ONESIXTYEIGHT Spring 2014

onesixtyeight

SPRING 2014

The Official College Survival Guide

contents 4 ���������������������������������The Learning Starts Here

6 �������������������������� Struggle Makes You Stronger

10 �������������Better Writers, Not Just Better Papers

12 ����������������������������������� National Day on Writing

14��� ���������Back 2 School: A Tale of Two Students

18����������������Demystifying the Learning Specialist

20������������������������������Learning is My Superpower

22���������������The Legacy of John “Button” Salmon

26������������������������������������������������������������Epilogue

26����

Copyright 2014 © Arizona Board of RegentsThe University of Arizona, Tucson, AZ

Content editor: Chris hamelonline editor: Victor Mercado layout: David Hagen PhotograPhy: David Hagen, Jenna Grimes

SPRING 2014 EDITIONonesixtyeight is an online publication

of the THINK TANK

On the COver: Christina Papallardo, THINK TANK Writing Tutor Retailing and Consumer Science MajorTerry J. Lundgren Center for Retailing

FROM THE EDITOR

To empower UA students by providing a positive environment where they can master the skills nec-essary to become successful lifelong learners.

It’s just 21 words, but the sentence above carries a lot of weight. That’s the THINK TANK mission state-

ment, the foundation of everything that we do here at the UA’s student learning center. Every program, every service, every interaction with students and instructors, all have this same starting point.

When a statement is that powerful, it tends to permeate even the personal lives of the people who are charged with making that idea become reality. Learning has, for all TANK staff, become a lifestyle. Actually, it probably already was, before we got hired – you have to love learning, have to know the pro-cess and its rewards and frustrations, to commit to

supporting students like yourselves as you find your own paths to successful lifelong learning. Our own experiences inform and fuel our work with you.

And so we strive in this issue to give you some snapshots of the people who make up our THINK TANK community, so you can see how, in our jobs and in our non-work lives, we all interpret, enact, and pursue the goal we have set for the TANK. From our front desk staff to our student educators to our full-time academic specialists, we all have stories about how we learn, why we learn, and why we love helping others learn. Read on and get to know us, and see if anything about our journeys reflects or inspires your own.

These are the people you turn to when you want support as a UA student: learners, just like you.

Chris Hamel, Writing SpecialistUA Poetry Center

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“The larger purpose of the THINK TANK is to aid in the

academic success of UA students,and thus the front desk assistants lend an integral

piece to the THINK TANK puzzle.”

BY CARLY WINETROBE, LEARNING SPECIALIST

Shetara OliwoOlabode, Administrative AssociateTHINK TANK at the Rec Center

THE LEARNING STARTS HERE

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Shetara OliwoOlabode, Administrative Associate at the THINK TANK, is charged with hiring, training, and super-vising front desk assistants (FDAs) for all of our locations,

among many other responsibilities. According to Shetara, the FDAs contribute to setting the tone for the learning processes that occur throughout the THINK TANK.

“The most effective learning happens in environments that are comfortable and inviting. The front desk assistants have been tasked with creating that environment so that students feel welcome and deem the THINK TANK a safe space to learn, engage, and even make mistakes. During training, the FDAs are given an extensive overview of THINK TANK services, do role playing activities that mimic anticipated visitor interactions, and map out the needs of our visitors and how to assist them. Ad-ditionally, [they] become well versed on implementing positive customer service interactions. These training endeavors equip this staff with the skills necessary to provide a positive learning environment. As students themselves, the FDAs can relate to many THINK TANK visitors, providing the opportunity for them to both learn and share knowledge.”

Not only do the FDAs contribute to the physical environment of our spaces, but to our mission statement as well—the overall purpose, the intangibles that help make the THINK TANK tick.

“The front desk assistants contribute to the THINK TANK’s mission statement in that they help bridge the gap between the visitor and the service. In doing so, they aid in creating a posi-tive environment that invites THINK TANK visitors to use the services provided that will help them master the skills needed to become successful lifelong learners. In my opinion, the larger purpose of the THINK TANK is to aid in the academic success of UA students and thus the front desk assistants are an integral piece to the THINK TANK puzzle.”

