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A Publication of Cuyahoga Community College


FALL 2011

imes BUILDING CONNECTIONS Tri-C adds new locations to reach more students HANDS-ON TRAINING Apprenticeship for jobs in the workforce eLEARNING Education at your doorstep






Alumni & Friends Association

Cuyahoga Community College Alumni & Friends Association is engaged in the process of reconnecting with its alumni to build an active and ongoing network.

• Stay connected to Tri-C® • Be a mentor • Receive discounts at Northeast Ohio businesses


Tri-C Times is published by the Cuyahoga Community College (Tri-C®) Marketing & Communications Department for its friends and constituents. Feedback and story ideas are welcome. Send correspondence to Tri-C Times, 700 Carnegie Avenue, Cleveland, Ohio, 44115; or call 216-987-4823; or e-mail

FAL L 2 011

COVER story: Tri-C® changes the educational landscape in westside communities and Brunswick Tri-C recently opened two new campuses — one in Westlake; the other in Brunswick. The Westshore Campus in Westlake, with a focus on health careers, serves the western part of Cuyahoga County. The Brunswick University Center, a collaboration with Cleveland State University and Tiffin University, helps students earn four-year degrees. The College is committed to broadening opportunities for an affordable, quality education.


Hands-On Training Tri-C’s apprenticeship programs offer students hands-on training to meet evolving industry standards.


eLearning To better meet the needs of busy students who need flexible schedules, Tri-C has expanded the number of classes offered online.


Executive Editor, Rick Sherlock Managing Editors, Jennifer Shepard and Nancy Smith Kilkenny Writers Brittany Bajda Sharon Coon Julie Farr DeLima Laura Dorr Candice Jones Photographers Scott Marous Melissa Wigginton Nicholas Wojciak

Designers Bob Kelemen Trey Shively

President’s Message




Nursing Students Veteran’s Center

8 10

Community Circle


Student Success


Faculty 24 Tri-C Foundation


Campus + City



Message from the President

he core mission of community colleges is to reach out to residents in many different ways to fulfill the need for education and training. Here at Cuyahoga Community College we continue to expand this mission by opening new facilities and creating new programs that provide access to high-quality, affordable learning opportunities. Tri-C has broadened access by opening the brand new Westshore Campus to serve the needs of the western suburbs. By focusing on jobs now or a connection to four-year degrees, courses at Westshore educate students specifically for futures in the sciences, technology, engineering and math. Meanwhile, our residents to the south now have access to the Brunswick University Center, which provides a seamless education for high school students who can begin the path to a bachelor’s or master’s degree in partnership with several universities. All the while, Tri-C continues to be committed to sustainable practices. Both Westshore and Brunswick are leading the way in green building technology and are designated to achieve LEED Gold and Silver status, respectively. As a levy-supported college committed to community access, Tri-C will continue to support a wide variety of students including veterans, displaced workers and students who wish to be connected to our local economy for a family-sustaining wage. This issue of Tri-C Times outlines the many ways the College is achieving its goal of access to all residents in results-oriented training and education programs. Join us as we broaden our reach to provide access to create bright futures.

Jerry Sue Thornton, Ph.D. President

Tri-C’s Westshore Campus is designated to achieve LEED Gold status

Tri-C’s Brunswick University Center is designated to achieve LEED Silver status

Cuyahoga Community College

Cuyahoga Community College

Westshore Campus: Health Careers and Sciences Building

Brunswick University Center

Westlake, Ohio

Brunswick, Ohio

Goals for project include:

Goals for project include:

35% energy cost savings

21% energy cost savings

49% reduction in domestic water usage

30% reduction in domestic water usage

75% construction waste diverted from landfill

75% construction waste diverted from landfill

100% tobacco-free interiors

100% tobacco-free interiors

100% reduction in landscape watering

100% reduction in landscape watering

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Dr. J. Michael Thomson: a passion for learning


