even considering becoming a SALT Center tutor because of that confidence - he believes he can help other student who learn differently navigate the transition to college, just as the SALT Center helped him. 

When he’s not giving tours at the SALT Center, Devin is usually studying.  Majoring in Electrical Engineering, with a Math minor, he has plenty of schoolwork to keep him busy: “I like all of the material - it’s fascinating.  It’s also nice to know there is a job waiting for me; that provides a little security.” While his fields of study might require that he be at the UA for an extra year, it doesn’t bother Devin in the least - “I love it here, so I don't mind taking another year. There is no point in rushing if your having a good time.”

Even though he’s just entering his junior year, Devin is already looking ahead. While the idea of working in a robotics lab after graduation is enticing, he’s also considering continuing his education: “Just recently, I got a letter from a professor asking me if I wanted to turn my Math minor into a major, and he was talking about me going to grad school. I hadn't really thought about it, but I kind of like the sound of ‘Dr. Slack’ - it has a good ring to it.” 

Devin has made quite an impact in his short time at the SALT Center and the UA, and we are so grateful for his willingness to give back to our program as a Student Ambassador.  This intelligent, dedicated, and gracious young man has an incredibly bright future ahead of him, and we can’t wait to see what he does next.

Christian Brown

By Eric Fergason

The 2014 SALT Center Family Weekend Celebration & Awards Ceremony saw the first recipients of the Michelle Combs Award. The award was created to commemorate the life of Michelle Combs, a UA student who used SALT Center services. Michelle lost her life during her sophomore year. Her family and friends established this award and an endowment in her honor. The award is given to students who exhibit her adventurous, energetic, and goal-oriented characteristics (to read more about the Michelle Combs Award, click here). 

I had the opportunity to meet with one of the SALT Center’s first Michelle Combs Award recipients, Christian Brown. Finding a little time between classes, Christian and I sat down near the Student Union. Even with his full bags and hurried demeanor, he seemed comfortable with the hustle.

I asked Christian to tell me a little more about himself, and he had plenty to share - after several changes to his major, Christian found his way into Systems Engineering, and has just one year left before graduating. He is a member of the Society Civil Engineers, and a Webmaster for the University of Arizona Flying Club. He has interned for the Kiewit Corporation. He is a volunteer at Wright Flight, a non-profit that exposes kids to aviation, and a volunteer at Habitat for Humanity. When he finds himself back home in Hawaii, he and his father volunteer at their church. With all of these activities, he still finds time to give words of wisdom to his sister about college life.

Between his academic pursuits, multiple volunteer efforts, club events, and dedication to his family, Christian says he hardly has any time left over for socializing: “My biggest challenge is to find down time. Between school and volunteer obligations, I don't find much time to spend with friends.” Upon further reflection, he added, “But I do find that the volunteer time fulfilling. It is social, and allows me to connect with different people, make more friends, and it definitely helps me network.”

When asked about being nominated for the Michelle Combs Award, Christian described its immediate impact: “Digging into the award, and who Michelle was, was heart breaking…that was me, she was around my age when she died.” He recognized with modesty that his involvements in his community reflect Michelle’s drive: “We (all of the nominees) are deserving of the award, but I guess they saw more in me and saw more of the essence of Michelle in me…the legacy of this award was that you live your life to the fullest.”

I think its safe to say Christian is doing just that - we wish him the best in his endeavors, and we are proud to call him a recipient of the Michelle Combs Award.

Amy Pozez

By Eric Fergason

As another graduation season comes to a close, we find ourselves reflecting on students who have considered the SALT Center their “Home Base” during their tenure at the University of Arizona. We are proud to see students achieve this milestone and move on to the next phase of their lives, but they’ll certainly be missed. A few weeks ago, we took a nostalgic stroll through campus with 2007 Alumna, Amy Pozez (formerly Back), as she shared her SALT Center Story with us.

