Westchester Community College, State University of New York

Spring 2024 Newsletter

FROM TUTEE TO TUTOR
by Stephen Perry

When Luiza Alves De Oliveira started at WCC last spring, she knew she would need help to achieve the high grades she expected of herself. That’s what brought her to the Academic Support Center. “The tutors were so helpful and supportive,” Luiza found.

She began going to the ASC before and after class every day for tutoring. What’s more, she started inviting her classmates to join her so that they could study together, and she found herself taking on the role of tutor as she helped her peers learn Anatomy & Physiology. “Why not me?” she thought, and soon began to formally tutor at the Science Tutorial. While she felt a little nervous at first in her role on the other side of the tutoring session, she was able to draw upon her recently gained knowledge of the content she was now helping others with. She found she loved tutoring. Says Luiza, “I am always meeting great people and helping them, constantly learning from them as well.”

Some of Luiza’s fellow tutors are WCC students who had also originally come to the ASC to receive tutoring. Pedro Carrillo initially started coming to the ASC for writing help, while Josh Mendez first began visiting the Science Tutorial to study the model eyes and ears that it provides for Anatomy students. Now, Pedro is a Peer Math Tutor at the ASC, while Josh helps students like himself as a Peer Science Tutor.

Like Luiza, Pedro and Josh have found their new position at the tutoring table gratifying. “I’ve always found joy in helping others understand complex concepts and witnessing their ‘aha’ moments,” says Josh. “I’m excited to be part of a team that fosters academic growth and helps students achieve their full potential.”

Some Peer Tutors never visited the ASC themselves until they began tutoring here. “Knowing what a nurturing and supportive place the ASC is now, I would certainly have utilized this wonderful academic opportunity,” says Line Rothman, a WCC grad pursuing her bachelor’s degree in psychology. She applied for a position at the Academic Support Center after one of her WCC professors suggested it. Now she is the ASC’s Psychology Tutor.

Other WCC students have become tutors here for other reasons. Daniel Warshafsky joined the ASC because he liked the idea of helping other students with math and physics, but also, Daniel admits, because tutoring “was a lot more enticing than working retail.”

Now Daniel appreciates that he can help others with challenging subjects in a friendly environment. He also echoed a common sentiment among our Peer Tutors that he can deepen his own understanding of the subject matter as he helps other students grasp it. Similarly, Line likes that tutoring makes her repeatedly relearn material, “which is referred to as active learning in psychology,” she points out.

Regardless of how the ASC’s Peer Tutors came to work here, they all agree that the Academic Support Center is a great resource for their fellow students. Daniel recommends, “Receiving tutoring will save you a lot of time as we can communicate concepts and methodologies in terms that a normal human being can understand. Also, it’s free!” And Luiza has a simple message for students: “Studying doesn’t need to be boring and difficult. The ASC is here to help you!”

TUTOR APPRECIATION WEEK
by Mark Capitelli

The week of October 2nd, the Academic Support Center celebrated National Tutor Appreciation Week. This was an opportunity for coordinators and students to show their thanks to WCC’s tutors with messages of praise written on paper stars, posted on a black background representing the night sky. Within two days, there were more stars than sky.

One star read, “For all the support and patience you give us, for sharing your knowledge with us, thank you so much.” Another expressed, “I am so grateful for every tutor who works so hard to help the students.”

“You know the students appreciate what we do, even when it’s unsaid, but there is something special about seeing it written out and proudly on display. It felt good,” said Rita Perez Padilla, a Writing Tutor.

This outpouring of gratitude for WCC’s tutorial staff was truly inspiring, but it was not the only thing sweet about the week. You could find a bowl of lollipops in each tutorial for everyone to enjoy, and the coordinators of the Center treated their valued tutors to a delicious cake.

Come in and begin your collaboration for success with one of our dedicated tutors. Don’t wait until there’s a problem! Start with us and you will start strong.

Editor: Stephen Perry
Layout: Mark Capitelli

NATIONAL DAY ON WRITING
by Haley Shettles

On October 20th, the Academic Support Center celebrated National Day on Writing, a day that celebrates the many reasons why we write and reminds us to be proud of our writing. Students who visited the Academic Support Center were encouraged by the ASC’s coordinators, tutors, and staff to write one thing they were proudest of about their writing and post their statement on the National Day on Writing bulletin board.

One student took pride in their dedication and hard work learning how to write in the English language: “As a non-native speaker/writer of English, I have finally become a proficient writer in English. Yeah! 😊” Another student took pride in their ability to create a strong thesis: “I am most proud when the crazy thesis I came up with is actually backed up with textual evidence!!!”

Haley Shettles, the Academic Support Center’s Writing Coordinator, was moved by how many students participated: “I’m so happy that so many students were able to be proud of themselves as writers. Many students struggle with being confident about their writing. Everyone is a writer, and sometimes, students need a little bit of support to be proud of themselves.”