uccess is built upon a foundation of authenticity, says new Westshore Campus President Dr. J. Michael Thomson. “Who I am at work is who I am in the real world.” He practices what he preaches. Dr. Thomson’s passion to serve his community, including ministerial outreach work, has always been a priority. “The Westshore communities fit who I am, and who I have been my entire life,” says Dr. Thomson. “I’m driven by values. The work-life balance demonstrated in these communities truly makes me happy.” His focus at the Westshore Campus is to bring an even higher quality of life to the Westshore communities—places where people can live, work and be educated all in the same place. A Philadelphia native, Dr. Thomson served for 19 years at Northern Kentucky University (NKU) before he made his way to Cuyahoga Community College to become dean of Academic Affairs at the Western Campus and then Interim Vice President of Academic Affairs for the entire College. “I remember taking a drive around the Western Campus and Parma the night before my interview and thinking how much my potential new community looked like the home I was used to,” says Dr. Thomson. “My decision was made. My heart has always been with the two-year audience, so it really was the perfect fit.” Dr. Thomson’s passion did not go unnoticed. He was continually encouraged by College and community leaders to seek out opportunities to progress. “I’ve always admired college leaders all throughout my career and paid attention to what they did and how they did it,” says Dr. Thomson. “And through the mentoring and

encouragement of others, I was able to have very transformative experiences.” Dr. Thomson became an ACE Fellow in 2009. The ACE Fellowship Program is the oldest and most prestigious leadership development program serving higher education. One of only 38 fellows selected through a national competition, Dr. Thomson served his fellowship at the Ohio Board of Regents in Columbus and at William Rainey Harper College in Chicago. “The ACE Program really changed the way I thought about and looked at the world,” says Dr. Thomson. “I’m so grateful to have had the ACE experience and be able to use it leading Westshore.” But Dr. Thomson didn’t always see himself on the administrative side of academia. “It really all began with a phone call,” he explains. “I was asked to

run the academic computing operation for NKU. It was my first shot at administration full time, and it stuck.” Prior to that, Dr. Thomson was a college professor for more than 20 years teaching political science, criminal justice and public administration. “I thought I was going to go to law school. What I ended up realizing, though, is that I liked learning about the law, but didn’t necessarily want to become a lawyer,” he says. “So I became a college professor. I loved when students learned, when I could see the light bulb go off. “I think my professional success has a lot to do with being the right person for the job at hand,” he says. “Leading Westshore is about high energy and passion, and the need to build and nurture are qualities rooted deep within my bones.” 

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Tri-C changes the educational landscape

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in westside communities and Brunswick The College’s new Westshore Campus in Westlake, the first new academic campus at Cuyahoga Community College (Tri-C ®) in decades, opened its doors in January to a completely different educational landscape than what existed when the Metropolitan, Eastern and Western campuses opened.


ut even with online, for-profit and other public options out there today, the need for an affordable, local community college is still felt. Since 1963 Tri-C has provided quality education and programs to more than 900,000 members of its community. Despite the other Tri-C locations and additional local college choices, those who live in the communities now served by the new campus feel as though a gap has been filled. “We do have other colleges in the area,” says Chris Bauer, economic development manager for the city of Westlake. “But this one, in this location, with this visibility… We’re extremely happy that they’re here.” Simply put, western Cuyahoga County has been underserved with higher education opportunities that lead to family-sustaining jobs, and Tri-C felt it was necessary to fulfill its mission of access by offering classes in Westlake. Westlake city leaders see the benefits of a community college for city residents, but Bauer and others are just as excited about the influx of students who will travel from other parts of the county to Westlake for classes. “Yes, it serves the local residents, but anytime you’ve got a chance to bring more people into your city, it’s exciting,” he says. The 700 nursing and health care students

who entered the doors when the first building on Westshore’s campus opened in January represent a fraction of the interests already being served. The College’s Corporate College West building in Westlake has quietly offered for-credit classes in addition to corporate training to about 1,500 students in recent years, and plans call for two additional buildings on the Westshore

Campus to accommodate those students and more. Demographic studies during the planning of the campus showed that the students were already in the vicinity. Tri-C just needed to find a place for them. An early convert to the Westshore Campus is Natalie McCauley, a downtown Cleveland resident who is on track to graduate with an associate degree in the