Amy attended a small, private high school that catered to her needs as a student who learns differently. When she began looking for colleges, she wanted an institution that would provide her with the same kind of academic support. Her high school gave her a list of universities with various support programs, and, after a few months, Amy found herself at the University of Arizona and enrolled at the SALT Center: “I came to the UA and the SALT Center because I knew I would get an equal amount of accommodations.” While Amy utilized the services provided by the SALT Center for all four years of her undergraduate career, she believes that the first few semesters really made a difference in her transition from high school to college, “It helped make the transition to such a big environment that much easier; it didn’t feel like I was coming to a school of 36,000. I had the SALT Center as my home base, I had my dorm…and everything else was kind of like white noise.”

As Amy continued her college career, she found that the communal environment fostered by the UA and the SALT Center motivated her to get involved, “I really wanted to go to a school with a football team. I just wanted a place with that enthusiastic atmosphere – that camaraderie.”  She became more involved at the SALT Center, as well, advocating for it, and using her strengths to help others: “I became a Tutor, worked with the Admissions team, worked the front desk, and was generally very involved with the SALT Center.” Her deep relationship with the program was due, in large part, to the security that it afforded her: “It’s so easy to get involved, to want to stay in one place to do all of the things your supposed to do in life (like getting a job and volunteering), when you have a family-like atmosphere.” 

One of the contributing factors to that close-knit environment was Amy’s relationship with her Strategic Learning Specialist, the SALT Center’s current Educational Technology Coordinator, Mary Beth Eustice. “It was nice to have someone I could rely on, which is what Mary Beth was for me; she was a confidant, she was a cheerleader, she was a shoulder to lean on - she was everything.” Amy acknowledged that the education, training, and certifications earned by Strategic Learning Specialists at the SALT Center equip them to be an excellent resource for those who learn differently, but their ability to be a safe person by finding common ground with their students is what makes this relationship truly special: “Mary Beth and I were ‘freshmen’ together; it was her first year as a Strategic Learning Specialist. She related to me, and that helped me focus in on what was really important.”

The SALT Center team becomes a part of a student’s life as much as our students become a part of our history. Their time as a student, an Ambassador, a tutor, or any of the roles they might play has a profound impact on our program.  All the while, they have highly-educated staff members helping facilitate their growth.  On any given day, one might see an Admissions team member with a few Student Ambassadors preparing for a “Taste of SALT” presentation, or a Strategic Learning Specialist cracking jokes with their student as they wrap up an appointment. As Amy put it, “everyone is so interconnected; it’s hard to not to feel like they’re family.”

Amy received her undergraduate degree in Art History, with a minor in Marketing, and went on get her Masters in Elementary Education.  She taught General Studies until her husband got a job in Phoenix. She spent that time focusing on her art: “I had a studio, so I just chilled and worked on my own art for a couple of years, which was really fun.” After the birth of their first child, Amy, her husband, and their children moved back to Tucson.  She applied to be a substitute teacher at the school where she had previously taught. Instead, she became their new K-8 Art teacher.

After reflecting on the last few years, Amy had some thoughts to share with our newest college graduates: “You have to be open to possibility.  You can’t pigeonhole yourself to the degree that you earned - you have to be flexible and figure out how you can apply your skills to whatever it is out there.” For incoming freshmen, she offered this advice: “Take advantage of the teacher’s office hours. You get a lot from those relationships.”

The SALT Center is so proud to call alums like Amy a part of our family, and we congratulate all of our graduating seniors as they join her. Thank you for your contribution during your time here; we look forward to celebrating all of your future accomplishments.

Jennifer Hansen

By Eric Fergason

Jennifer Hansen is a Strategic Learning Specialist at the SALT Center.  We asked her a few questions to get to know her better and to learn more about her experience in this challenging and rewarding role.  

What did you study in college? 

I’m one of those classic students that experimented with different majors.  Also, I was not a traditional student, as I worked my way through college. I was fortunate to be employed by a company that supported continuing education, and I did a variety of side jobs, from writing obituaries, to retail work, to restaurant work, to finally working within a marketing department of a large electronics firm.  I started out as a pre-pharmacy major and landed in the School of Business via an indirect route.  I eventually finished my degree, graduating from the UA with a B.S. in Business Administration, with a major in Marketing. 

