Press Release 2018 :: UNM Gallup

��ɫӰ��ALLUP NEWS RELEASE

FOR RELEASE: December 4, 2018

On November 8, 2018, institutions of higher education across the country were invited to honor and celebrate students who are the first in their families to attend college. These are students for whom neither parent nor guardian has completed a bachelor’s degree. While the transition to college can be difficult enough for those who have family members who are familiar with university navigation techniques, first generation students often have little support or knowledge about resources that can help them get started.

��ɫӰ��allup joined in activities on November 8th by recognizing the experiences and presence of first generation students, faculty and staff members. Being the first in one’s family to attend college doesn’t necessarily create barriers to success, but having someone to “follow” can bridge some of the gaps many new college students face as they make decisions about whether college is the right choice for them and how they should get started.

Some first generation students do not have the confidence to believe they can be successful in college. Dr. Lewis Gambill, associate professor of early childhood and multicultural education, remembers how a fellow classmate crushed his dreams of going to college. “One day, while I was in the band room, a fellow bandmate made a comment that changed my life. She looked at me, smiled and said ‘I don’t know why you are doing that. All you’re going to do is go up there, flunk out, and waste your parents’ money.’” It wasn’t until many years later that Dr. Gambill was able to believe that he could be successful in college.

Many students lacking support for higher education find that they have to believe in themselves despite external forces that try to discourage them. First generation student Michelle Montoya knows why she is in college and she hopes to be able to share that spark with others who may have doubts. “As I am the first, I hope not to be the last…I am going to college because I DECIDED I wasn’t going to allow myself to give up. My worst enemy is myself and I will not let my other half win.”

In diverse communities such as those served by ��ɫӰ��allup, first generation students may find it difficult to combine educational goals and cultural ideologies. Dr. Aretha Matt is an assistant professor of English and graduate of Northern Arizona University and University of Arizona. Throughout her college experiences Dr. Matt found instances of identity clashes and confusion that ultimately resulted in overall growth. “I learned that I was a ‘minority’ and that the successful students were often those who embraced or fit the Western standards. Many times in my educational experience, I could feel the pull and tug as I embraced and rejected ideas, cultures, and politics…I just went with my mind wide open and embraced the opportunities that came my way.”

Expectations that do not include college are often barriers that can make the possibility of attending college difficult if not impossible. Following in one’s family footsteps is often seen as the only option. Many first generation students consider a lack of family support as the main reason they do not initially pursue a higher education option. Daniel Diaz, ��ɫӰ��allup student who realized his dream of going to college at age 55, found that family expectations did not include a college degree. “Both of my parents were very hard working and they did so continuously. Family was very important. Continued dedication to family was imperative to honor and self-esteem. However, this meant that securing a job and maintaining employment was really the only way to do this. So college was only a dream.”

Some students like Scott Gutierez have to depend more on internal encouragement when external expectations do not provide the necessary support needed to embark on a college degree. “I had a lot of self-motivation for having no parents and being a foster child since I was young. Since my real parents and grandparents had no high school diploma, my expectations with education for myself were higher than theirs.”

Dr. Tracy Lassiter, associate professor of English at ��ɫӰ��allup, knows all too well how hard it can be to balance school work, employment and family obligations, especially when traditional support systems like family and friends do not fully understand the pressures and responsibilities. “It is hard to explain how difficult and time-consuming college, let alone grad school, can be to those who have never gone. Adding employment duties to your already-busy schedule makes it seem so daunting, maybe impossible.”

Many, however, find that lack of knowledge regarding processes does not deter their families from being their biggest cheerleaders. Kelly Franklin notes, “What inspired me to come back to school was my late grandfather and my family.” Student Bobbi Jo Padilla was also very supported by her parents and credits them with pushing her to succeed. “Having worked so many jobs and trying to get higher paying jobs to support my brother and I, my parents wanted us to have a chance for a better life when we grew up, and they believed that the key to this was education.”

Dr. Daniel Primozic, ��ɫӰ��allup dean of instruction, also credits his family with inspiring his educational decisions. “Their examples of hard work, persistence, and a deep value for knowledge, education, citizenship, and service inspired me to walk the unfamiliar trails of college and to try to improve the lot of human beings in my own small way.” In his position as the chief academic officer, Dr. Primozic has the opportunity to encourage others who are following his path. “My advice to other ‘firsters’ is to work hard, learn much, persist, succeed, and see to it that you light the way for others on the oftentimes unfamiliar trail.”

Despite daily 40-mile round trips, registration nightmares, financial barriers and unfamiliarity with college culture, Cecilia Stafford, Zollinger Library director, persisted and completed undergraduate and graduate degrees by constantly challenging herself to keep chasing her dreams. She enjoys working with other first generation students and congratulating them on taking that all-important first step. “Please know that all of the campus faculty and staff look forward to celebrating your accomplishments with you and your loved ones. You are brave and you are very special.”

Dr. Carolyn Kuchera, assistant professor of English, faced her share of hardships on her path to achieving multiple degrees. While recognizing there are numerous paths to success, Dr. Kuchera has a special fondness and appreciation for her first generation students. “First generation students have to work harder, often without the financial advantages or support systems of our peers. As a professor, I know I’m not supposed to have favorites, but my heart is with you. I know your struggle. Never give up.”

At ��ɫӰ��allup we are glad all our students are here and we can help everyone, including “firsters,” design a plan for academic, career and life success. For information on how you can pursue your educational dreams, contact ��ɫӰ��allup at (505) 863-7500 or visit our website at gallup.unm.edu. We believe in all of our students. Come see why.

For more information contact:
Marilee Petranovich
mpetrano@unm.edu
(505) 863-7770

��ɫӰ��ALLUP NEWS RELEASE

FOR RELEASE: November 5, 2018

By Marilee Petranovich

On Thursday, November 8, ��ɫӰ��allup will celebrate First Generation Day to honor our students who are the first in their families to attend college. Join us in the Gurley Hall Commons area from 10:00 a.m. – 2:00 p.m. for cake, shared stories and a celebration for all students. We have been accepting stories from students, faculty and staff who are first generation college students and will be sharing these throughout the next week. Please find below the story submitted by our Dean of Instruction, Dr. Daniel Primozic. Dr. Primozic’s experiences are inspirational, encouraging and offer support for all college students. Please continue sending your first generation stories to mpetrano@unm.edu – we are trying to collect enough essays to publish a small booklet.

