Chaparral 2022-2023: 31.6 Garfield Matters

Edgar Zardaryan teaches English courses to speakers of other languages. Professor Zardaryan nurtures a sense of belonging by focusing on a more inclusive language experience. He uses the course syllabus to establish inclusion and celebrate multiple identities. For example, he welcomes learners in languages other than just English.

Professor Zardaryan creates a sense of trust by allowing learners who experience obstacles and speak very little English to communicate with him in other languages. This culture of care is essential for incorporating metacognitive teaching strategies that help learners reflect on their own perceptions, thought processes, and expectations.

Dr. Kista Raimondo Limon is the Outreach and Retention Coordinator and brings valuable research that adds depth and meaning to the learning experience at Garfield. She designs student activities, campus events, and community outreach based on a sense of belonging research, which helps students connect with each other, the institution, and the community. Also, Dr. Raimondo Limon empowers students beyond the classroom by collaborating with other teachers, GCC programs, and community organizations.

The work Dr. Krista Raimondo Limon does helps fulfill the emotional needs many vulnerable student populations need to meet before engaging with academic content. This practice of care is pivotal as it humanizes the learning process and creates safe spaces where Garfield students can experience a sense of belonging in the classroom and online

During the pandemic, student enrollment plunged at the Garfield Campus. Adult students experienced barriers related to language, technology, and lack of motivation. Juliet, Ramela, and Silva serve students at the Noncredit ESL office, and they were willing to think outside the box to address issues impacting student success. First, they made a list of students who did not show up, dropped out, or stopped attending classes. Second, they started to call students and recorded the obstacles impacting students’ learning.

During their data analysis, they discovered that many adult learners were in need of motivation. They learned that one phone call can inspire someone to start again and make a change. This practice of care has helped increase student enrollment in Noncredit ESL. Juliet, Ramela, and Silva continue to monitor students who do not show up and are quick to reach out to maintain student motivation and connections to Garfield.

Elizabeth provides support to students in the Avancemos Program. Her philosophy is to provide academic and emotional support to build deeper connections that yield long-term benefits. Elizabeth is a certified life coach and has extensive experience providing emotional support to help individuals meet their objectives. She found that students needed more than just academic support, so she aims to first help students believe in themselves and feel accepted. For instance, Elizabeth uses speech translators to support students who speak very little English and overcome language barriers. She translates from Russian to English or from Spanish to Armenian. Her main objective is that students feel welcomed and accepted.

Recently, Elizabeth started to facilitate the Placement Workshop in Spanish during which she helps students activate their student emails, navigate Canvas, and enroll in classes. These one-stop workshops have proven to make learning more meaningful and relevant for prospective students. Elizabeth has learned that one must consider culture, language, and policy to build a process of care.

This past year may not have been the experience teachers and staff expected, but it has been a success story at Garfield. Most importantly, the Garfield family continues to sustain a culture of care that makes the academic experience of adult learners more inclusive and accessible.