The Academic Support Center

Come find us on the ground floor of the Harold L. Drimmer Library. No appointments necessary! (Science Tutorial in Room 219 of the Science Building)

Hours of Operation

Open 9 am-5 pm, Monday through Friday

Contact Information

Phone: (914) 606-6470
Web: https://www.sunywcc.edu/academics/asc

The ASC provides tutoring in Computer Science, Economics, ESL, Math, Physics, Psychology, Reading, Writing, Science, Study Skills, and Writing. Trouble navigating Brightspace? We can help with that too.

Need help but can’t come in to the Academic Support Center? Online services returning this February!

Remote Services

ZOOM sessions: Tue, Wed, & Fri from 11 a.m. – 2 p.m.

• Email-based support on any writing assignment: askatutor-wri@sunywcc.edu
• Email-based support for students in an ESL class: askatutor-esl@sunywcc.edu
• Email-based support for students in a Reading class: askatutor-read@sunywcc.edu

Fall 2023 Newsletter

Introducing the New ASC Writing Coordinator, Haley Shettles By: Stephen Perry

Whenever her students began their first essay in her First Year Writing Program course at Manhattanville College, Haley would show them her first English essay she ever wrote her freshman year, an essay that she received a “D+” on. Her students’ gapes reflected ideas about writing and academic performance that are pervasive: that aptitude for success is steady and innate; that the professor has never struggled with their own content; that there are bad writers.

Haley Shettles, the Academic Support Center’s new Writing Coordinator, proves all of these ideas wrong. She is out there to show every student struggling with an essay that there are no bad writers, and that each of us has a voice.

Throughout Haley’s early years, writing stories and poems gave her a sense of release. But in order to succeed in high school, she adopted the rigid tone and formulaic structure preparation for high-stakes standardized tests demanded. Once Haley got to college, she realized the skills and strategies she learned in high school did not not adequately prepare her for less constrained college writing assignments. The voice had been scared out of her. Haley persevered and received bachelor’s degrees in both English and Education. She was on track to become a K-12 teacher, just as her mother before her. But as she continued on to grad school to get her MA in Curriculum and Instruction, Haley became interested in compositional research, specifically regarding the under preparation of high school students for college writing. She thought of her own experiences and how lost she felt when asked to write in college.

“I’m big on mental health. I’m big on creating welcoming environments. I want students to feel like they are writers, they are college students, they can do this.”

Her professors told her about an MFA program at Manhattanville College where she could teach composition while also studying creative writing. Here Haley was able to fully embrace her own voice in her writing while encouraging her First-Year Writing students to do the same. She also began working at Manhattanville’s writing center, where she soon became Interim Tutoring Coordinator. She had found her place in higher education, and soon after graduating (now with two bachelor’s and two master’s degrees), she accepted the position of Academic Support Center Writing Coordinator at Westchester Community College. In her work both in classrooms and in learning centers, Haley strives to reduce the anxieties that many students face about college and writing, particularly after completing their educations online during a pandemic. “I’m big on mental health. I’m big on creating welcoming environments,” Haley says. “I want students to feel like they are writers, they are college students, they can do this.”

She has already begun developing that welcoming environment in the Writing Tutorial at the ASC, while at the same time being impressed by the warm environment at our college. Says Haley, “Meeting so many passionate members of this college makes me already feel at home at WCC.” The ASC is thrilled that Haley has found her new professional home as Writing Coordinator here.

What Else Is New at the ASC?

The Designated Tutor program is returning, this time for inperson classes! Students in select sections of Math, Science, and ESL courses will receive dedicated time with a tutor at the ASC.

Students can schedule their own Virtual Tutoring appointments through the scheduling program TracCloud! Fall start date TBD. Visit https://traccloud.goredrock.com/westchester/.

The Science Tutorial has produced a series of videos to help Anatomy and Physiology students learn anatomy! See them here: https://www.youtube.com/@wccsciencetutorial

The ESL, Reading & Study Skills Tutorial is piloting new study skills activities! These can be assigned by professors or requested by students. Come in today to work on our new activity sets, “Setting Goals and Taking Action” and “Time Management”!

Become a Tutor!

Do you want to help other WCC students succeed in their classes? The ASC is looking for tutors for the Fall 2023 semester. Both volunteer and paid positions are available. Tutors are needed in Computer Science, ESL, Math, Physics, Reading, Science, Study Skills, and Writing. If you have received a B+ or higher in courses related to these subjects and would like to help students achieve the same academic success you have, you can email the Academic Support Center at asc-group@sunywcc.edu. Please provide a resume and be prepared to provide faculty references in case you are selected. All tutors are required to work in person at the Academic Support Center located on the ground floor of the library building on the Valhalla campus. We hope to have a few wonderful WCC students join our team of talented tutors!