Where did you work before you joined the SALT Center as a Strategic Learning Specialist? 

I worked at the SALT Center in several capacities before becoming a Strategic Learning Specialist (SLS).  However, prior to working at the SALT Center, I worked in the employment industry as a recruiter and personnel specialist.  I loved this work as it involved helping others and finding their strengths, and making a good match between employer and employee.  For many years, I did extensive volunteer work with military spouses by taking part in support groups, being involved in leadership roles on steering committees, and working to make life better for families with loved ones who were deployed. I have also worked as a freelance writer, and I still earn a bit of money on the side by writing.

How did you learn about the role of Strategic Learning Specialist? 

I worked at the SALT Center in a different area supporting students.  I enjoyed the student contact that I had from this role, and had the goal of eventually becoming a SLS, so I was happy when the opportunity presented itself.  It is a rewarding and challenging job.

Describe a typical Strategic Learning Specialist appointment - what do you talk about with students? Which learning strategies do you recommend most often? 

No day is the same, and that is something that I thrive on.  I like the fact that one student appointment could focus on time management techniques and the next could be setting up tutoring. Student needs set my agenda and we work from there.  I hope that my students find me supportive and caring.  I want to help students accomplish their goals.

What’s your favorite thing about being a Strategic Learning Specialist?

The best part of the job is forming relationships with students.  It’s gratifying to see students make strides and gain confidence. It’s a privilege to be part of their educational experience.

What’s the most challenging part of your job?

The most challenging part of being a SLS is the pace of the day - before you know it, the day is over!  Another thing I have to keep in mind is that each student has his or her own educational experience to claim or “own.”  The SALT Center can provide tools and resources, but ultimately, the student accomplishes their daily academic work.

What affiliations/certifications have you obtained while working at the SALT Center? 

I consider myself a life-long learner.  I am currently working on my Masters degree in Education.  The SALT Center supports professional development, and I enjoyed attending a “Learning & the Brain” conference earlier this year.  I hope to attend more conferences and continue to develop as a professional.

What do you like to do when you’re not at work?

I like to go on hikes at Sabino Canyon.  I also enjoy day-trips (Bisbee is one of my favorite places to visit because of the history and the eclectic, artsy nature of the town). I like being with my family and friends.  I’m good with home improvement tasks and I love tinkering around the house doing rehab projects. I like fixing things and figuring out how things work.  I’ve discovered recently that I am good with tools and not afraid of a challenge.

Jennifer is a tremendous asset to our team. Her warmth, compassion, and encouragement make both students and staff feel at home here at the SALT Center.  We are grateful for her bright smile, her cheerful disposition, and her commitment to students who learn differently. 

Dennis Haymore

By Eric Fergason

If you walk by the Patricia A. Bartlett building on a Friday morning, chances are you’ll see Dennis Haymore and a few Student Ambassadors prepping for the weekly “Taste of SALT” presentation. While waiting for the attendees to arrive, Dennis gets into conversations with students, genuinely inquiring about their week.  As he welcomes prospective students and families to the SALT Center, he greets them with hospitality, making them feel comfortable.  Walk by his office, and you’ll see him caught up in a good laugh or a deep conversation.

Dennis assists students, parents, and high school counselors with the SALT Center admissions process as the Admissions Team Office Specialist. The thing that always stands out about Dennis is the way that he connects with others. We asked Dennis a few questions about himself, his rapport with students, and his time at the SALT Center:

Q: Why did you want to work at the SALT Center?

A: I’ve worked on campus for nearly 16 years, mostly with graduate students that I never saw. I developed a preference for face-to-face interaction with students, parents, and counselors from my many years in retail, and the SALT Center provides me with plenty of that.

Q: There’s no denying that you are popular among students using SALT Center services. Why do you think that is?

A: I take the time to get to know them and their parents. I’ve been told that I am personable, and I feel that I make them comfortable while speaking with them. As Art Linkletter said years ago, when talking to young kids, you never talk down to them - speak to them on the same level, and eye to eye.

