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Congratulations to our Classified Employees!

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Congratulations go out to Anna Hilton (Languages & Literature Division Office), Patricia Alvarado (ESL Office), and Rosalinda Tovar (TLC) on being nominated for the Classified Employee of the Year Award!  They are standouts among the many outstanding classified employees of Palomar College honored at March 23rd’s Classified Staff Development Day.

Also being honored for achieving a milestone in years of service to Palomar College are:

15 Years

  • Patricia Robinson (Tutoring Services, Tutorial Assistant @ TLC EC)
  • Leticia Murillo (Tutoring Services, Tutoring/Proctoring Assistant)
  • Judith Marquez (World Languages, ISA I)
  • Dalia Lopez (TLC, Office Specialist)

10 Years

  • Juan Gonzalez (ESL, ESL Program Assistant)

5 Years

  • Jeanna Pina-Bayaca (TLC, Office Specialist III)

Take a moment to reach out to extend your congratulations to our division’s honorees.  Then take a moment to reach out to all of our classified staff, who work in service to our students, faculty, and staff every day to thank them on a job well done!

 

Week 2 — Spring 2016

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Good job with the beginning of a new semester!  As we move into Week 2, here are a few items to keep in mind:

TUTORING We have a lot of amazing tutoring going on on our campus!  Please share the following link with your students for times and locations: http://www2.palomar.edu/tutoringservices/. If you have a few moments, stop on by yourself to check out each of our areas!

ONLINE Tutoring As a part of our response to our last Accreditation, we have been working to develop online tutoring for our students.  For more information, please contact Erin Feld (efeld@palomar.edu) or Shayla Sivert (ssivert@palomar.edu).

Emergency? In the event of an emergency, call Campus Police (there is a direct dial button to Campus Police on the phone located behind the lectern in each classroom). Do not call 911!

Also behind the lectern in each classroom is a red lockdown button.  This button is to be used only in case of an emergency! The light just above the button should be green under normal circumstances.  For further details, please contact your department chair or ADA or division secretary.

Council News? Want an easy way to read about what’s going on in our college’s planning councils?  Check out our link: www2.palomar.edu/pages/cie to read more on the Comet Information Exchange.

See you in our next post!  Remember that you can sign up to be notified of each new post on this home page of this site.  You’re always welcome to pop in with a question or a comment too by dropping by H-206, though you’re more likely to catch me at ssivert@palomar.edu.

Many thanks for all that you do!
Shayla

Congratulations Angela Webster!

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Congratulations to Angela Webster, long-time part-time faculty member in ESL, who was awarded the prestigious 2015 CATESOL Norma Shapiro award!!!

This award is given annually as part of the California Teachers of English to Speakers of Other Languages (CATESOL) conference. It is awarded to an ESL teacher of adults, and named in honor of Norma Shapiro, an ESL instructor and co-author of the Oxford English Picture Dictionary.

What an amazing group of faculty and staff we have the pleasure to work with!

A Note from VPI Sourbeer

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Hi Everyone,

I would like to belatedly welcome you back for the Spring 2016 semester!  I hope you had a restful and enjoyable break and that your classes are going well.

The District has been working to elevate the awareness of campus safety procedures and behavioral health services available to students.  In addition to the many tasks required these first few days of class, I would like to ask that campus safety be on everyone’s minds.  Be sure to review the Emergency Procedures posted in each classroom with your students and notify the Facilities Department if they are not posted.  I suggest you visit the Behavioral Health Counseling web page so that you will know how to assist students who may require those services (http://www.palomar.edu/bhcs/).  And last of all, as depressing as it is to make this suggestion, I invite you and your students to view the active shooter videos posted on the PCPD website (http://www.palomar.edu/police/active-shooter-videos/).

Let me conclude on a slightly more positive note by saying I appreciate the talent, enthusiasm, and skill you bring to our students, and I look forward to working with you all!

Best regards,

Daniel Sourbeer
Interim Assistant Superintendent/Vice President for Instruction
Palomar College
1140 West Mission Rd
San Marcos, CA 92069-1487
(760) 744-1140 x2246

 

Welcome Spring 2016!