“I was first in my immediate family to attend and succeed in college. I was first to secure a Master's degree and the only one to be awarded a Ph. D. . I was born to a humble but solidly good, brave, hard-working father (who was a medic on Omaha Beach and then became a dental technician for a VA hospital after the war) and to a mother who was his "German war bride." We were not wealthy but lived in working class neighborhoods on the south and the west sides of Chicago and then moved to Cicero, a near west suburb. It was there at Morton Junior College that I began my journey in higher education.

As a child I learned the English language alongside my mother, whose native tongue was German. She, despite her elementary German education, studied hard to become an American citizen. My father was a high school graduate who always wanted the learning to be gained in college but had to secure gainful employment to provide for his small family. Yet, he was self-educated in literature, philosophy, art, world cultures, and the contemporary issues of his day. Their examples of hard work, persistence, and a deep value for knowledge, education, citizenship, and service inspired me to walk the unfamiliar trails of college and to try to improve the lot of human beings in my own small way.

My travels down those trails were anything but easy. But I had my fine models to remember and found others who provided guidance and light on the way. After many years of study I was awarded my doctoral degree in philosophy from the University of New Mexico which prepared me well for my for my career as a professor and administrator.

Finally, I am here at UNM - Gallup to help improve the lot of human beings, provide them with the treasures of education, and to model a dedication to the pursuit of good and wise living and the joys that can accompany it. My advice to other "firsters" is to work hard, learn much, persist, succeed, and see to it that you light the way for others on the oftentimes unfamiliar trail.” – Dr. Daniel Primozic

Are you thinking of college, but just do not know where to begin? It is easier than you might think, and student support staff at ��ɫӰ��allup can help you get started on what could be the most exciting journey of your life. There are a number of early activities you can do now to get yourself ready to jump into college life. If you are currently a high school student, finish strong. Do not get too comfortable in your final semesters. Finishing big and pushing hard to the end will help you enter college prepared for anything. Stay in touch with your guidance counselor to make sure you have completed everything you need to smoothly transition into college-level coursework.

Although many two-year institutions like ��ɫӰ��allup do not require the ACT or SAT for admission, these scores can be used for placement purposes. Study and prepare for these tests and remember your highest scores are the ones that count.

Now you are ready to launch your college plan! Your first step should be to apply at gallup.unm.edu to submit an online application. You can also complete a paper application and submit it in-person or through the mail. Request that your transcripts be sent to ��ɫӰ��allup and complete your Free Application for Federal Student Aid (FAFSA). The FAFSA will determine your eligibility for student financial aid. If you have not taken the SAT or ACT, stop by campus to take a placement test- no appointment is needed.

Your next step is to see an advisor to plan your schedule and register for New Student Orientation where you will become familiar with the campus and meet a lot of other new students. Now you are ready to become a Lobo!

Once you have gotten this far and are excited for classes to start, there are a number of things you can do on your own to lay the groundwork for student success. Using some of the following strategies can help you hit the ground running as a strong and prepared college student.

Read, read and read some more: You should know that most college classes will require a lot of reading. Taking time to strengthen your reading skills and capacity ahead of time can help you get used to the workload and can often help you grow interest in a degree, certificate or career choice.
Sharpen your technical skill set: Whether it is researching and typing a paper or participating in an online course, the ability to comfortably use technology can really help you be ready for classes, homework and projects.
Practice your social and people skills: College is a great place to develop and practice communication skills. Polished leadership and people skills will also help as you graduate and enter the job market.
Develop strong time management skills: Being able to effectively manage your time can help balance the multiple demands of your new life as a college student. It is very important to find that balance between social and academic needs. Be aware of resources available to you such as the gymnasium and student life center.
Plan to get involved: Learning does not just happen in the classroom. Look for a club or activity to add meaning to your life and to round out your education.
Navigate your major: Check in with your advisor to talk about academic and career interests. Your advisor can also help you make an academic plan and track your progress.
Use New Student Orientation to your benefit: Become familiar with campus resources available to help you be successful and ask a lot of questions. Everyone at orientation is a new student and probably has many of the same questions as you.
Know where to go for assistance: Introduce yourself to your professors and get a schedule of their office hours. Check out on-campus resources such as the library, tutoring centers, scholarship office, and student affairs specialists.

Meet some of our student services experts who share their best advice for new students. Kimmila Simms

Kimmila Simms, Director of TRIO/Student Support Services “When you come to college know that you are welcomed and wanted. Ask questions of the students, staff, and faculty and be open-minded and respectful at all times. Work hard but know that GPA isn’t the only driving force; get involved in clubs, on campus jobs, welcome events, and workshops to gain a holistic experience and find mentors to help you through your college life. Don’t forget where you’ve come from and the people who helped you along the way and don’t forget why you are in college because that will give the confidence boost that is needed when things get tough.”

Michelle Lee

Michelle Lee, Student Success Manager “Look up as much background information as you can for deadlines, processes and expectations. Go in with the mentality that you can do it, you belong here and ask questions. Make sure you engage, get involved, and commit to completing. Knowledge and skills gained, hard skills and soft skills, will help you to navigate life with greater confidence and could open more opportunities over time. This journey will take a lot of patience, self- determination and effort. You can do it!”

Melissa Rodriguez

Melissa Rodriguez, Educational Site Coordinator “The best advice I have for an incoming student is to visit and join our various student resource centers such as Student Services, Center for Academic Learning (CAL) and TRIO Programs, etc. Joining these programs will help you develop the skills you need to be a successful student and make the most of your learning experience.”

��ɫӰ��ALLUP NEWS RELEASE

FOR RELEASE: September 5, 2018

The core of ��ɫӰ��allup’s mission is based on preparing all students to achieve their educational and professional goals. We serve a largely diverse population that includes high school students, traditional students who enter immediately after high school, and non-traditional students who start or return to college later in life to finish or improve their skills. Providing equal access to all students is an important part of our educational purpose and allows us to offer academic services to broad groups of students.