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fall. She plans to continue her studies in chemistry at a four-year institution. A student ambassador, McCauley said she’s already met several students from other local colleges who are taking classes at Tri-C, not just for the price, but because the lab facilities are state of the art. She’s even met nursing students who were shut out of classes at Westshore but still come to campus to use the labs. “I can’t tell you how many other students I’ve met, probably from four or five different schools, like Case and Cleveland State, who are coming here too,” McCauley says. “It shows a financial awareness, but they also say, ‘I admire your labs.’ That really says a lot about Tri-C that these students, even from private schools, are taking classes here, too.” The biggest and most pleasant surprise for Dr. J. Michael Thomson, Westshore Campus president, is to find faculty, staff

and students from other campuses stopping by to catch up on work or study. “We have this interesting notion of a small comfortable place that has all the muscle of a large institution,” Dr. Thomson says. The health care-focused building has a small bookstore run by Barnes & Noble that offers sandwiches and other prepared food. Xerox is providing printing and other services. Rooms for public gatherings and other amenities such as food service are planned for the campus. Community input has been, and will continue to be, sought for services that will come with the next phases of the campus plan, Dr. Thomson says. This will be in addition to the seven in-house planning committees Tri-C assembled before plans for the campus were drawn up. Tri-C will look at recreation facilities in the community before deciding on offerings at Westshore.

Students can study or socialize in open gathering areas at Westshore.

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Life science labs at Brunswick are equipped with state-of-the-art instruments and models.

Dr. Thomson already sees a need for a venue for community conversation. “We want to collaborate with community partners so we’re not duplicating what’s already out there,” Dr. Thomson says. “We’re also looking to find our niche.” Brunswick residents are already familiar with Thomson’s concept of finding a niche in a community. After several years of offering classes at Brunswick High School, Tri-C is a permanent presence in the city with the opening of the Brunswick University Center, which enables students to take Tri-C classes and go on to complete a four-year degree in criminal justice at Tiffin University, all in the same building. A master’s in criminal justice from TU is also being offered in Brunswick. This fall, Cleveland State University (CSU) will also offer classes at Brunswick for a master’s in educational administration and a master’s in school counseling. The initial courses will be offered in the

Advanced technology is a hallmark feature of new Westshore Campus

evenings and subsequent courses will be offered in sequence until students complete the program. CSU will offer a master’s in business administration next year in a sequence that allows students to attend classes two nights a week or on the weekends, completing the program in two and a half years. Eventually, students who earn an associate degree at Tri-C can continue to take courses to complete four-year degrees in social work, communication, early childhood education and special education. The Brunswick University Center’s presence is “adding prestige to our growing city, which is becoming an educational and medical Mecca,” says Tim Smith, economic development manager for the city of Brunswick. The Brunswick City School District, whose high-school students benefited from the post-secondary options available in their building, see the expanded Tri-C presence as more of a good thing. “We’ve seen firsthand the impact that universities like Tri-C can have on our community,” says Brunswick Superintendent Michael Mayell. “Since 2006, Tri-C has held college credit courses right in our high school with much success. The new campus, providing a wider offering of degrees and universities, will make it easier for students, regardless of age or financial status, to broaden their career paths and futures.” Yes, Tri-C has plenty of experience running college campuses, but the Westshore and Brunswick openings have given administrators a chance to show that Tri-C is adjusting to the new needs of the community, as well. “It’s very clear to us that we’re offering the kinds of degrees and programs that are going to get people to employment with the kind of family-sustaining wages that are needed in this economy,” Dr. Thomson says. 


he new science labs at the Westshore Campus are equipped with the latest technology to aid in the training of Tri-C’s health careers students. “With hospital stays getting shorter, the patients our students will eventually care for are often sicker than in the past,” says Robert Searson, associate dean of Academic Affairs at the Westshore Campus. “That’s why we invested in the highest level of teaching technology, because we want our students to be the best prepared.” A nursing lab suite includes 12 hospital bed stations with patient mannequins, plus a testing room with four stations. There is also a special combination lab/ classroom area with four state-of-the art human patient simulator mannequins which can mimic a large variety of patient conditions and situations, controlled from an adjacent control room. These enable students to confront a variety of lifelike patient conditions in a safe learning environment. There is also a fully-equipped polysomnography sleep lab and observation room for the study of sleep disorders and combination classroom/labs for the Medical Assisting and State Tested Nurse Assistant (STNA) programs. Both of these rooms have state-of-the art audio-visual equipment. Five science labs for biology, chemistry, physics and earth sciences are equipped with state-of-the-art instruments and models with audio visual capabilities and high-speed Internet access for instructors and students to access publisher- or web-based content. In addition, Westshore has 24-station and 10-station computer labs and a studio classroom equipped with multiple Smart Boards for team collaboration. “Using today’s technology is critical to student success in health careers and many other professions,” says Searson. “Our commitment to training in the latest technology will help the students become high quality candidates for jobs when they graduate from our programs.” Students work on a human patient simulator to practice their nursing skills.