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Happy new year everyone!  Welcome back! I hope that you are well rested and looking forward to the start of a new semester and a new year.

Be sure to take a minute to look around the building in appreciation of how clean it is! Roger Carter, our custodian, hit the ground running as soon as Fall 2015 finals were over, polishing floors, cleaning windows, and scrubbing the footprints from the exterior walls and scrubbing down the stairs as well.  No small task, to be sure!

We continue to have a lot of work coming our way with fewer people to handle it all — chairpersons, ADAs, division secretaries, custodians, faculty…kindness and patience will see us through…and we will make it through.

A couple of reminders:

  • Turn a copy of your syllabus for each class in to your department ADA asap.
  • Report any faculty absence to your department ADA as well.It is critical that you be on time for classes and stay to the end of the class.
  • You may not dismiss early.

If you have questions, please be sure to check in with your ADAs and department chairs.

Enjoy!

Sincerely,

Shayla

 

Textbook Assistance Program Information (To share with your students!)

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The Palomar College Foundation is pleased to announce that we will once again be able to provide textbook assistance to students for Spring 2016. The goal is to provide book assistance to those students who cannot otherwise afford the textbook on their own. If you encounter a student who you feel may benefit from this program, please share the information below with them.

This semester’s Textbook Assistance Program will be managed by the Financial Aid, Veterans and Scholarship Services Office.  Application and submission information is available now on the Financial Aid website. All questions or concerns should be directed to Financial Aid.

Please also share with students that many of our most used textbooks will also be available at the Library for checkout for a two-hour period. The student can visit the Library online to find a complete listing of Reserve books available. These Library Reserve textbooks have been funded by the Palomar College Foundation.

Thank you for your assistance with this worthy program! The Foundation has been able to help thousands of students over the past several years with textbooks and your assistance in this effort is invaluable.

Tips for Working with Students With Disabilities

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Leigh Ann Van Dyke (DRC Faculty) put together this list to help our tutors as they work with students who may have disabilities.  There is definitely information here that is of use in our classrooms as well!  Thank you Leigh Ann!

Tutoring Students with Disabilities

Here are some helpful tips to keep in mind when tutoring students with disabilities.

Your student is your best resource! Ask him/her what tutoring strategies work best!

Mobility Disabilities
Choose a location that is accessible for the student. The location should have tables which are high enough for a wheelchair. The student should also be able to move around the room easily.

Learning Disabilities or Attention Deficit Disorder
Students with learning disabilities or attention deficit disorder may have the following challenges:

  • See letters reversed or they may hear only part of a story or word.
  • Poor organizational skills, including organizing thoughts on a page and time management skills.
  • Difficulty with short-term memory or difficulty remembering names, dates, or a word that is needed to tell a story.
  • May take longer to read than other students. Student may have to go back two or three times to understand what was read.
  • May appear in a state of confusion.
  • Difficulty with pronunciation or spelling.
  • Focused one day but not focused the next day.
  • Take more time to start and complete tasks.
  • Difficulty recalling common words; uses hands a lot and calls things: “What-cha-ma-cal- it” or “Thing-a-ma-jig”.
  • Lack self-confidence.
  • Ask the same questions over and over.
  • Slowed processing of information: needs “think time” to respond to questions, to retrieve information or to solve problems.

To help students overcome these challenges during tutoring sessions, tutors may choose to do the following:

  • Ask the student about his/her strengths and weaknesses.
  • Use multi-sensory materials/aids.
  • Use verbal and written directions and instructions. Keep them simple.
  • Use more than one example and/or demonstration.
  • Use diagrams/visual demonstrations when teaching abstract concepts. For example: flashcards, flow charts, and maps.
  • Create mental pictures. Visualize.
  • Use mnemonic devices.
  • Present material auditorily as well as visually.
  • Create outlines with the student.
  • Review material over and over.
  • Highlight key points and concepts.
  • Break lengthy concepts/assignments into shorter segments.
  • Put one problem or one question on one piece of paper so that the student is not distracted by various items on one page.
  • Pause between ideas/concepts. Allow time for processing.
  • Speak slowly and clearly. Repeat directions/concepts/explanations.
  • Ask questions to check for understanding. Check for understanding frequently.
  • Have the student “teach” you. Allow the student to hear his/herself explain the concepts.
  • Relate concepts to a similar task or procedure already learned.
  • Conduct your tutoring sessions in a quiet location without distraction.