Dual and concurrent enrollment is one manner in which higher education institutions can open their doors to high school students who want to expand their horizons and explore postsecondary options. Helping students matriculate from high school to college may seem simple and logical, but there is actually quite a bit of complexity to the equation of how to seamlessly integrate high school graduates successfully into college or directly into the workforce. Helping students see what their lives might look like after high school and easing the transition into college presents an opportunity for collaboration between the graduating high schools, receiving colleges and the local community. Using dual and concurrent programs is one such way that students can benefit from carefully designed options that increase their accessibility to a larger variety of academic opportunities.

There is a growing national movement taking root in many communities that is placing responsibility for supporting students at crucial times during their educational journey not only in the hands of school personnel, but in the hands of local businesses, universities and civic members. Programs such as dual/concurrent enrollment become one of the ways communities can become part of a larger support system for students by combining forces and resources to maximize a student’s probability of successfully choosing a life path that encourages life-long learning and economic well-being.

Community engagement as a model is gaining strength as it defines efforts aimed at collaboration between postsecondary institutions, high schools and their larger communities. These opportunities for collaboration focus on improving the chances that students will transition successfully from one level of education to another with clear expectations and measurable outcomes and have access to supports necessary for success. Furthermore, these programs seek to align with local industry requirements to allow for direct entry into the workforce as required by local employers.

Dual/concurrent enrollment looks at the collective impact of partners working shoulder to shoulder to identify and eliminate barriers that impede student learning while increasing opportunities. By hovering between high school and college through dual/concurrent programs, students can be introduced to higher education, begin accumulating a nest egg of college courses, reduce college debt and complete their high school requirements all while benefiting from the support of counselors, instructors and classmates at both sites.

��ɫӰ��allup is a proud partner in several dual/concurrent credit programs which include the Center for Career and Technical Education, Middle College High School and the McKinley Academy. While there are some differences in structure, program organization and enrollment requirements, all provide high school students the chance to experience college at the same time they are completing high school.

There are many benefits to students of participating in a dual/concurrent credit program including graduating from high school with college experience and a more realistic understanding of what college expectations are and what is needed to be successful after high school. Access to programs not available at their high school is another clear benefit of dual/concurrent enrollment. Early exposure to college classes can also help students enter into career-themed pathways and programs of study. This ability to concurrently prepare students for both college and careers adds popularity to these secondary/postsecondary partnerships.

In the state of New Mexico, state statutes direct the objectives of dual/concurrent enrollment to be an increase of opportunities for high school students and a more efficient usage of instructional staff, facilities, equipment, student support services and technical advisory committees at both the high school and the college levels. These organized partnerships also allow for articulation between curriculum requirements and local workforce needs.

Although there are different ways of offering dual/concurrent enrollment to students, research and experience indicate that the benefits to the students are tremendous in multiple ways. Students gain exposure to coursework at the college level at an affordable price, they are able to get both high school and college credit simultaneously and they are able to exit their programs with a strong understanding of whether they want to continue on for further college work or enter directly into the workforce. ��ɫӰ��allup is a proud partner in promoting these opportunities to students.

For more information contact:
mpetrano@unm.edu
(505) 863-7770

��ɫӰ��ALLUP NEWS RELEASE

FOR RELEASE: September 13, 2018

��ɫӰ��allup now offers students interested in the field of nursing the option of receiving a Bachelor of Science in Nursing (BSN). The addition of the bachelor’s degree is the result of collaborative statewide partnerships that allows institutions of higher education to share a common curriculum and grant students access to a broader number of program options. ��ɫӰ��allup previously offered only an on-site Associate Degree in Nursing (ADN), but now allows students to fulfill additional requirements for the BSN without having to leave the ��ɫӰ��allup campus. BSN students who complete the program will receive their Bachelor of Science in Nursing from the University of New Mexico main campus in Albuquerque, and their Associate of Science in Nursing from ��ɫӰ��allup.

Students seeking the BSN will have to complete nursing program admission requirements from a range of prerequisites including science, English, math and humanities before they are eligible to enter into nursing coursework. Once the prerequisites are finished, however, completion of the BSN only requires one more semester than the ADN. The ��ɫӰ��allup nursing program has 24 spaces available each semester – 8 for the BSN and 16 for the ADN. The BSN entrants must have all prerequisites completed with a 2.75 grade point average and pass an admissions exam.

Nursing Program Director Sabrina Ezzell explained several advantages to completion of the bachelor’s program. “Graduates have a higher earning potential with the BSN. Additionally, many federal facilities, such as the Veterans Affairs Department, are now requiring a BSN.” Ezzell went on to recognize the high placement rate of ��ɫӰ��allup nursing graduates. “��ɫӰ��allup has a 100% hiring rate with many students offered jobs even before they have taken the state boards. Most graduates stay within an hour of the area accepting employment in Gallup, Grants and Ft. Defiance.”

This BSN partnership with the UNM main campus is the result of the New Mexico Nursing Education Consortium’s common statewide nursing curriculum. This shared curriculum was designed and is shared by 15 programs throughout the state. Students can seamlessly transfer between institutions that have adopted the NMNEC curriculum for both ADN and BSN programs. All NMNEC schools have the same admission requirements, program policies and course requirements.

The process undertaken by ��ɫӰ��allup to integrate the BSN included faculty adoption of the curriculum and assignment of a mentoring school, which was San Juan College in Farmington. Administrators from the San Juan College nursing program presented to the ��ɫӰ��allup nursing faculty to share information and make recommendations in areas where additional coursework was needed especially in prerequisite areas such as microbiology.

The first group of BSN students started this fall and participated in an orientation with ��ɫӰ��allup faculty as well as Judy Liesveld, education team chair and Susan Koronkiewicz, undergraduate program director from the UNM College of Nursing. Liesveld remarked, “This program provides an opportunity for students to remain in their home community and get their BSN without having to leave. I am thrilled for these students.” Koronkiewicz added, “Hopefully this keeps graduates in the community to live and work. These are great partnerships that are really rich and allow students to participate in the main campus BSN program”

For more information, please contact the ��ɫӰ��allup Nursing Department at (505) 863-7599 or thackert@unm.edu.