Shetara ends by emphasizing just how much goes into the life of a student worker sitting behind a front desk at the THINK TANK. They are constantly multitasking in order to assist THINK TANK visitors in the most efficient and effective ways possible.

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struggle makesWhen you hear the name THINK TANK, what is the first thing that comes to mind?

You may visualize a military research organization, political groups focusing on solving a social issue, or scientific research groups who are experts in a specific technology. However, what does it mean when it comes to academics at the Univer-sity of Arizona?

On our campus, THINK TANK refers to our learning center. This is the place where students explore study strategies, prepare for exams, and get help on their essays and homework. How exactly does this happen? Who facilitates it? Here is where our Student Educators come into play. We have a variety of student staff: Tutors, Aca-demic Skills Tutors, and Supplemental Instruction Leaders. Through peer-to-peer interactions, all play a role in helping you develop and achieve academic success. Let’s meet them!

you stronger

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by Marco Ortiz, Math & Science Specialist

“The more you know aboutthe way you learn,the more you can learn!”

—Katie Bullock

struggle makesyou strongerStudent Educators(left to right): Abraham Moreno Keara Tintle Katie Bullock Christina Pappalardo Marissa Garcia de LeonUniversity of Arizona Mall

Abraham Moreno (Physiology)Supplemental Instruction LeaderJust like the THINK TANK, Abraham sees high value in having an environment that welcomes learning. He ex-plains, “[M]y role at the THINK TANK is creating the kind of learning environment I believe in. The sessions I lead are small and intimate. Students in the session know each other’s names. It’s different than the huge lecture hall envi-ronment. I think that’s how college classrooms should be, student-centric. It is my role to create that kind of space.” How does he accomplish this? “As a part of my job as a facilitator, I need to know more about how we learn so that I can be effective. I have learned more about cognitive and knowledge processes, and learning styles. My coworkers engage me in discussion about pedagogy.”

Katie Bullock (Pre-physiology)Math & Chemistry TutorFor Katie, being a tutor at the THINK TANK allows her to learn something new every day. It’s not just about learning the new topic, but also reflecting on HOW you learn. She says, “Everyday at the THINK TANK I learn something new. Whether it is a math concept, a study skill or a life lesson… I am inspired to work as hard as the students who come to the THINK TANK in my own academic ventures. One of the most important things I have learned at the THINK TANK is about being aware of your own learning. The more you know about the way you learn, the more you can learn!”

Marissa Garcia de Leon (English)Academic Skills Tutor Marissa works with students on more global skills, such as note-taking and time management, that are not content specific. Her experience as an AST taught her that the learning process is not a binary event. “It’s not whether I learned it or I didn’t. It’s not whether you succeed or you fail. It’s not binary. Learning is a process and it’s ok if you did not start off well -- you can work your way through it. Also, people have different learning processes so whatever works for me doesn’t have to work for you. It helped me see how different students learn differently.”

Keara Tintle (Pre-physiology)Supplemental Instruction LeaderAccepting when you need help is often one of the hardest things for students to do. Keara faced this when she was hit with a bad test score in MCB 181: “I realized I wasn’t doing something right, although I was studying for hours on end. I went to my professor… [and] she suggested SI. I figured, ‘What do I have to lose?’ I started attending ses-sions about 2-3 times a week and sure enough, my exam scores improved drastically. What I really took away from this all was understanding my study habits and what works and doesn’t work for me. Study skills are extremely crucial in college, so when you finally are able to understand yours and use them to them in a way that works greatly in your favor, it really makes the difference.”

Christina Pappalardo (Retailing & Consumer Science) Writing Tutor “To teach is to learn” is a quote with which Christina would agree. She incorporates teaching as a way of effective learning. She explains, “I have come to find that teaching is truly the best way to learn something or ensure under-standing. Now, when working in group projects or class presentations I always use [the teaching strategies of] wait time and Socratic questioning. But most importantly when I study, I try to teach the material to someone else or myself.”