Congratulations Hirsch Family Scholarship Winners!

Lany Hirsch was one of the founders of the Academic Support Center. For the past three years, her family has generously donated thousands of dollars to be awarded in scholarships to WCC students who use the Academic Support Center to achieve their goals. The Academic Support Center and the students it serves are grateful for her family’s generous support. Here are this year’s winners, who express their thanks to the Hirsch family and the ASC.

This year, Lany (now Lany Lippman) was gracious enough to visit WCC and see how the learning center she helped found has grown. From left: ASC Coordinator Stephen Perry, Scholarship Administrator Jennifer Aponte-Paez, ASC Coordinator Bishara AlAkeel, ASC Coordinator Agnieszka Tereba, Sy Lippman, Lany Lippman, ASC Chair Susan Arietta, Dean Pamela Pollard, Director of Development and Leadership Giving Ilene Lieberman.

“Thank you, Hirsch Family, for awarding me with the scholarship. Words cannot explain how grateful I feel aboutn being awarded. When I received news of the scholarship, I teared up because I felt like a little bit of the load was off. It will be something I cherish and remember for the rest of my life.”

~Johan Cordero

“I am by myself in this country and have no other support other than what I have saved during my exchange. I want to express a very special thank you to the donors, the Hirsch Family, who are supporting students like me to achieve their dreams. ~Ana

~Gabriela da Rosa

“This scholarship will allow me to focus on my studies and help with cutting the cost and provide me with a more stable mindset so that I can complete my goal of becoming a Registered Nurse.”

~Luiza Alves de Oliviera

On behalf of my family and I, we would like to thank the Hirsch Family Scholarship program for helping students like myself to manifest our dreams. You lit a light to support my tuition and meals, and the light shines on my education path that I can see myself become a professional Occupational Therapist through this community support.

~Yu Ting Lin

The Academic Support Center

Come find us on the ground floor of the Harold L. Drimmer Library ● No appointments necessary! (Science Tutorial in Room 219 of the Science Building)

The ASC provides tutoring in Computer Science, Economics, ESL, Math, Physics, Psychology, Reading, Science, Study Skills, and Writing. Trouble navigating Brightspace? We can help with that too!

Open 9 am-5 pm,
Monday through Friday

(914) 606-6470 ● https://www.sunywcc.edu/academics/asc

We also provide online help! Visit https://www.sunywcc.edu/academics/asc/ask-a-tutor/
for information about Virtual Tutoring via Zoom and by email.

In Memory of Bob Schmidt

It is with great sadness that the ESL, Reading, & Study Skills Tutorial announces the passing of Bob (Robert) Schmidt. During his 15 years of tutoring at the ASC, he was beloved as the quintessential curmudgeon who, in reality, was a great big teddy bear loved by many. We will truly miss his dedication to the students and are grateful for all the expertise he contributed to the Academic Support Center.

Managing Editor: Stephen Perry
Layout: Haley Shettles

Spring 2023 Newsletter

Managing Editor: Beth Holden
Assistant Editor: Stephen Perry
Layout: Mark Capitelli

Stephen Perry’s Journey
By Beth Holden

I sense a bit of wanderlust in Stephen Perry, the Academic Support Center’s new ESL/Reading/Study Skills Coordinator, that probably led him in his early years to a nomadic existence exploring other regions and learning about other cultures. Originally from the Philadelphia area, at an early age, he felt the call to travel, and it took him to such places as Albuquerque, Seattle, Kyiv and Taipei before settling back in NYC and ultimately traveling north, landing at Westchester Community College, where maybe someday he can claim he has finally found Valhalla.

His experience encompasses teaching in settings as varied as maximum-security prisons to community college classrooms. In spite of all of his experience, his humble, quiet demeanor immediately puts students and colleagues at ease.

After living abroad in Ukraine and Taiwan for a few years, immersed in teaching students the English language, Stephen realized that, although he had had a lot of fun adventures, he wanted to continue to move forward developing his skill set. He landed a job as a tutor at Bronx Community College in a program called CUNY Language Immersion Program (CLIP). Soon thereafter, he was offered a full-time position as an instructor in the CLIP program. “That job is really what cemented my interest in teaching ESL long term,” Stephen reflects, “because I found teaching at a community college had a substantial impact on students’ lives. Part of that was knowing about the degree to which community colleges boost up those from lower income brackets into the middle class. It was more challenging work, and it felt more purposeful.”

In spring of 2018, he started grad school. “I chose the City College of New York’s Language and Literacy program instead of a traditional TESOL (Teaching English to Speakers of Other Languages) program,” he explains, “because I already had a lot of experience teaching English language but did not feel as prepared to teach writing and academic skills. The Language and Literacy program focused on both developmental writing and ESL and was geared towards educators.”

“I found teaching at a community college had a substantial impact on students’ lives.”

