Thursday, April 20, 2017

Access to Success


         I was once a student who didn’t know about my learning and impaired vision disabilities. When my professors gave me reading assignments, it took me several hours to just read one chapter. I knew that due to my unique disabilities that I had to request accommodations to meet the deadlines of papers, tests and quizzes. I met with a professor one day who saw that I was tilting my head while I was reading, and holding the paper within six inches of my face.  This started my journey of getting tested for a visual disability. I found that my reading was as slow as a third grader, I have a mild form of dyslexia, and issues with grammar and spelling.

            I then found that I could get accommodations for my disabilities but I didn’t know where to start. I talked to disability services at my university. The staff provided direction to talk to my professors to let them know my situation, and the accommodations I had requested. What I had not requested accommodations for was my anxiety, so I wasn’t sure how to approach each of my professors. I wasn’t sure how they would respond, what they would say and if they would be understanding or not. I had never received accommodations before and I knew that I could use the extra help if I was going to succeed, and keep up with my classmates. Luckily all my professors were empathetic and accommodating.

            So moving forward this school year, please know that you are an important member of the Access Team. Due to society's stigma, students often feel very vulnerable when approaching professors about their disabilities. On one hand they are anxious about disclosing a disability, and on the other hand students know how impossible it is to keep up without the accommodations they need. In order to do their very best, students undergo this risk. Your empathy and understanding helps remove some of these learning barriers. Thank you for being part of the process. Helen Keller once said, “Alone we can do so little; together we can do so much.” ​ -Written by Shelby Sawyer, Access Center Intern

 

Tuesday, April 11, 2017

Spring Fever


During this time of year, we often speak of “spring fever” striking on college campuses. As we approach the final weeks of the semester at NSCC, we thought we’d share some thoughts on how it can end on a strong note.  The purpose of today’s blog is to focus on how we can encourage the students who are doing well, as well as how we can show concern for the students who are struggling.

First, some students may need to just keep up the good work! We can encourage students who are doing well to let them know what their strengths are. Many of our students have overcome great obstacles to be where they are, and they would benefit from an encouraging word. 

Second, you may have a student who is struggling, but there is still the potential to earn credit for the course. One option is an Access Team Meeting where Access Center staff, students, and instructors come together to talk about study and testing strategies.  The semester often ends with crucial final exams, papers, and projects, and an Access Team Meeting could be an effective tool.  If you would like to schedule an Access Team Meeting, please contact Gina Jones or Andrew Mason at 3741 or 3721.

Although an Access Team Meeting is not counseling, we incorporate several ideas from “solution-focused counseling.” In solution-focused counseling, the client is encouraged to focus on solutions instead of dwelling on problems.

According to one author, a solution-focused counseling session is like a tennis game, with the counselor and the client being on one side and the problem being on the other side. In Access Team Meetings, we’re all certainly on the same side; we all want the student to learn as much as possible.

For other students, a medical withdrawal may be appropriate. Even if the reason for excessive absences is health-related, the student may need time to recover before he or she can concentrate on higher education.  If you have a student in this situation, have them contact Carol Martin-Osorio.

Every student, regardless of the grade he or she receives, has learned important life lessons. As Michael Sandler says in College Confidence with ADD, “while good grades are great, I want to help students discover their inner talents, joy, and passion, so they may…achieve their dreams while living life to the fullest.”

Tuesday, April 4, 2017

The Joy of Learning


“I’d like to add some beauty to life,” said Anne dreamily. “for people to have some little joy or happy thought that would never have existed if I hadn’t been born.”

As the literary character Anne of Green Gables began her teaching career, she found herself asking the same questions that we might ask. “What is the value of education?”  “How can I be most effective?”

As students learn things such as algebra, writing, biology, or technology, they are also learning life lessons that may be “some little joy or happy thought” that enhances their lives.


     Students learn the value of discipline.
Organization, focus, and work ethic are skills that many students struggle with in college.  Just as professional athletes develop rigorous routines to keep their bodies healthy, students can learn to discipline their minds by learning study skills. The college years are crucial for developing discipline as students learn to overcome obstacles and be persistent.

 

    Students learn to appreciate diversity.
Our students have the advantage of studying at a very diverse campus. We often see things from the lens of our own experiences, but by interacting with classmates of all different backgrounds, our students can learn an appreciation of different cultures and ideas.

 

    Students learn to think critically.
NSCC values critical thinking and analyzing ideas. Students learn how to determine the validity of an argument, how to communicate well, and how to solve problems. These critical thinking skills are crucial as our students face life’s challenges.

 

    Students learn what they have to contribute to the world.
Each of our students has a unique opportunity to bring hope and joy to others’ lives---in their families, in their workplaces, and in their communities. By helping our students realize their talents, we can provide encouragement as students find their places.

 

As Eleanor Roosevelt said “it is better to light a candle than to curse the darkness.” NSCC can be that light in the lives of our students as we give them “some little joy or happy thought that would have never existed if [we] hadn’t been born.”