Deaf or Hard of Hearing

  • Students who are deaf or hard of hearing have preferred forms of communication. They may rely on American Sign Language (ASL) or they may use visual cues and lip read to communicate.
  • When you are speaking to this student, face the student directly. Avoid blocking your mouth with your hands. If an interpreter is present, he/she will sit next to you so that the student can see both of you clearly.
  • Make sure you have the student’s attention before speaking. A tap on the shoulder or wave of the hand can get the student’s attention.
  • Speak the same way to a student who lip reads as you would to any other student.
  • Use visual aids to support what was said. If you are talking about something on a page in a book, point to the page so that the student understands the context of your speech.
  • Verify the student’s comprehension of a concept by asking him/her to explain it to you. If a student does not understand what was said, rephrase it. Certain words can be more difficult to lip read than others.
  • Since the student’s first language may be ASL, the student may struggle with writing. ASL does not include many spoken English words; therefore, the student may have many of the same challenges as a student who is learning English as a second language.
  • Conduct your tutoring sessions in a quiet location without distraction.
  • Refrain from using sarcasm. Students who are hard of hearing may not understand it.

Blind or Low Vision

  • Try to be consistent in a meeting location so that the student is able to find you easily.
  • Keep in mind that many students who are blind/low vision require materials in alternate format (i.e. taped, Braille, enlarged). If you plan to provide additional information, talk to the Disability Resource Center (DRC) about providing it in the proper format for the student.
  • If the student has low vision, use big, bold letters when writing something down. Watch the contrast, too. Some students may have difficulty reading words on different backgrounds. Consider using colored paper and colored pens to figure out the best contrast for the student.
  • If you refer to information that is in the book or on a sheet of paper, read the information to the student.
  • Rich verbal descriptions are extremely important. Verbalize everything you write down or read. Describe pictures, illustrations, graphs in detail.
  • Use very specific language. Avoid vague terms or phrases, such as, “the chair is over there”. Be very specific! Encourage students to let you know if your description is too vague or if they are having difficulty understanding.
  • Be open to exploring new equipment with students.
  • Be aware of possible problems with lighting or noisy backgrounds, so they do not interfere with the student’s ability to learn.

Strategies for Working with Students on the Autism Spectrum (Neuro-atypical)

  • Refer and connect. These students may need exceptional supportive services so try to get them connected with others quickly. They may also need help both scheduling and following through on appointments—this is a population where you may need to make the first appointment for and literally walk them to our office. These students may also tend to isolate themselves, so consider ways to connect them to others with similar interests or issues.
  • Structure. These students do much better with things as a known quantity. Encourage schedules and guidelines. Also, as the unknown can cause stress, encourage an alternative plan if the first one doesn’t work out so well.
  • Quiet and private spaces. These students can be overwhelmed easily. Consider places on campus where they can calm down or be solo if needed.
  • Address abnormal or disruptive behavior and ask about ways to deal with this…don’t just ignore it. Students in this population may need to be told that if they are having tic behavior (spinning, making noise or perseverating on something), they should leave where others are.
  • Allow some time for “oddities”. (E.g., a student may need to tell you every license plate number in the parking lot before getting to the heart of the matter, especially under stress. Let them do this for some time, but cue them know when to move on.)
  • Consider alternative/calming ways of interaction:
  1. Provide information in more than one modality: verbally, visually and in writing.
  2. Consider non-direct “gentle” forms of contact
  • Sitting next to a student instead of face-to-face
  • Lower voices
  • Short, brief questions

Communication:

  1. These students will need you to be clear.
  2. Expect to follow-up often and be repetitive in your expectations.
  3. Be very concrete—provide specific steps for things. “The first thing you should do when we meet is to take out your list of question.”
  4. Give student a list of the points you would like to discuss during follow-up appointments. Allow them to do the same.
  5. Check for understanding. “Tell me in your own words or write down for me what we just discussed.”
  6. Sometimes, this population is known as being overly honest or direct.