After the completion of his master’s degree, Stephen began a position within the same program at Kingsborough Community College in Brooklyn. Soon after, the pandemic began. In 2021, while working remotely, he moved to White Plains. “I taught remotely from up here for a year and then I was extremely pleased to see the position listed and to be asked to interview,” he says. Eventually, Stephen was offered the ESL Coordinator position, which contended with a teaching faculty position in New Jersey. The choice was not difficult: “Westchester Community College was by far my first choice. I saw this position as a means to a lot of things I had been headed towards, in thinking beyond my own classroom and the larger context of the college as a whole, and how I could fit into that and help students and educators succeed.”

Says Stephen, “Working at a Community College is ideal for me as I would like to help equip students for their classes in terms of study skills, English language, reading and writing. This is critical within a college and particularly at a community college. So, yeah, that’s kind of how I came to be here.” We’re glad you are here, Stephen Perry.

A is for Agnie!
By Beth Holden

Goal oriented, determined, focused and fearless are words that come to mind after speaking with Agnieszka “Agnie” Tereba about her career path. Before Agnie came to WCC, she already had a Master of Engineering degree in Biotechnology from the University of Life Sciences in Poland. Her goal was to work in the biotech industry making products for food, including microorganisms for yogurt or beer. “I enrolled in a PhD program at the Polish Institute of Biotechnology in Posnan. I was working on GMOs…but to be employed, I really needed to be fluent in English.”

“I had a lot of inspiring mentors.”

Determined not to let this stand in her way, in 2002, she left her family in Poland and came to the U.S. to immerse herself in the process of learning English. She found a job working for a family and enrolled in the ESL program at WCC. When asked about how intimidating that must have been, she’s no-nonsense. “You don’t have a choice. You have to just do it. Learning language was something I just loved to do. My favorite was listening to Delilah on WHUD radio, and watching The Golden Girls on TV, and having people around speaking the language really helped to speed up the process.”

After a year, she passed ESL and enrolled in other college courses. Although her goal was to learn the language, go back to Poland and acquire a job in biotech, the universe had different plans. In 2003, Cupid struck when she met her future husband. And, after a year, the job with the family no longer worked; her work schedule clashed with her course schedule, so she found another job that would be more amenable to her school schedule and allowed her to enroll in an associate degree program at WCC for math and science. “When I look back, I don’t know how I did that. It feels impossible, but I did it somehow. I was lucky to meet nice helpful people.”

It wasn’t long before one of those helpful people recommended her for a position as a peer tutor in the ASC’s math tutorial. She says, “Working with students was very rewarding. Seeing how they overcame challenges and how they grew and improved, I found that very rewarding. It’s challenging working as a tutor, but, at the same time, it has helped me develop my skills and gave me something that I enjoyed doing. That led me to enroll at Mercy College to get my master’s in education.” While pursuing her masters and over the ensuing years, Agnie worked as both a volunteer and a senior tutor in the ASC math and math/physics tutorials.

Recently when the position of Science Coordinator became available, she was interested. “My goal is to help students. I worked closely with Madalena and Bishara (as a Senior Tutor) over the years and seeing what they do and how they help students even more in the role of Coordinator inspired me to apply.”

Agnie looks forward to being able to accommodate every student when they come in to get help. “We have good tutors, but we don’t have enough. We need more help and more tutors.” And then she pauses thoughtfully and adds, “I was able to accomplish what I have thanks to all the people who have worked in the ASC. I had a lot of inspiring mentors.” And these mentors include things she has learned from students as well. As an adjunct Math instructor here since 2018, her advice to her students is “If you have a big goal, break it up into smaller goals. At the end, maybe it will take you longer to get what you need, but you will get there.” And against some pretty daunting challenges, Agnie got there herself. Congratulations, Agnie, for getting there and for being here in your new role!

A Goodbye Interview with Beth Holden, ASC Writing Coordinator

In her 15 years as Writing Coordinator at the Academic Support Center at Westchester Community College, Beth Holden has led the Writing Tutorial with creativity, vigor, and a lot of heart. Preceding that, she started at WCC as a student before returning as a tutor and professor. After announcing her retirement for the end of the Fall 2022 semester, Beth reflected on her time at the ASC with the staff of the Newsletter.

What led you to work at WCC and the ASC?

What have been some of your favorite parts about working here?

What are some innovations or changes you have made since you came here?

Are there any plans for the future you would like to share?

Anything else you would like mentioned?

In Fond Memory of Joanna Peters

It is with great sadness that we announce the passing of Joanna Peters. Joanna served the college for thirty-two years as the ESL/Reading Coordinator at the Academic Support Center. Additionally, she taught for both the Reading and Study Skills and English departments. Joanna felt privileged and honored to serve the students, administration, faculty, union, and staff at Westchester Community College.