��ɫӰ��ALLUP NEWS RELEASE

FOR RELEASE: August 6, 2018

By Marilee Petranovich

Community colleges play a very important function in improving the lives of students, and do this through the fulfillment of multiple roles such as technical skill educators, transfer centers, certificate and degree providers and career developers. Today, these same two-year institutions are also being called upon to be directly involved in economic development efforts within their communities. Not only are colleges such as ��ɫӰ��allup involved in the business of educating students, but also in meeting the needs of industry and the local economy.

Traditionally, community colleges have been dedicated to the conventional role of serving underrepresented populations by preparing students to enter directly into the workforce or transferring to a four-year institution for completion of a baccalaureate degree. While still involved in this life-enhancing work, two-year colleges are now also keeping a close eye on community needs and asking themselves what skills employers and students are ranking as most important. Program development or enhancement requires a close analysis to determine if there are jobs for students upon completion.

In this role as a partner in economic development, college administrators must look at their ability to permanently improve students’ lives for their own benefit and that of society. There are several ways providers of higher education can fulfill this need. Through contract training, colleges can create individualized programs for very specific industry skills. The trainings can be customized both in content and in delivery modes and focus on very specialized job skills.

Small business development is another response to the economic needs of a community. The ��ɫӰ��allup Small Business Development Center is at the forefront of business creation and training. As many as one-third of community colleges sponsor a Small Business Development Center as part of their campus education plan. Professional assistance in the form of business plan development, workshops and financial assistance provides a supportive environment for entrepreneurial success. Integration of these new businesses adds diversification to the economy, provides employment opportunities and increases the availability of goods and services within communities.

Economic development planning offers another avenue for community colleges to engage in broad and industry-specific research and information dissemination. Through the process of environmental scanning, colleges can look for trends, investigate emerging work practices and monitor the economic landscape. Some community colleges go so far as to be actively involved in policy analysis and development. Successful program improvement is dependent on decision-makers keeping an eye on predictive market indicators and making academic adjustments as needed.

Of course, one of the strongest ways community colleges can contribute to economic development is by producing graduates who are job-ready in industries that are primed to accept these new workers. Offering opportunities to succeed in college equates to increased ways for trained workers to enter seamlessly into the labor force. The Georgetown Center on Education and the Workforce notes that by the year 2020, 65% of jobs in the United States will require some form of post-secondary education in the form of a degree or earned credential. This puts the responsibility on institutions of higher education to be aware of industry trends, workforce demands and specific employer requirements, possibly years in advance of the actual need.

There is a direct correlation between education attainment and income earning potential and this relationship is key to increasing economic prosperity. According to the United States Census Bureau, over the course of an adult’s working life, high school graduates earn $1.2 million versus $1.6 million for associate degree recipients which translates into a difference of $400,000 over the course of the degree holder’s career. Additionally, certificate and degree holders earn entry salaries that are approximately 20% higher than those entering the workforce with just a high school diploma.

Economic development within communities is the result of strong collaborations between multiple organizations, civic leaders and educational systems. Community colleges can be one of the important players in this process. Through their mission of affordability and open access, community colleges can collaborate to develop relevant programs, inform leaders and fill employment shortfalls that help drive sustainable economic growth and expansion. In the words of Atlantic columnist James Fallows, “Community colleges are the main exception, potentially offering a connection to high-wage technical jobs for people who might otherwise be left with no job or one at minimum wage.”

For more information contact:
mpetrano@unm.edu
(505) 863-7770

��ɫӰ��ALLUP NEWS RELEASE

FOR RELEASE: July 8, 2018

Daniel Primozic

Dr. Daniel Primozic is currently the Director of Curriculum and Ethics for the FBI-Law Enforcement Development Association which is a position he has held since January 2017. Prior to that, he held the positions of Curriculum Manager for the same Association and Interim and Associate Director for the Institute for Law Enforcement Administration and the Center for Law Enforcement Ethics at the Center for American and International Law. From 2003 – 2007, Dr. Primozic served in a variety of administrative roles at Santa Fe Community College including Assistant Dean of Academic Affairs, Acting Vice President of Academic and Student Affairs, Dean of Arts and Sciences and Dean of the Liberal and Fine Arts. Dr. Primozic received a PhD in Philosophy from the University of New Mexico in 1986, and a Master of Arts and a Bachelor of Arts in Philosophy from Southern Illinois University. His most recent book publication is Time is Money: The FLSA (Fair Labor Standards Act) and Law Enforcement Employment.

Evan Wirig

Dr. Evan Wirig is currently the Department Chair and a Professor of Media Communications at Grossmont College in El Cajon, CA. He has also served as the Department Chair of Media Communications and the Chair of Council of Chairs and Coordinators at Grossmont College. Previously, Dr. Wirig served as a Lecturer of Telecommunications at Eastern New Mexico University in Portales, NM, and also brings with him experience in the radio/television/news industry as a news director and production assistant. Dr. Wirig received a Doctor of Education from the University of Phoenix, a Master of Arts in Speech Communication from Idaho State University and a Bachelor of Arts in Telecommunications from the University of Idaho. He has also presented and moderated a number of convention presentations and panels with an emphasis on two-year institutions.

Dirk Schlingmann

Since 2010, Dr. Dirk Schlingmann has served as the Dean and Professor with tenure of Arts and Sciences at the University of South Carolina Upstate in Spartanburg, SC. Prior to that he was Chair and Professor with tenure of the Department of Mathematics and Statistics at Eastern Kentucky University in Richmond, KY. Dr. Schlingmann received a PhD in Mathematics from the Free University of Berlin, Germany in 1988, a Master of Science in Mathematics from the University of Illinois at Urbana-Champaign and a Diplom in Mathematics from the University of Bonn, Germany. He has a done multiple presentations, talks and workshops throughout his career with a strong emphasis on Mathematics and Music. His most recent publication is Teaching and Learning with Technology, Proceedings of the 2016 Global Conference on Teaching and Learning with Technology.