Strength in Numbers:THINK TANK Student Educators come from a variety of academic disciplines and go through hours of rigorous training before working with students.

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Al HArAHAp was not always a natural with words. Born in Indonesia, Al moved with his family to Australia when he was six years old. The lan-guage and culture shock were so difficult that, while he was in K-12, Al remembers avoiding language all together.

However, his first English 101 class -- which he admits dreading -- changed everything. Al had a motivating teacher who forced him to get over his fear of language. “It was a watershed year,” explains Al. He now wants to “help people like me who are afraid of language. I want to help the average stu-dent who thinks, ‘I’m not good at it.’”

Al, who is working towards a PhD in Rhetoric and Composition, is an English 101 instructor and a graduate assistant (GA) in the Writing Center (WC) at the THINK TANK. He mentors writing tutors, specifically the new tutors, through observation and feedback. Al describes himself as a “mix of teacher, mentor, friend, big brother, father, enemy, provo-cateur, and supervisor.” The multiple roles he has could be overwhelming, but fortunately sticking to his mentoring philosophy provides him a direction.

Al uses the Confucian proverb “Give a man a fish, and you feed him for a day; show him how to catch fish, and you feed him for a lifetime” to guide his work at the THINK TANK. This philosophy ensures that he teaches students to become critical thinkers, rather than provides them with a quick answer. As

he explains, “Many students want the right answer, but there is no right answer: writing is not math.” Al does not tell students what to write, because he humbly admits he is not the source of all knowledge.

“There is a spectrum of knowledge. No one has made it and knows everything. Some people are just further along the spectrum.” This perspective has been instilled in Al throughout his career in higher education.

Al’s mentors did not tell him what to do, but instead fostered his learning. He was inspired to be an autonomous individual and to realize the benefits to frustration. Even though frustration is, well, frus-trating, it is a normal part of the learning process. Learning happens when someone is challenged and works hard to overcome that challenge, discovering

BETTERWRITERS

NOT JUSTBETTER

PAPERSby AlyssA O’Keeffe, Learning SpeciaLiSt

Al Harahap, Graduate AssistantTHINK TANK at Bear Down Gym

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information on their own rather than being told what to do. Appreciating the learning that comes from frustration is a lesson Al passes along to tutors. As Al explains, “new tutors may be awesome writers, but may not know how to help other students be-come awesome writers.” Therefore, Al teaches his students the Socratic Method, a form of questioning and answering between professor and student, to promote critical thinking and allow students and tutors to arrive at answers themselves. Throughout each semester of training, Al teaches his tutors to use the Socratic Method. Tutors in turn teach students to become better writers instead of simply correcting their essays.

When I ask Al if there is anything specific he wants readers to know about his work at the THINK

TANK he responds, “I could not do this alone. I work with Chris as my supervisor, Beth [the other Writing Center GA] as a colleague and peer, and the writing tutors as agents who move forward with our mission and goals to help students write.” Al is enthusiastic about working with others across campus as well, in order to promote a culture of writing at the University of Arizona: “If we want a healthy Writing Center on this campus, if we are going to nurture this writing culture, we need more people. Not just working at the Writing Center, but as allies. The presidents, deans, department heads must understand the vision in order to graduate better writers.” Al firmly believes that through campus-wide collaboration, the THINK TANK goal of creating better writers, not just better papers, can be realized.

Al Harahap, Graduate AssistantTHINK TANK at Bear Down Gym

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landupon a

timeIn a far

faraway”

once

national day on writing

Countless strategies: that’s what all successful students seek out and practice in order to reach their learning goals. We build toolkits for ourselves, gathering study plans, formulas for effective academic paragraphs, methods for memoriz-

ing large amounts of information, tips for how to analyze and interpret everything clearly and persuasively.

But we often forget to include the most important strategy of all: play. The most suc-cessful learners often simply leave plans and goals behind and make time to have fun with new facts, ideas, and skills.