Thank you for everything, Joanna. Rest in peace.

Gifts in Joanna’s memory are being accepted by the Westchester Community College Foundation at https://www.sunywcc.edu/about/foundation/fund-for-wcc/general-fund-for-wcc/. Please check TRIBUTE and indicate “In memory of Joanna Peters” in the comments section.

FALL 2022 NEWSLETTER

The Academic Support Center
Building Minds, Building Futures

Professor Joanna Peters: One Classy Coordinator

by Beth Holden

Any student who has ever spent any amount of time in the Academic Support Center is sure to recall the smiling face of Joanna Peters, ESL/Reading and Study Skills Coordinator greeting them, helping them sign in and out, encouraging them to succeed in their studies, or just checking in to see how they were doing. She did this no matter how busy she was, and make no mistake, she was always busy. While managing the daily activities of the ESL/Reading and Study Skills Tutorial, she remained active all over campus, teaching as an adjunct in both the Reading and English Departments, serving on DEAC, Middle States, Title V, the WCCFT Union Executive Board, the Union Scholarship Committee, and others too numerous to list. No matter what, she always made time for the students. Students were drawn to her rare combination of mentor, mother, instructor, nurturer, you-can-do-it cheerleader, task master (only when necessary), all rolled together with a sprinkle of non-conformity and a dab of mischief.

Although soft spoken and petite in stature, Joanna, a powerhouse resolute in her ideas and in her staunch advocacy for students, was always determined to cheer students on and see them through to graduation. Recently, I had the privilege to reminisce with her about her career.

“I was hired part-time by Marilee Silverman, Chair of the Reading and Study Skills Department, to be an adjunct instructor. Towards the end of that year, she felt bad she couldn’t give me more than one class, so she suggested I go to the ASC to see if they would give me some hours so that I wasn’t coming all the way in for just one class. Andy Wainer was the Reading Coordinator at the time, and Susan Markman, the head of the ASC, hired me to be a reading tutor.” The following year, there was an opening for an overall Coordinator position. “Susan Arietta and I were hired on one line, so Andy, Susan and I shared one office on the 3rd floor of the old library. Susan and I always sat in the middle of everything, and we liked it.” She laughs, “I don’t know how we survived working out in the open all the time.”

And although Joanna was hired as an overall Coordinator, eventually there became a need for an ESL tutorial and a Coordinator to run it.

“ESL students really didn’t have a place to go and that’s how we established the ESL area. It wasn’t until later that reading and ESL were combined.” It was a perfect fit because Joanna could relate to our ESL students on many levels. She was an immigrant who came to this country as a baby in her parents’ arms after they fled the Nazis in Poland. My parents best way possible. We always talked about being ‘in loco parentis.’ You’re taking the place of parents in some ways. It puts a tremendous burden on kids who are living in two cultures. It does mold who you are.” Once settled in the Southeast Bronx, her parents had little means, but they made sure they had an Encyclopedia Britannica and Joanna and her sister had as much access to education as their parents could give them. Joanna tells me that for two girls from immigrant parents, they have fared well. “My sister is a geriatric endocrinologist, and I’ve had the pleasure of being at the college all these years. I understand what it means to come from nothing and work toward a goal, and I wanted to help students get to their goals, whatever they happened to be.”

And like a lot of our adult students, life’s twists and turns lead Joanna to a place where, as an adult, she had to go back to work full time to support herself and her small children. “It was scary, because I didn’t have any support.”

In true Joanna fashion, she figured out a way. “You always figure out a way. If you can’t have plan A you have to have a plan B.” Her plan B was to draw from her long teaching career. Prior to working at WCC, Joanna had put herself through school and had held positions as a nursery schoolteacher, an elementary schoolteacher, and an English Instructor at Hunter College. So, when the time came for her to go back to work full time and be the sole supporter of her family, she had the experience and education behind her to apply for a full-time position at WCC.

Once landing the full-time coordinator position, Joanna didn’t stop pursuing her love of learning. In her early fifties, she earned her ESL degree by taking evening classes, with her colleague, Susan Arietta, at the College of New Rochelle after work. And this experience helped her to relate to our adult returning students taking evening classes while holding down full-time jobs.

Joanna’s advice to students: “Never give up the pursuit of education, learn every day. Understand what’s most important in life. It might be if they understand the value of education that people can be transformed like those little girls from the Bronx. I think that’s a big deal, the transformative nature of our jobs. You’re watching a total transformation take place. I’ve seen that in students across the years, and I attribute that to education and the opening of minds.”