Chair of Business and Applied Technology Finalist

Mark Remillard

Since May of 2018 Mr. Remillard has been the Assistant Principal at Lincoln Elementary and Roosevelt Elementary Schools in Gallup, New Mexico. Prior to that he served as an Assistant Principal at Gallup High School and an English teacher and librarian at Navajo Pine High School. Between 1996 and 2013, he served as a teacher and dean at several middle and high schools in Las Vegas, Nevada. Mr. Remillard will receive his Ed.D in Educational Leadership from New Mexico State University. He also earned a Master of Art in Educational Administration, and a Master of Arts in Curriculum and Instruction from the University of Nevada, Las Vegas, a Master of Arts in Theology from the The Catholic University of America in Washington, D.C. and a Bachelor of Arts in Humanities from St. Joseph’s College in Mountain View, California.

��ɫӰ��ALLUP NEWS RELEASE

FOR RELEASE: July 13, 2018

By Marilee Petranovich

When students start their college journey, they can sometimes be surprised at the intensity of the coursework as well as the expectations regarding time management, study skills, and workloads. Student service experts on the ��ɫӰ��allup campus know that college can be challenging for students both in and out of the classroom, so there are many resources available to help navigate this next step in their education.

In addition to trained advisors, financial aid experts, qualified and caring tutors and a wide range of other student support options, ��ɫӰ��allup is also home to the Accessibility Resource Center (ARC). The ARC is managed by Student Success Specialist Mary Lou Mraz who deals exclusively with a population of students who have disabilities that can include vision, hearing, mobility, learning, mental or emotional impairments. Students who have documented disabilities have access to services that can equalize their opportunities and make learning easier for them.

The ARC, which serves approximately 115-130 students at a time, offers both human resources and specialized equipment designed to improve access to campus classes and services. Examples include employees who can accompany students to class, take notes, and act as readers. As part of specific classroom accommodations, the ARC can ask that lectures and assignments be put into writing and that students have extra time or a distraction-free environment in which to take tests.

Equipment aids include a variety of video magnifiers that assist sight-impaired students. Both desktop and portable options give students the opportunity to read magnified lecture notes, textbooks, and academic or research documents. Other technical enhancements include scanners that digitize text and read it back to students. Services for students who have hearing impairments include amplification devices which can wirelessly tie into a student’s hearing aids. Mraz provides a copy of each student’s accommodation plan to their instructors each semester to allow for maximum accessibility.

Mraz notes “In addition to our student workers in ARC, we also have an excellent response from the on-campus Center for Academic Learning. Their tutors meet one on one with students to help with test-taking skills and can give students the opportunity to navigate through hypothetical assignments or offer tips on the mechanics of essay-writing.”

Feelings of being overwhelmed are common, especially among new college students. In a recent Chronicle of Higher Education report (Lipka, February 9, 2018), it was noted that more than 40% of college freshmen say they feel overwhelmed with all they have to do. This compares to less than 20% in 1985. This is another area where the ARC staff can be of assistance to students. According to Mraz, “Learning disabilities, depression, or anxiety can be quite disabling and can greatly impact a student’s ability to be successful.”

To address this need, ��ɫӰ��allup recently partnered with the University of New Mexico Student Health and Counseling department (SHAC) to offer tele-therapy services. Through a collaboration with Dr. Stephanie McIver, Director of Counseling and Therapy at SHAC, students at ��ɫӰ��allup have access to private and confidential sessions with trained therapists who can counsel or refer students to local resources. According to Mraz, “��ɫӰ��allup is the only branch campus making use of this needed service. We also offer a University 101 class to all incoming freshmen which deals with many of these issues. This required class provides students with tools to help them adjust to the demands of college.”

Student success is the mission at ��ɫӰ��allup and many resources are in place to assure that any barriers to achievement are removed. Through a robust selection of services, strong academic supports and an environment that believes every student can and should be successful, ��ɫӰ��allup offers opportunities to start, continue or complete your education. Call (505) 863-7500 or visit gallup.unm.edu for more information.

For more information please contact:
Marilee Petranovich
mpetrano@unm.edu
(505) 863-7770

��ɫӰ��ALLUP NEWS RELEASE

FOR RELEASE: July 13, 2017

By Marilee Petranovich

In 1968, 128 students attended university-level classes in borrowed space at Gallup High School and became the first University of New Mexico Lobos at the newly chartered ��ɫӰ��allup branch. Today, 50 years later, ��ɫӰ��allup serves a diverse minority/majority population of approximately 2200 students on a sprawling campus that covers 87 acres. ��ɫӰ��allup is the largest of the four UNM branch campuses and offers 18 degree programs and 16 certificates.

The establishment of ��ɫӰ��allup as a branch campus began as a grassroots effort in 1967 with a feasibility study that was presented and endorsed by the UNM Board of Regents. The following year, the faculty of UNM approved a proposal to create a branch campus in Gallup and the New Mexico legislature responded with a $22,000 appropriation which provided state support for a community college in Gallup. The final hurdle, as required by law, was local approval to assess a mill levy for operational purposes. The levy passed easily in a special election in the summer of 1968.

In 1969, the Gallup Lions Club gifted their clubhouse to UNM and the Clair Gurley family began plans to donate 52 acres of land to establish a dedicated ��ɫӰ��allup campus. Throughout the years, the community has supported the growth and development of ��ɫӰ��allup through approval of General Obligation bonds, continuation of local levies and contributions that provided land, buildings and equipment as well as a broad array of direct student support resources.

As demand for additional college-level services continued to grow, the campus kept pace with the addition of capital projects and services that allowed students to stay closer to home while acquiring college credentials. Gurley Hall was built in 1972 and expanded in 1986 to include a robust career and technical education center. Gurley Hall, named to honor the land contribution of the Gurley family, was the original hub of campus and still is the center of many campus activities. Ground-breaking for the Calvin O. Hall College Center occurred in 1978. This building, which houses the Math and Science Center and a 300-person auditorium, was named to pay tribute to the first ��ɫӰ��allup executive director. Thanks to a generous donation of $50,000 in 1981 from the Zollinger family in honor of their daughter Mary Ann, library services were greatly enhanced. The years 1978-2011 saw campus expansion that included construction of a new Zollinger Library, the Adult Basic Education Center on Gallup’s north side, Health Careers Buildings I and II, and the LEED-certified Student Services Technology Center.