Q: What do you enjoy most about being at the SALT Center?

A: Watching students right out of high school accomplishing and doing things that they never imagined they would be doing.

Q: What do you see as the most common concern for incoming students?

A: Most students are concerned about being portrayed differently from the general student population. When I speak to them at my “Taste of SALT” and “Dash of SALT” presentations, I make sure to emphasize that they are University of Arizona students who uses our services, and are 100% mainstreamed. They are not attending special classes or living in a certain residence hall.

Q: What advice do you give to prospective students?

A: Wherever they decide to attend college, use the available resources, especially the instructor’s office hours. Secondly, take internships with their department of interest.

Q: What do you like to do in your free time?

A: I love playing racquetball and teaching my son and daughter the game. In the past, I played in tournaments throughout Tucson, Phoenix, and Sierra Vista.

Q: What is your favorite Wildcat sport?

A: I am a huge baseball and softball fan!

After getting to know Dennis, his connection with students, families, and his coworkers becomes easy to understand. We thank him for his dedication, and hope he’s here to welcome students and their families for years to come.

Morghan Sonderer

By Jennifer Hansen, Eric Fergason, Hilary Cummins

Coming to The University of Arizona was a logical choice for self-proclaimed "country girl," Morghan Sonderer. Having learned responsibility at a young age while working on her family's ranch, Morghan knew that she would need to take a number of variables into consideration when deciding which University to attend. The academic support offered at the SALT Center, the variety of engagement opportunities at the UA, and being from Southern Arizona all factored into her decision to become a Wildcat.

When asked what stands out about her time at the UA/SALT Center, Morghan says that, "the friendliness, feeling welcome, and feeling like part of the SALT family," have been key to her experience. She added that the SALT Center has given her the opportunity to get to know more people on the UA campus, particularly through the relationships she has built with her tutors: "The tutors are so nice to work with. They care about the student's understanding."

Since the beginning of her academic career at the UA, Morghan has managed to find the time to be involved at the University and throughout the greater community around Tucson.  She is a member of the Pre-Vet Club and the UA Equestrian Team. She works with Enactus, assists with animal and horse rescue groups, volunteers with veterinary clinics, and participates in other events, such as the Tucson Rodeo and El Tour de Tucson. In addition to these organizations, Morghan has volunteered at the Reid Park Zoo and the Pima County Fairgrounds for special events, all while majoring in Animal Science at the College of Agriculture and Life Sciences, with a specialization in Equine Science, and pursuing a minor in Business Administration.

When asked about her academic accomplishments, Morghan says that she is proud of making the Dean's List, maintaining her high GPA, and being invited to join honor clubs and organizations, like the National Society of Collegiate Scholars.  She mentioned that the SALT Center has helped her achieve the GPA requirements to be admitted to these organizations: "Use of [SALT Center services] helped me with grades and receiving scholarships."

Morghan owns that attaining this level of success has not always been easy: "To some extent, school is challenging." However, after growing up on a ranch, Morghan is used to challenges.  She sees them as an opportunity to dig in and face the hard work head-on.  She stresses that the SALT Center has helped her overcome some of these challenges: "The tutors help with planning ahead and staying on top of things so that I don't procrastinate." 

It is Morghan's passion for her goals, her friends, and her family that earned her the Michelle Combs Award. The award is given in honor of former UA student and SALT Center participant, Michelle Combs, who, Morghan learned, was, "friendly, outgoing, kind, and willing to help others."  The Michelle Combs Award was established last fall and recognizes students who exhibit Michelle's adventurous, energetic, and goal-oriented characteristics. It was given to two students during the 2014 Family Weekend Celebration & Awards Ceremony.  Morghan admitted that being one of the first recipients of this award caught her a bit off-guard, but that she is incredibly humbled by it: "It is an honor. I was honored knowing what the award was…who it represented."

One cannot help but admire Morghan's positive attitude, academic success, and drive to help others.  We are so proud of Morghan, and we know that her ability to turn a challenge into an opportunity will help her achieve all her goals. We can't wait to see what else she will accomplish.

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.