I hear the excitement in her voice as she recalls the countless student experiences she’s had over the years: there was the part-time evening student in her College Reading and Study Skills class who had four part-time jobs and was the father of four boys who went on to graduate from Rensselaer Polytechnic Institute and started a career at IBM. There was the “huge six-foot, two-inch, booming man” in the Moms on the Move Program who enrolled in a doctorate program, and the student Joanna traveled to Pennsylvania with to watch her present her paper at the Beacon Conference. “I related to the obstacles and the challenges these students had returning to school. The fact that they were opening a door to a new life is what motivated me to spend more time with those students, because they were juggling a lot of balls.” And Joanna was no stranger to juggling. “I did two master’s degrees with a husband, two children, a dog, a home, and a full-time job, and I wondered how I did that in retrospect.” She tells me she did it by putting one foot in front of the other. Not only does she instruct students to put one foot in front of the other, but she also literally puts students in a position to place both feet in the shoes of others by engaging them in experiential learning that takes place outside of the classroom. I remember her running out of the ASC one night, a stack of books and papers under her arm. She was excited. “We’re going to a halfway house tonight!” I looked at her quizzically.“We’re doing a paper on haves and have nots.” And with that she was out the door. Another time one of her students wanted to be a film writer, so she took her class to the Jacob Burns Film Center. She took students to scholarship meetings so they could see first-hand what was available to them and to motivate them to apply for a scholarship or to work hard so they could get one. “I loved doing these kinds of things. If you helped one person who was really struggling for whatever reason, then you’ve done some good with your life.” Nicoleta Rista, one student who was struggling just to walk into the door of the ASC, remembers Joanna’s kindness. “It was January of 2016 after I finished my first class. I was afraid to come into the ASC, and I just stood and looked at the entrance. I was thinking, ‘How can I ask for help? My English is not good enough. I think Joanna saw that I hesitated.

She was on her way out the door, but she came to me and said, ‘Do you need help?’ Then she took me to the ESL tutorial and introduced me to the tutors. She was the first person who helped me, and for me it was a huge step. Because of that, I am where I am today: working at the ASC and enrolled in my final year at Lehman College. I will always be grateful to her.” Aside from working with and inspiring students, Joanna says that one of the things that she really liked about working in the ASC was all the people she worked with every day and all the others that she met and collaborated with from various departments. “We were one Academic Support Center. We interacted well with the English, Math, and ESL/Reading Departments. All of them were a part of my job.” And then she stops to think about the tutors she’s supervised over the years. “How lucky we’ve been to have the quality and level of expertise that the tutors brought with them. They were pivotal in helping these students, too. The ESL tutorial started with one tutor four hours a week and then grew and grew. That was beautiful to watch.” She muses about the difference between a classroom experience and a tutorial session. “A teacher has 25 students or more in a classroom and they can’t possibly deal with every single student on the kind of level the tutorial can address. What an important thing it was for the tutor to bring out the student to develop the students’ ideas and help them see that once they had these ideas they could put them down on paper.” She pauses thoughtfully. “And that complicates things twice as much for an ESL student when they are not working in their native language.” She believes tutorials are now more important than ever. “We want to give our students the best experience they can have. I think the tutors I’ve hired over the years have this innate desire to help others. You can’t quantify that. You get that through a conversation about why they came for this job. We are so lucky to have the kind of work we’ve had, because we are doing a good thing and not everyone can say that about their jobs. I’ve listened to so many people complain about their jobs, and I think how grateful I am to have had a job that I loved. I find it really hard to disassociate with something that’s been a great pleasure in my life.”

Joanna says one of the things she’ll miss is the energy of the ASC, “That hum of students busy doing positive things to improve their future. That’s the energy I will miss the most.” And we will most certainly miss Joanna’s energy, but after thirty years of unwavering dedication and service to the students, the Academic Support Center, the division, and the college, it is time for her to take time for herself. Please join me in wishing her well. Long may you run, Professor Peters.

Joanna Peters Keeps on Giving and Giving!

By Janet Knight

In fall 2020, three very conscientious and dedicated students—having used the ESL/Reading tutorial frequently—won the Joanna Peters Academic Improvement Award. Those three students shared portions of a $5,000 award that will help finance their education during the fall 2022 semester. Any full or part-time student with at least 2.5 GPA, showing great improvement because of using the ESL/Reading tutorial, was eligible and encouraged to apply. Subsequently, the three winners were selected, and enjoyed assistance to cover tuition, books, miscellaneous expenses, and fees.

This scholarship award was created by the ESL/Reading tutors in honor of Joanna’s retirement and her more than 30 years as Academic Support Center ESL and Reading Coordinator, constantly aiding and facilitating the needs of students. We will all greatly miss her big, bright, beautiful smiling face and warm welcome upon entering the Academic Support Center.

Congratulations to all three students, and thank you, Joanna!