This fall, the National Day on Writing gave UA students, instructors and Writing Center staff a chance to practice playing with writing. Each person wrote a sentence that built on only the previous sentence – all other sentences were hidden from view. Amid much laughter, writers found their voices and showed off their creativity. The stories you see here are the result of this playful approach to creating effective writing.

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In a land far, far away, the dark shadow crept from the hard drive into the hearts of geckos. One of the geckos, a

leader among his species, went over to the dark side, and began to sell car insurance. This insurance was for an innovative new car. Like a good neighbor, State Farm is there. “And the Gecko is not what he seems,” said the one who knows.

“Oh look!” I thought. “It’s raining! I love the rain!” But the sky is clear, and the floors are flooded! All my stuffed

animals are going to drown! “Jimmy, come help!” I yelled. And then I remembered: Jimmy died last week.

Once upon a time… On the most perfect of days, a dark shadow crept into the hard-drive of a brand new lap-

top. And it ate my English essay. But not all of it, just the good parts. “Leave it at home,” she told me. The communi-ty never imagined the consequences of bringing the ob-jects with them. Chaos ensued. And the crowd went wild…

Three large faded cardboard boxes. Funny to see your life packaged up in front of you. What is it? I am curious.

No reason to be curious, but curious I am. Is it the answer to life and death? Is immortality not of curiosity? Well, AN-SWER ME FOOL! Don’t stand there, speak! The person turns to leave without saying anything more. The memory of death was still too fresh, the fragility of life all too clear. What could possibly fill this whole mess of problems with meaning? Chocolate, I thought. I need chocolate. Then I thought, “wait.” I’m a dog. Isn’t chocolate on the lethal side? So instead I decided I wanted the bacon. Where’s the bacon?

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school2a tale of two studentsback

THINK TANK staff do not just work with stu-dents; many of us ARE students. Meet Aman-

da and Ramon, two full-time staff members who are also pursuing graduate degrees. These two truly demonstrate our commitment to learning, blending work and school in order to stay current with the best ways to support UA students and improve education for everyone.

Amanda strikes a balanceThis Learning Specialist and student takes pride in her strong time management and organizational skills. While finding a balance between work, school, and having a life can definitely be a challenge,

Amanda looks to planning, and planning well, to keep her stress at a manageable level. “Practice what you preach” may never be truer than it is for Amanda. She knows what it means to study days in advance of a test, spend hours doing math homework on a Saturday, and meet with a profes-sor in between her lunch break and watching the latest episode of The Mindy Project. Not only does Amanda work 40 hours a week, she is also currently taking two classes towards her Master’s Degree in Higher Education: Introduction to Logistical Regres-sion (aka, third semester stats) and Introduction to Student Services. Click here to listen to the rest of our interview with Amanda.

BY CARLY WINETROBE learning specialist

Amanda Parkman, Learning SpecialistCollege of Education classroom

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i have a monster paper due I walked into Ramon’s office the other day and he looked quite relaxed—leaning back in his chair, feet up on the desk, reading something on his computer screen. At first glance, I wondered if Ramon was just reading up on the latest Dallas Cowboys news, but he was, in fact, reading theory. The article was a framework about campus climate—how to establish an environment for diversity and how to celebrate diversity, not stifle it. Ramon loves to explore all kinds of theories and apply them to his work, whether it’s as the Supplemental Instruction Services Coordinator or for his current classes as part of his PhD program.

Q: What are you studying in grad school? Why?A: I’m working toward a PhD in Higher Education. After working in the field for over 7 years, I wanted to really get “behind the scenes” of Higher Education. I was driven by passion, not always the smartest choice, but one that I’m happy I made.

Q: Why is being driven by passion not always the smartest choice for you? A: Passion can sometimes be a limiting factor. In certain situations, it may not allow you to objective-ly evaluate multiple perspectives. It’s important to be critical of passion, like anything else, in order to make the most educated decision.

a tale of two students

“It never ceases to amaze me how differently, or how similarly, we all interpret the knowledge around us.”