Any questions or concerns please contact:

Leigh Ann Van Dyke M.S. LLPC · Palomar College-Disability Resource Center

  • (760) 744-1150 Ext. 2598

Chairs & Directors (12/4/15)

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Chairs & Directors

Interim Vice President for Instruction Dan Sourbeer called the meeting to order at 1:07 p.m.

• Dean Jack Kahn followed up on the Follett Discover presentation given by Najib Manea at the last meeting. He answered questions indicating 1) current data will be integrated into the new system – you will not have to start over, and 2) there is flexibility with participation and those who do not wish to use Blackboard may continue to handle their adoptions via phone or email. Given this flexibility, the decision was made to move forward with the integration of Follett Discover Adopt & Access.

• Dean Brian Stockert introduced the college’s new Articulation Officer, Benjamin Mudgett. He also indicated a new DRC Director will be starting after the January Board Meeting.

• Interim VP Sourbeer opened a discussion of the failed Presidential search, indicating the process would be starting over in the spring.

• Interim VP Sourbeer then outlined how he expected the district to move forward in a number of areas this spring. Some of the gaps in Administration will be filled. The Governing Board will be asked to approve Dr. Kathleen Kailikole as Interim Dean for MNHS at its January 12th meeting. The District is currently advertising for the Dean, CTEE and may go out for the Dean, AMBCS position later this spring. Mollie Smith has taken a Dean’s position in Long Beach City College. In her absence, Barbara Blanchard will be the lead administrator for the Adult Education Block Grant. The possibility of reorganizing the college will also be considered. VP Sourbeer also addressed the South Center. A new parking study is being conducted as part of the Environmental Impact Report (EIR), and this addition to the EIR will likely delay opening the South Center to spring 2018. The district will likely identify a Director for the South Center relatively soon to coordinate all the details of the opening, and get out into the community to form relationships and determine needs for scheduling purposes.

• Spring Enrollment is currently down. Outreach and marketing strategies are needed to increase enrollment. Relationships with the high schools are being formed as are relationships with the business community in order to strengthen pathways. The benefit of internship relationships was also discussed.

• There is a PRP workgroup that will be active in early spring to look at the process. Interim VP Sourbeer requested that chairs make notes as they are working on filling out the forms this year in order to provide feedback to the workgroup.

• Interim VP Sourbeer updated the group on the progress with the Accreditation recommendations.

• Construction for the STEM Center will begin over the break and will, hopefully, be completed by March.

• The district is expanding its international relationships. Representatives from CSUSM introduced the administration to individuals with ties to universities in China. They are interested in developing “2 + 1” programs (2 years in China, 1 year at Palomar) in Child Development, Kinesiology, and Drafting Technology, with the possibility of expanding to other programs in the future. A similar relationship may also develop with universities in Korea.

• Interim VP Sourbeer discussed the need to publicize the fall 2016 compressed calendar and new schedule in the spring to make sure students are the community are aware of the upcoming changes.

The meeting adjourned at 2:08 p.m.

Next Meeting
February 5, 2016

Family Institute #2 — Financial Resources for Higher Education

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IF_Flyer_FINAL 120315

Family Institute is a four-part program focused on building relationships with our community, our families, our students, and our colleagues. Topics include “Higher education in the US (November 6); Financial Resources for Your Child’s Education (December 11); Supporting Your Middle School Student (February 19); and Surviving Your High School Student (April 29).
Interactive presentations are in Spanish. If you missed the first, no worries! Participants are welcome to attend any of the topics of interest to them.

Congratulations to Mark Poupard!

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Congratulations to Mark Poupard, a PT faculty member in the ESL Department, who was recognized by the SDSU Community College Leadership Alumni Chapter on November 2, 2015.  Recommended by his peers, department, and dean, Mark was recently honored as an outstanding adjunct faculty member of Palomar College based on contributions that he has made to our students and college.

Jack Kahn, Dean of Social and Behavioral Sciences, and Shayla Sivert, Dean of Languages and Literature, were in attendance in support of Mark’s recognition at Mesa College.