The Reading/ESL/Study Skills Tutorial Presents

Workshop Weeks

Week of September 12th: Time Management
Week of September 19: Note Taking
Week of September 26: Building Memory
Week of October 10: Test Anxiety
Week of October 24: Predict, Prepare & Take the Test
Week of December 5: Review for Finals & Projects

The Academic Support Center is a service provided by

Westchester Community College to help you achieve your very best.
Any questions? Call us at (914) 606-6470, or email us at asc-group@sunywcc.edu

Spring 2021 Academic Support Center NEWS

The ASC Newsletter is published once a semester by the Academic Support Center. Managing Editor: Beth Holden Layout/ Designer: Linda Araya

Surviving another Semester of Remote Learning By: Beth Holden I was thinking about writing an article about how to thrive in the spring semester, but I had to ask myself, are students, faculty and staff really thriving in this environment? With COVID-19 fatigue, Zoom fatigue, just plain any-oldday fatigue, kids being home, food insecurity, joblessness, illness and everything else going on, are we really thriving? So, I consulted Professor Kristy Robinson, acting Director of the Personal Counseling Department and Licensed Clinical Social Worker, to ask for suggestions on how students and faculty can make it easier on ourselves to get through another semester of COVIDinduced remote learning. Prof. Robinson reassured me that it was enough just to survive, and offered tips below.

Feel your Feelings!

On a good day, feelings and emotions can be difficult to manage, but when all of the factors present now—stress from classes, prolonged working and studying from home, financial & health strains—are added, Prof. Robinson says it’s important to give yourself permission to feel what you’re feeling even if those feelings aren’t feeling so good. “These are not typical times. A lot of humans are struggling emotionally, so it’s okay not to be okay. Give yourself permission to feel those feelings.” She continues, “Saying, ‘Don’t be sad’ is like saying don’t be tired or don’t be hungry. Loneliness and sadness are human experiences. It’s important to validate them.”

To the Dickens with Great Expectations!

Prof. Robinson says it’s important for us to manage our expectations and set realistic goals, reminding ourselves that how we’re going to function in today’s world will look different from what it may have looked like a year ago. For example, she says, “If you are a taskmaster, you might need to change your expectations of yourself and set realistic goals, making sure that those goals are manageable.” In other words, don’t put too much pressure on yourself right now. Sometimes, just getting through the day is enough. And for students, this scenario may equate to grades, “You might have gotten straight A’s when you were on campus and things were functioning in a different way. You might find your grades look different, and it’s hard to get an A. You have to show compassion to yourself.” And remember, compassionate tutors are just one email or Zoom away at the Academic Support Center tutorials. Whether you’re doing well or struggling with classes, email us at asc-group@sunywcc.edu to be directed to the tutorial that corresponds with your subject.

Tick Your Tock – Throw Yourself a Dance Party!

Another thing to remember is to keep physically fit. “We can’t forget that even the walk from a bus stop to a classroom is a form of movement that a lot of us aren’t getting now. Any movement or activity can make a difference,” says Prof. Robinson. Something as simple as standing or stretching in between Zoom sessions can be impactful. Prof. Robinsons’ personal favorite way of getting exercise in is to put on your favorite song, and throw yourself an impromptu dance party. She explains, “Dancing it out increases your endorphins, which can give a boost to your mood.” If dance isn’t your thing, Prof. Robinson says, “There are so many home workouts that you can do in the safety and comfort of your home. Move your body, and stay as active as possible. All of these things are accessible, and they’re free.” So, put a song on your phone or laptop, stand, stretch or dance the night away.

Commune with Community

Although there’s no replacement for that in-person feeling of being on campus, in a classroom, or hanging out with friends & family, there are things you can do to connect. Prof. Robinson tells us that getting and staying connected is critical to mental well-being, and personal counseling can help. “Some of the things we’re doing in Personal Counseling is to increase the amount and frequency of virtual support groups, creating spaces for students to talk and connect with their peers around similar struggles. We’ve been intentionally emphasizing peer support in our area.” Students can find out about Personal Counseling Department events, support groups, and programs on their website www.sunywcc.edu/personalcounseling, on their Instagram @personalCounselingWCC or by e-mailing PersonalCounseling@sunywcc.edu. “While it may be hard to take that first step, connecting in whichever way we are able is super important for mental health,” Professor Robinson says. So, get involved with Personal Counseling or Student Involvement. “Student Involvement has done an amazing job making student events accessible online. Even though it’s not the same as being in person, they have a robust array of programs for students to connect about interests and subject matters. Their website is always up to date at https://www.sunywcc.edu/student-services/getinvolved. Email GetInvolved@sunywcc.edu to find out about clubs and activities.” So, from tutoring at the ASC tutorials to Personal Counseling and Student Involvement, you don’t have to go it alone. We are here for you!