2:00pm

12:15pm

8:00am

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Q: How have you changed your work with students based on what you learned in these courses?A: Every time I read about a new framework or a different theoretical perspective, I immediate-ly ask, how does this apply to SI? Does it/can it relate to THINK TANK? [M]y approach to student leader training is probably the biggest example of change. The more I learn about creating diverse learning environments, the more I change my approach to training. Rather than lecture, I have moved more towards a Socratic model where students unpack relative experiences and use them to relate and create an understanding of the material at hand.

Q: How is your life as a grad student similar/different to the lives of the undergrads you interact with daily?A: Aside from the type of material being covered and the level of complexity, my life is not very different. I practically live on campus, and apply the academic skills, like time management, we promote through our programing on almost a daily basis. 

Q: How has this awareness impacted your THINK TANK work – how you see and work with/for students?A: Though I may be at a different level then the students I work with, we go through some of the same academic struggles. I really like seeing the look on my students’ faces when I tell them I have a monster paper due, or that I have a ton of homework I have to get to. After they get over the initial shock, I think it makes me more of a real person to them. I may be older (and wiser), but we share in our experiences.

Q: What have you struggled with as a student? Why? How did you deal with that challenge?A: I’m a procrastinator... when I first start-ed, getting back into doing homework and forming positive habits around it was a challenge. And once upon a time, I wasn’t very good at reading... I constantly have to remind myself to manage my time and be responsible with it. As far as read-ing, I had to look for resources that would help me become a better, and faster, reader in order to handle the demands of

grad school.  Though I’m nowhere near mastery of either skill, I feel I am constantly improving and am very happy with my own progress.

Q: What comes easily to you as a student? Why? How have you used your strengths to overcome any struggles?A: [M]y ability to read and digest theory. I’m al-ways talking about it, sometimes to the displea-sure to those around me. I find ways to talk about it in my daily life, like at lunch or dinner or other social events. This has really been a driving force for me.  Many times when I feel discouraged I remember that it’s just a matter of taking my time to understand material. “I’ll get it, it’s not different from other theories” seems to be my mantra when working with a theory I don’t quite understand or material that seems obscure to me.

Q: How does your role at the THINK TANK make you a better learner?A: The more students I work with the more I learn about different viewpoints. This also applies in my courses with my classmates. It never ceases to amaze me both how differently, and how similarly, we all interpret the knowledge around us.  My po-sition at THINK TANK requires that I keep an open mind...I constantly think how much harder it would be if I did not have as much practice with keeping an open mind as I do.

Q: What is the thing you most want people to understand about the work you do here?A: It’s all about creating the right kind of space and environment. If you are strategic and pur-poseful about creating them, they can pay off big when it comes to learning and understanding one another.

“I believe those who want the opportunity to pursue a degree should have that opportunity.”

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“‘I’ll get it, it’s not different from other theories’ seems to be my mantra when working with a theory I don’t quite understand or material that seems obscure to me.”

Ramon Quinonez, Supplemental Instruction Services Coordinator

THINK TANK at Park Student Union

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Demystif ying the

Learning speciaList BY MARCO ORTIZ MATH & SCIENCE SPECIALIST

Meet Rowie Wolfe, one of the THINK TANK’s Learning Specialists. Have you ever visited one? It is likely you have never heard of our Learning Specialists, since not a lot of students talk about

their experience with them. Despite this, they are a key resource for student success. Rowie meets with many students throughout the semester, offering knowledge and support to help them develop a plan for excelling in learning. Here is some insight into Rowie’s role in helping students fine-tune a balance between academics and their personal lives.

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WHAT ROWIE DOES Rowie describes the Learning Specialist’s role as “working with students one on one to help in the areas of study skills, time-management, motivation, and stress management.” While her office is at Bear Down Gym, you will also find her presenting in classrooms, at clubs and organizations, and during new student orientations. Her interaction with students is constant and while to some it might be overwhelming, it is a constant source of inspiration, learning and growth for her that she relishes.