As capacity needs and enrollment numbers have guided the expansion of ��ɫӰ��allup, the 50-year-old institutional mission has consistently revolved around six strategic priorities which include:

Lifelong Learning
Instructional Excellence
Enhanced Academic and College Life Experiences
Community Engagement and Outreach
Diversity and Inclusion
A Link Between Educational Needs and Economic Priorities

��ɫӰ��allup is deeply and uniquely rooted in the community. Through the strong and steady support of local citizens who recognize the importance of higher education in an easily accessible and affordable environment, ��ɫӰ��allup has been able to grow and flex in order to be responsive to area needs. The campus functions as a career training center, a transfer institution and a place where students from every walk of life can begin, continue or complete their education. ��ɫӰ��allup owes its existence – and its future – to a strong community whose members have always been there to support higher education and student success.

For more information please contact:
Marilee Petranovich
mpetrano@unm.edu
(505) 863-7770

��ɫӰ��ALLUP NEWS RELEASE

FOR RELEASE: July 13, 2018

By Marilee Petranovich

An interview with the new chief executive officer

Dr. James Malm stepped into his current role as the Chief Executive Officer of ��ɫӰ��allup on November 13, 2017. Prior to this position, Dr. Malm was the executive vice president at Mohave Community College in Kingman, Arizona. He currently has a faculty appointment at Colorado State University Global campus where he teaches graduate and undergraduate management courses. Dr. Malm brings with him over 25 years of higher education experience both in instruction and administrative leadership. He earned Bachelor of Science and Master of Public Administration degrees from Penn State and a Doctor of Management from the University of Maryland University College. Dr. Malm, his wife Keli and daughter Emma are settling into their new Gallup lifestyle, and he recently took time to sit down and reflect on his first few months on the job.

When you first visited ��ɫӰ��allup, what attracted you to the campus?

The brand and the beauty. The brand of UNM as a flagship research university instantly attracted me as did the beauty of the campus. I was very impressed when I entered the grand foyer of Gurley Hall and then toured the grounds where 15 buildings are housed on 87 acres. While in our Student Services Technology Center, I took in the view which extends all the way to Pyramid Peak, and I was sold on ��ɫӰ��allup.

What have been your priorities these first few months?

Maintaining financial stability has been my main focus as I did not want to spend reserves for budget shortfalls. The campus pulled together as a whole to articulate goals, determine levels of effectiveness and efficiency and as a team we were able to construct a balanced budget. My second priority has been talent recruitment and retention. When I arrived, I had two vacancies in my executive team and we are working to fill both of those.

What have you found most exciting about ��ɫӰ��allup? Most challenging?

The most exciting thing has been the depth of our people and programs. We currently have 200 employees, 18 degrees, 16 certificates, 225 college courses, 392 sections and we graduate about 250 students per year. In a way, this has also been the most challenging thing as we need to work to get everyone fully engaged with our programs.

Gallup is considered a mecca of outdoor activities. Have you been able to enjoy any outdoor life since you’ve been here?

Yes, I’ve been training at Pyramid Peak frequently carrying my two-year-old in a backpack. I’m getting in shape for an upcoming double marathon at the Grand Canyon which will be a rim-to-rim-to-rim trek in 36 hours.

What is your favorite vacation spot?

like to ski in deep white powder in the winter, most recently at Breckenridge and Steamboat Springs in Colorado. In the summer I surf the Pacific Ocean waves in Mexico, Central and South America. My favorite spots are off the coasts of Cabo San Lucas, Costa Rica and Ecuador.

How do you wind down after a busy day at the office?

I walk home, put on my play clothes and my daughter Emma and I walk the gardens of our home for an hour or two, then we go in and have dinner.

If you could go back in history and have dinner with one person, who would it be and why?

It wouldn’t be one person, but would be a group of people. The Board of Overseers of Harvard University was that institution’s first governing board in the 1650’s. This board set the stage for shared governance in higher education which is a model that encourages collaborative decision-making at all levels. When dining with them, I would thank them for this historic breakthrough that is still working today.

You just won the Powerball lottery. What’s the first thing you’d do?

I’d call my Merrill Lynch representative in Chicago and have them send a plane to the Gallup airport for a same-day round trip to meet with lawyers and financial advisors to ask about how to anonymously take receipt of the funds. Then I’d fly home in time for dinner, act as if nothing happened and go to work the next day.

When no one else is in the car, what music do you listen to?

I hit the scan button on the FM radio. I drive a Sierra work truck with no satellite radio or CD player and generally drive great distances. I seem to stop on public radio most frequently.

What is one surprising thing about you that’s not on your resume?

I have summited 50 mountain peaks over 13,000 feet including most of the Colorado 14’ers. I’ve gone on a few international expeditions including a successful summit of Aconcague in the Andes mountain range of Argentina. It is the 2nd highest peak on earth, the highest mountain outside Asia and the highest point in the southern and western hemispheres. I made that ascent during the 2014 summer solstice when the weather was best for climbing. It was only 50 degrees below zero with light winds and snow showers.

For more information please contact:
Marilee Petranovich
mpetrano@unm.edu
(505) 863-7770

��ɫӰ��ALLUP NEWS RELEASE

FOR RELEASE: July 13, 2018

By Marilee Petranovich

When considering the large number of choices available for higher education, the decision of where or how to attend college can seem overwhelming. In-state or out-of-state? On-line, face-to-face, or a combination of both? Public or private? 4-year or 2-year institution? While 4-year institutions make perfect sense for many students, the traditional schedule of moving directly from high school to a full-service university may not be the best decision for every student. According to the College Board, 4 of 10 graduating high school students are initially attending community colleges making them the fastest growing sector of postsecondary education. For many students a 2-year community college offers many advantages.