Spring 2021 Spring 2021 Common Read: Across That Bridge by John Lewis—By Joanna Peters

With all the news that happened this last year – the election, the climate change controversy, the economy, and the demonstrations, the Common Read Committee decided to focus on the issue of racial equality when it reviewed and considered books for the campus wide Common Read book selection. Across that Bridge, by the late Senator John Lewis, is the spring Common Read book. This book was selected because it: a) promotes a vision of change for the future of America, b) is very accessible and c) won the most votes in a college wide vote of faculty members. If you are already reading it in your class, wonderful, if not, please consider adding the book to your syllabus, and your reading list. There were several lead up online events in the fall. One was Howard Bryant’s talk hosted by Dr. Erik Fortune, about the book, Full Dissidence on November 12 and Professor Don Simmons Jr. hosted a discussion with Ibram X. Kendi author of How to Be an Antiracist which was held on October 28th through the White Plains Library. This talk and other discussions helped set the stage for the Common Read choice this year. These discussions and the multiple and interesting events designed for the spring semester will help us focus on finding and achieving racial equality in the United States. Look for related topics to be covered through monthly symposiums, discussions, and films. The e-link for the book is currently available. Contact Margaret Eiden or Helen O’Brien for more information. ZOOM IN | Study Skills for Success Wednesdays @ 11 AM Online (or anytime with a tutor), Spring 2021

Avoiding Zoom Gloom – By Beth Holden

It’s fifteen minutes before class. You’re searching through your email box — a tangle of messages for all of the classes or meetings you have that day. Where is it? You thought you had it. Your heart pounds. Your palms sweat. Finally, you find it. You click. It’s not connecting. Wait! It’s working now. You’re plopped unceremoniously into a class or meeting. Your face stares out into a sea of other faces. You see yourself and notice that your hair’s a mess. Your child darts across the room behind you and shrieks, “Where is my bunny?” The faces are chuckling. Should you turn the camera off? Would that be rude? And all of this is happening before the class or meeting. It’s exhausting. So exhausting in fact, that neuroscientists have been studying it since the pandemic began and have coined a term for it “Zoom fatigue.” It’s just one of the many new words that have been added to our collective lexicon since COVID crashed our planet. So, how do you refresh yourself? Again, we turned to Professor Kristy Robinson, Acting Director of the Personal Counseling Department, and Licensed Clinical Social Worker for some answers.

“The fatigue is real. The brain is working harder when we are on camera calls than when we are in person. It’s more work for your brain to process. There are tech issues and mishaps. It’s more exhausting on our brains, and the exposure to the screen light is also tiring on the eyes. It can give you headaches.”

Class after class, meeting after meeting and then socializing with friends and family at night after being on a screen all day is enough to give anyone a headache, so what’s a Zoomer to do? Professor Robinson says be strategic about your schedule and recommends scheduling breaks between Zoom sessions if you can. She says that, “Even if it’s just two minutes in between your class and your meetings, it can make a big difference,” and adds, “We forget how important transition times from class one to class two are during our days. Those little transitions are mental breaks that we need to go from one place to another. Having those breaks can give the feeling of those transitions.” Some of her students have even scheduled “mock commutes” as part of their morning routines. “I thought it was amazing — having that time where they would make their coffee and sit on the couch like they would sit on the bus. That time is an important part of our daily lives that we forget about and maybe don’t give enough credit.”

She also encourages students to advocate for themselves. “Check in with your professors and club advisors. See what the expectation is about having the camera on. If you are in a class or a club meeting or some type of call where the expectation is that you don’t have to have the camera on, turn it off, and have that time to not be “ON.” She recommends checking in with yourself too. “Students taking that moment to check in with themselves to see what they need and what the appropriate response is such a powerful mental health tool.” Also, remember that although we are in a Zoom Boom where everyone is Zooming from here to there, we do have other methods of communication that can serve us just fine. “Limit unnecessary video calls. If something can be completed in an email, phone call or a text make sure that you are exploring alternative options so you don’t feel like you are tied to one technology all the time.”

Designated Tutor Program Spring 21—By Joanna Peters

By now, you may have heard of the Designated Tutor program in the ASC. The program was designed to provide greater access to students for academic support and to assist in helping motivate students to use ASC services. This last fall, forty-four sections including Math, English, Reading, and ESL had a tutor assigned to a specific class one hour a week. Faculty members participated in various ways: some were interactive with the tutor, speaking weekly and organizing topics to be covered in the session; others offered the extra hour for students to get additional support. In the end, ASC surveys showed that students were hesitant to come to these sessions, but when they did, it worked for them, and they had positive experiences. Faculty, tutors and students agreed that overall, the program was positive for students. Judy Marano tells us, “Having Phyllis as my DT has been a wonderful experience. Many of my students stayed on each week, as Phyllis reiterated the points discussed in class and the next steps for them. Having this supported teaching has helped many of the students find success.” This spring we are suggesting a first come, first served approach for faculty to be part of the program, and the deadline is the second week of the semester. For further information, please contact Joanna.Peters@sunywcc.edu, or your ASC coordinator for more information.