JUST A REGULAR APPOINTMENT WITH ROWIE“In the beginning of a session I ask students for updates, which helps guide the rest of the session; things they are excited about or goals they have accomplished, issues that they may be nervous about or any roadblocks they may be facing. We discuss these and often collaboratively think of possible solutions to their challenges.” Rowie explains that every session is different, since no student is alike. A meeting with a Learning Specialist is personal, eye-opening, and requires a good amount of honesty and reflection by the student. Rowie describes, “Within sessions, students often become aware of what they are struggling with… Through our conversations, students begin to understand some of the roadblocks they were not previously aware of…students are able to confront certain realities that they may have previously been avoiding or denying. These can be both academic and personal concerns.”

HOW ROWIE PREPARES FOR HER SESSIONS Talking to students about hot topics, listening to sensitive conversations, and being able to provide structured guidance sounds like a handful! How does Rowie prepare for such tasks? “Being familiar with all the resources that the University offers is very important…My colleagues and I learn from one another by sharing our experiences, techniques and tools that we have used in specific situations.” Rowie also attends Student Affairs workshops and conferences, as well as reads a variety of articles, higher education newsletters and research papers. With all this preparation going on the background, she is able to focus on the student at hand and they can collaboratively work on a plan for success.

WHY DOES SHE DO IT?Rowie sees students find a sense of peace after being able to discuss and reflect on their struggles and strengths. They leave with a plan to follow and will probably meet with her in the near future. These continued collaborations with students bring joy to every work day for Rowie. “Watching students develop and grow during their college experience is amazing. I have seen many students become self-aware, develop self-confidence and embrace different and new ideas of what may be of interest to them academically and professionally.”

Rowie Wolfe, Learning SpecialistTHINK TANK at Bear Down Gym

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S itting at our conference room table with Chipotle in one hand and our interview materials in the

other, we spent a Tuesday lunch talking with our director, Dorothy Briggs, about the THINK TANK and the legacy that is Bear Down Gym—which just so happens to be our main location.

Education has always been a part of Dorothy’s life. A Wildcat herself, Dorothy earned her Bach-elor’s degree in Family and Consumer Sciences here and went on to teach before also receiving her Master’s degree in Family Studies and Human Development at the University of Arizona. After 15 years teaching and administrating on the Navajo Reservation, Dorothy worked at Northern Arizona University with their TRiO programs. She soon dis-covered her passion for learning centers in higher education and became the director of both learning centers at NAU.

For Dorothy, having a learning background is everything. The hands-on experience as a teach-er gave Dorothy the foundation for her work at a learning center. She understands the relationship of learning, retention, and progression to graduation. Education is not just about remembering facts for a test, but a lifelong process. When we asked Dorothy to define learning, she said, “Learning is being open to the myriad of ways we acquire knowledge. In some instances it is profound and life-changing and in others it is simply fun. In all cases it requires

engagement – learning is not a passive experience.” Dorothy embodies learning at work and through-

out the different aspects of her life as well. She is always juggling several books and articles at a time. At the time we interviewed Dorothy, she was reading the article “Note to Educators: Hope Required When Growing Roses in Concrete”, a chapter from Life During College: Your Guide to Success, and Promot-ing Student Learning and Student Development at a Distance. When the staff all dressed up as super-heroes for Halloween, Dorothy again revealed how learning is at the forefront of her mind. She created the super-hero The Learning Lass, proclaiming “learning is my superpower.”

“WHEN WE WANT TO MOVE FORWARD, WE BEAR DOWN. IT WORKS

ACADEMICALLY AS WELL AS IN SPORTS.”

“It was a really good move for us,” responds Dorothy when asked about the 2012 relocation

to Bear Down Gym. “To use this space, you have to know the history of ‘Bear Down’ and this building itself. This building has been the central part of campus and a hub of student activity. Over time, this building kind of faded, but the phrase ‘Bear Down’ only grew. There was a disconnect between the Bear Down building and phrase. [The THINK TANK has] been able to revitalize and extend the

Dorothy Briggs, DirectorTHINK TANK at Bear Down Gym

by CARLY WINETROBE & ALYSSA O’KEEFFE Learning Specialists

LEARNING IS MY SUPERPOWER

meaning of ‘Bear Down’ to academics, not just athlet-ics—the entire culture of campus. When we want to move forward, we bear down. It works academically as well as in sports. People like seeing the traffic through here and like being in this traditional part of campus and have a connection to it, and so I like that.”