Lower Cost

Tuition and fees at 2-year institutions are much lower than at larger universities. This savings can translate into lower debt, even if students only enroll for the first two years before transferring to a larger institution. The average in-state tuition rate for 4-year public colleges is $9,970 per year. This compares to most 2-year public community colleges where annual tuition for a fulltime student can be approximately $2,000. Tuition and fees at ��ɫӰ��allup are $1,932 per year, for example. Higher education at an affordable price is a hallmark of community colleges.

Closer to Home

With easier geographic access to community colleges, students can live at home while attending classes. Not only does this save money on housing, but it can be especially important for students who have families, jobs and community responsibilities that make it hard to relocate. This also allows for more flexibility, especially for non-traditional students or for those who want to take a slower pace of a few classes at a time to allow for more work/school/life balance. According to US News and World Report (June 10, 2015), nearly 60% of community college students attend classes part time. Being able to effectively combine school and home life makes schools that are closer to home attractive options for many.

Complete Basics

Most core classes at community colleges are easily transferable to other in-state public universities due to carefully designed articulation agreements. This allows students to complete their basic general education requirements at a lower tuition rate before transferring for a bachelor’s degree. At the less expensive tuition rates, students can also feel more comfortable in exploring academic and career options without feeling pressured to immediately declare a program of study.

Focus on Teaching

Community colleges have less of a research mission so faculty can be more fully focused on teaching and providing personal attention to students. Additionally, many 2-year college professors are experts in their field which allows them to bring real world experience to their curriculum. At ��ɫӰ��allup, 30% of faculty have earned a PhD, 76% have earned a master’s or terminal degree and many work professionally in their teaching areas.

Small Class Sizes

The average class size at ��ɫӰ��allup is 25 students and the student to faculty ratio is 18:1. This closely aligns with comparative figures of community colleges nationally. Many larger universities may have classes of 300-400 students, especially in courses that meet core requirements. Smaller class sizes offer more ways for students to relate to faculty as well as other students.

Career and Professional Programs

Many community colleges have a strong emphasis on career and technical education programs that allow students to exit the classroom and get into the workforce in a short time and on their own schedule. A wide variety of programs provides students many options for career training that is relevant and regionally marketable. Many professional certificate and associate degree programs at 2-year colleges can provide initial training needed for immediate employment or retraining for enhanced or re-entry employment.

There are many considerations for students when considering their college options. Perhaps a 2-year institution makes sense as a place to start, continue or complete your education. For questions about your choices or for specific program information, check with your high school counselor or a community college advisor to learn about the many ways you can make college an affordable, achievable and life-changing choice for you.

For more information please contact:
Marilee Petranovich
mpetrano@unm.edu
(505) 863-7770

��ɫӰ��ALLUP NEWS RELEASE

FOR RELEASE: July 13, 2018

By Marilee Petranovich

The U.S. Department of Education administers a series of student assistance initiatives that all fall under the overarching title of “Federal TRIO programs.” Of the eight grant-funded programs available, ��ɫӰ��allup operates two: Student Support Services (SSS) and Upward Bound (UB). All TRIO services are designed to provide educational support to students from disadvantaged backgrounds. Generally, they are available to students who are first in their families to attend college, those who qualify as low-income or who have documented disabilities. Participants fall along a pipeline that ranges from middle school to post-baccalaureate programs. The TRIO competitive grants are predominantly awarded to institutions of higher education.

The goal of the SSS program is to assist college students with academic development and basic success strategies to encourage completion and graduation. This is done through a combination of personalized advising, academic tutoring, financial literacy training, career and transfer counseling and exposure to cultural events.

Kimmila Simms is the Student Program Specialist for the SSS program at ��ɫӰ��allup. In that role, she also operates the very successful Lobo Academy which is a summer bridge program available to newly admitted freshmen and non-traditional returning students. Now in its 7th year, Lobo Academy is an intensive 6-week boot camp that works to ease the transition into college. Participants receive instruction in English and math as well as a University 101 course where the strongly committed students are coached in college success strategies such as study skills, time management and campus navigation techniques.

Students are pre- and post-tested to monitor gains and most advance at least one grade level in one or both core subjects. All Lobo Academy graduates automatically transfer into the SSS program. According to Simms, “Lobo Academy provides summer support to incoming freshmen, then Student Support Services continues that assistance throughout their time at ��ɫӰ��allup. We want to plant the seed and establish the goal of graduating, transferring and continuing education. We believe continuing on for a bachelor’s degree is our biggest goal.” The intensive oversight provided by SSS does work. The ��ɫӰ��allup program exceeded every federal objective as set by the U.S. Department of Education in their most recent annual assessment. As documented by Simms, the federally approved goal for participants persisting from one academic year to the next year was set at 67%. The actual rate achieved for the 2016-2017 academic year was 80%. The approved rate for good academic standing was 75% and the achieved rate was 91%. ��ɫӰ��allup had a projected rate of 15% for participants to complete their associate’s degree within 4 years and achieved a rate of 23%. Simms attributes much of this success to the personalized services as well as the preparation work of Lobo Academy. “Academy participants engage in workshops, panel discussions with TRIO alumni, campus and transfer trips, cultural enrichment as well as introductions to procedures necessary to navigate postsecondary systems.”

The second TRIO program at ��ɫӰ��allup is the newly implemented Upward Bound. UB provides free college and career readiness instruction to 9th – 11th graders. The UB program is in its first year at ��ɫӰ��allup and supports participants as they prepare to enter college. The goal is to increase the rate at which students graduate from high school and matriculate to college by providing supplemental instruction in core subjects. Brittany Tabor, UB Program Director, is currently coordinating the summer component of the program which is a 6-week crash course in English, math and humanities. By working closely with her students’ home high school, Tabor tailors the program to meet the expectation of the next school year for all participants.

Each week of the summer UB program concentrates on a different academic area and most of the sessions are highly interactive and try to touch on different learning styles. College campus visits, public speaking workshops, technology training and a leadership conference will round out the summer portion of UB. Tabor spoke about a special science and math initiative that UB presented to students as part of the summer program. “We were able to partner with the Washington, D.C.-based LAB 29 which is a program aimed at providing STEM (science, technology, engineering and math) curriculum to areas with high Native American populations. This was a very exciting project that was aimed at generating interest and enthusiasm in the STEM fields especially in areas of technology.”