Dorothy believes our location in Bear Down Gym helps create a positive environment for U of A students to become successful lifelong learners. “This space has a lot of history that is positive. We can tap into this energy that the space provides. We define the space, the space doesn’t define us. We create that culture of what happens in that space and we tap into the legacy of Bear Down.”

As the THINK TANK approaches its fifth year as the center for tutoring and academic support on campus, Dorothy shares her vision of how we will continue to grow and expand. While we won’t be in Bear Down Gym forever, we will carry the “Bear Down” mindset with us into our next space. Dorothy paints a clear picture of how she envisions the future of the THINK TANK, with an emphasis on learning, of course: “We’ve done a lot of research in terms of what is ideal; space that flows, conducive to exchanges that are learning-based; we have some great visions of open classroom-type space for Sup-plemental Instruction and training sessions so people can see what’s going on, open areas for a writing center, lots of natural light, lots of outlets for laptops and phones (we do use our phones for learning), lots of small spaces that we don’t have right now for small group learning—group tutoring, smaller workshops, face-to-face interactions for presentations. We’ve brainstormed a lot about what it is we want.”

“UA IS UNIQUE IN ITS COMMITMENT TO STUDENT SUCCESS…”

Dorothy puts so much in to the work she does as director of the THINK TANK—making learning

her lifestyle, researching in her free time, developing strong visions for the future, and so much more. But, when asked what is the one thing she most wants people to understand about the work done here, Dorothy highlighted how much she values and appre-ciates the support we have. She feels quite fortunate to be a part of the University of Arizona and as we wrapped up our interview (and our Chipotle leftovers), we couldn’t help but agree with her.

“LEARNING IS NOT

A PASSIVEEXPERIENCE.”

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john “button” salmon

THE LEGAC Y“Bear Down!” All Wildcats know these famous last words from John “Button” Salmon. They are our rallying cry as we push through academic, athlet-ic, and personal challenges. Our campus slogan is also the energy behind the THINK TANK mission statement, motivating us every day to do our best to make that goal a reality. To find out just how seriously we all take our mission, we asked the TANK staff the following: How does our mission statement impact your life—as a student support professional, a college student, a student of life, a learner on the job? Here are some of their answers, demon-strating how THINK TANK staff Bear Down.

I strive to live our mission statement by giving undergraduate and graduate students in our design and assessment units a safe environment to research data, design, make mistakes, analyze and create. I treat every day as an opportunity to grow and push my own boundaries and be a resource for others.

Victor Mercado, Assistant Director

“When I meet one-on-one with undergrad-uates who are seeking academic help and when I am supervising the THINK TANK Ac-ademic Skills Tutors I am cognizant of what I am saying and doing and how it might impact the students over the course of their lives.  If I can impart wisdom or guidance that they can use both now and in the future I feel like I am contributing to our mission of lifelong learning.  Although THINK TANK’s focus is on academia this mission helps take my focus to a broader level so that my work takes on a deeper meaning.” 

Cassandra L. Hirdes, Academic Services Coordinator

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“At work, I strive to ensure new student employees feel as welcome as possible so they are able to learn and grow professionally while they are here. These students who become our employees will take with them the skills and experiences gained during their time at THINK TANK as they launch into the professional atmosphere when they graduate. I also try to create and foster a positive environment in my volunteer work, where every day is a learning curve; the skills I have gained at THINK TANK have been very helpful to me in that area.”

Karen Ward, Office Specialist

“Every day I meet one-on-one with students and try to provide them with the tools they need to be successful in college. I try to create a safe place where we can talk and be open with each other. I constantly challenge my students to think about their future and where they want to be in the next 5 years. I try to get them to see that their actions and sacrifices they make to be successful in school now will be rewarding for them in the future as it was for me when I went through undergrad. As I strive to give them the tools to be successful lifelong learners, I am also learning through the process.”

Aaron Simmons, Learning Specialist

“Successful learners believe they are capable of mastering new material, regardless of their initial skill level. To help students develop this confidence, I create a safe space where students can explore their academic successes and failures.  Also, as a learner, I continually push myself to go outside my comfort zone so I can better understand the process of building confidence and devel-oping motivation to overcome challenges.” 

Alyssa M. O’Keeffe, Learning Specialist

“The students I support are working to get off academic probation and get back on track with their long-term goals at the UA.  Inevitably, the conversation turns to grades as we strategize how to make the most of their academic strengths and find solutions in areas where they struggle. While this is an important part of the academic recovery process, I always try to bring the focus back to learning.  When I find a class or topic that lights up my students’ faces and gets them talking about their learning, I feel like I’ve truly accomplished some-thing and I fan that spark all semester long to ignite their love of learning.” Erika Christianson, Learning Specialist

“With tutors, we work to create a positive and safe environment. One where it’s okay for students to make mistakes, because we know that what is more important are the skills developed that you take away from tutoring, like study strategies or challenging yourself to find out why something works, not just how. In my job, I’m lucky to work with an enthusiastic team of undergrads, graduate students and professional staff that is willing to share their knowledge from diverse backgrounds, so I constant-ly seek to learn and improve!”

Mel Williams, Tutor Coordinator

“...as a learner, I continually push myself to go outside my comfort zone so I can better under-stand the process of building confidence and developing motivation to overcome challenges.”

—Alyssa O’KeeFfe

“I can do this.”

Wildcat Bounceback

Wildcat Bounceback* is an academic recovery program for students on academic probation.

We get that you’re more than just a GPA or B-deficit. Find out how six or ten appointments with a professional Learning Specialist can make all the difference. Get ready for some BIG changes!

S I G N U P T O D A YT H I N K T A N K . A R I Z O N A . E D U

*Wildcat Bounceback is a fee-based servicebilled to your Bursar’s Account.

Bear Down Gym

Rec Center

Manzanita-Mohave

Park Student Union

+ The Writing Center+Individual Tutoring Appointments

+Academic Skills Workshops +Learning Specialists

+Language Tutoring

+Math and writing help+Spanish and French tutoring

+CSC 127 A/B and CSC 227 support

Tutoring in: +ACCT 200/210

+ECON 200 +CHEM 151/152 and O-Chem

+MCB/ECOL 181/182

+Supplemental Instruction (SI) sessions +CHEM 151/152 and O-Chem tutoring

+MCB/ECOL 181/182 help +PHYS 102, 103, 141 tutoring

four locations & online

Everyone knows that THINK TANK offers writing and math tutoring at ALL our locations. But did you also know that we offer Supplemental Instruction (SI), Private Tutoring for more than 160 courses, Learning Specialist support, and so much more?

With four locations, odds are that we’re near you when you need us. Each location offers a unique combination of academic services to customize your learning experience. We’re always adding new courses and hours to support you, so check out our lineup at thinktank.arizona.edu.

Don’t want to leave your place? THINK TANK offers online tutoring in math, writing and MIS111. Click HERE to access our tutoring portal on Blackboard Collaborate. All you need is your NetID.

onesixtyeight | 25

E P I L O G U E

THERE’S SOMETHING VERY SPECIALABOUT THAT MOMENT WHEN YOU GET TO STAND BACK

AND SEE EVERYONE’S WORK IN ITS ENTIRETY.

It makes up for hours of transcribing interview notes and finding the right words to bring a story to life.

It explains why we hunt through hundreds of images until we find a moment, not just a picture.

Onesixtyeight is a unique publication in that it’s a true collaboration between our professional staff and student creative talent.

Our writers – Alyssa O’Keeffe, Carly Winetrobe and Marco Ortiz – proved that with plenty of time, planning, frequent communication, drafts, whiteboard markers, and the biggest component–awesome team members –we can bring powerful stories to life.

Our thanks goes out to Jenna Grimes and David Hagen for scouting and taking so many great shots.

Special thanks goes to David for pushing our creative boundaries once again in the design of this issue.