Once participants return to school in the fall, the UB program will stay with them to provide advisement, tutoring, workshops for students and their parents. The UB grant is funded for five years and includes a strong data collection component to assess successful completion of Department of Education objectives. Tabor loves the work she is doing and how it is helping students become confident in their abilities. “My heart is really in the TRIO programs. We want students to know they have options and choices so we expose them to different types of institutions and degree and certificate programs while providing tools for success.”

For more information please contact:
Marilee Petranovich
mpetrano@unm.edu
(505) 863-7770

��ɫӰ��ALLUP NEWS RELEASE

FOR RELEASE: May 11, 2018

The ��ɫӰ��allup CTE chapter of Skills USA competed at the New Mexico state Leadership and Skills Conference in Albuquerque, NM from April 11-14, 2018. The competitors and the resulting medals are as follows:

Full Time
Name	Home High School	CCTE Program of Study	SkillsUSA Competition	Notes	Result
Layla James	Thoreau	Early Childhood Multi-Cultural Education	Early Childhood Education	Developed and presented a lesson plan for young children that involved science	Gold Medal
Krystal Shirley	Miyamura	Welding Technology	Welding Sculpture	Created and documented a sculpture of peonies in a vase	Gold Medal
Faith Yazhe	Wingate	Fire Science Technology	Job Interview	Will compete at Nationals as the gold medalist cannot attend	Silver Medal
Anfenee Mingo	Wingate	Fire Science Technology	Job Skill Demonstration Open	Demonstrated a “rescue drag” to show how this can be used in “civilian” life	Silver Medal
Ethan Abeita	Wingate	Fire Science Technology	Job Skill Demonstration A	Demonstrated how to don firefighter personal protective equipment (PPE)
Alessia Plummer	Tohatchi	Construction Technology	Job Skill Demonstration A	Demonstrated how to install SIP panels in a model house
Brittney Holyan	Tohatchi	Construction Technology	Job Skill Demonstration A	Demonstrated how to apply different drywall textures
Amber Johnson	Gallup	Health Careers	CPR/First Aid	Demonstrated various first aid procedures
Kyle Yazzie	Gallup	Culinary Arts	Culinary Arts	Prepared a four course meal	Silver Medal
Angel Martinez	Gallup	Welding Technology	Welding	Took a written test, participated in an interview, and demonstrated 7 welding techniques	Silver Medal
Chanel Smith	Miyamura	Design & Digital Media	Photography	Took a written test, participated in an interview and displayed an original photograph	Bronze Medal
Ernie Whitman	Miyamura	Welding Technology	Welding Fabrication (team)	Fabricated a fire pit
Anderson Ration	Thoreau	Welding Technology	Welding Fabrication (team)	Fabricated a fire pit
Clairissa Delgarito	Thoreau	Welding Technology	Welding Fabrication (team)	Fabricated a fire pit.

Gold medalists earn an automatic berth to compete in the National SkillsUSA Leadership and Skills Conference in Louisville, KY from June 25-29, 2018.

��ɫӰ��ALLUP NEWS RELEASE

FOR RELEASE: February 12, 2018

By Marilee Petranovich

��ɫӰ��allup will be hosting open forums for Dean of Instruction candidates on the following dates:

Thursday, February 15, 2018 Dr. William Brownsberger
Monday, February 19, 2018 Dr. Tarlochan Dhillon
Thursday, March 1, 2018 Dr. Gouranga Banik

Open forums:
11:30a.m. - 12:30 p.m.
3:00 p.m. - 4:00 p.m.
Student Services Technology Center, Room 200

Candidate biographies:

Dr. William Brownsberger is currently the Academic Dean at Conception Seminary College in Conception, Missouri, a position he has held since 2012. He also holds the position of Chair of the Department of Theology at Conception Seminary College. Dr. Brownsberger earned a Doctor of Sacred Theology and a Licentiate in Sacred Theology from Pontifical Gregorian University in Rome where he graduated magna cum laude. He received a Master of Arts in Theology from The Catholic University of American, and a Bachelor of Arts in Philosophy from the University of Dallas. Prior to his current position, Dr. Brownsberger was the Director of Intellectural Formation at Holy Trinity Catholic Seminary in Irving, Texas and the Director of Philosophy and Letters Major and Pre-Theologian Program at the University of Texas. He has held faculty appointments since 2001 and is author of the book Jesus the Mediator as well as a number of peer-reviewed articles .

Dr. Tarlochan Singh Dhillon is currently a tenured professor of Engineering and Electronics in the Department of Engineering and Technology at New Mexico State University Dona Ana Community College in Las Cruces, New Mexico. From 2006 - 2011 he also served as the Department Chair of Engineering, Manufacturing and Industrial Technology at the same institution. He received his PhD in Materials Science and Engineering with specialization in Solid State Electronics Devices from the University of Texas at El Paso, a Master of Science in Engineering Physics with specialization in Electronics from Meerut University, Meerut, India, and a Bachelor of Science (triple major) in Physics with Electronics, Chemistry and Mathematics from Pan Jab University, Chandigarh, India. Dr. Dhillon has held faculty appointments since 1972 and has authored several textbooks as well as peer-reviewed journal articles.

Dr. Gouranga Banik is currently a tenured professor and prior division head in the College of Engineering, Architecture and Technology at Oklahoma State University in Stillwater, Oklahoma which is a position he has held since 2015. Prior to that he was department chair and professor for Civil and Architectural Engineering at Tennessee State University in Nashville, Tennessee, as well as a tenured professor at Kennesaw State University. Dr. Banik earned Bachelor of Science and Master of Science degrees in Civil Engineering from Bangladesh University of Engineering and Technology and a Ph.D in Civil Engineering from Iowa State University in Ames, Iowa. Dr. Banik has authored several textbooks has an extensive list of peer reviewed articles, research publications and referred presentations.

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