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on e Tr i

s s







do Huron School of Nursing students join Tri-C

After training nursing students for 126 years, the Huron Hospital School of Nursing closed its doors last fall, and the Tri-C Nursing Department welcomed their students to continue their education at the College.


ore than 300 nursing students transferred into the Tri-C Nursing program in January after the October announcement that the Huron school would be closing. The closure reflects a growing national trend of diploma programs transitioning from hospital-based curriculum to community colleges that offer higher level nursing degrees. The Cleveland Clinic, which operated the Huron Hospital program, cites the transition as one that will provide students with expanded services at a reduced cost,

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as Tri-C boasts lower tuition and state-of-the-art facilities. There are degree benefits as well; while students could only earn a diploma from the Huron School of Nursing, Tri-C offers an Associate of Applied Science degree in nursing. Tri-C also has an average passage rate of 95 percent or higher on the National Council Licensure Examination, which students must pass before they are permitted to practice nursing. “It was heartening to know that the Cleveland Clinic had faith in our nursing program and chose Tri-C to partner with,� says Nursing

program manager Shirley Gmetro. “The Huron students will receive their associate degree at Tri-C and hopefully go on to complete a bachelor’s degree in nursing.” Despite potential benefits, the closure announcement left many students worrying about their academic futures. Sheila Peto, a firstyear nursing student, had saved money for over two years so she could attend the 16-month nursing school program at Huron. After reaching her financial goal in September 2010, she quit her job and enrolled; just weeks later, the news broke that the school was closing. “I was so scared,” says Peto. “What had I done? It was a terrible feeling. I knew all the nursing schools in the area had waiting lists – some as long as two years – and I had just quit my job voluntarily to undertake 16 months of schooling.” May 2011 graduates would be the final graduating class from the Huron School of Nursing with no interruption of courses, but all other students were encouraged to explore opportunities at Tri-C, beginning January 2011. Tri-C agreed to accept any student wishing to transfer into the Tri-C Nursing program. “There were a few really difficult days before I heard about the offer to transfer to Tri-C,” Peto says. “But after the first information session at Tri-C, I already felt like things were going to be okay. I was impressed with the staff and dean of Nursing Dr. Marsha Atkins. In one information session I choked up and cried as I talked about having quit my job to pursue my nursing degree and Dr. Atkins reassured me personally that I had a place at Tri-C.” Current Tri-C students and employees had their own concerns. Rapidly expanding enrollment had nursing students worrying about class size and course availability. However, Gmetro was confident that the influx of students could be accommodated, especially with the opening of the Westshore Campus in Westlake and the Health Careers and Technology building at the Eastern Campus. The new facilities provide a multitude of new labs, high-tech equipment and spacious classrooms. The majority of the Huron students enrolled at the Eastern Campus, so the burgeoning program also expanded to include day and evening sessions. To aid in the transition and accommodate higher enrollment, Tri-C hired several new adjunct faculty and six full-time faculty members, mostly from the Huron School of Nursing. New faculty member Lucy Colo joined Tri-C in January after seven years at Huron. “I think the fact that the Huron students transferred but still saw the familiar faces of former Huron faculty was comforting for them,” says Colo. “Overall I’ve picked up a positive attitude among the students. The students are benefitting from the facilities and labs offered in a larger program.” Peto wholeheartedly agrees. “It’s been nice to have the Huron teaching staff come to Tri-C as well,” she says. “They’ve been very empathetic but also very professional in that they encourage us not

With more than 890 students in its certificate and degree nursing programs, Tri-C has one of the largest nursing programs in the state.

to dwell on what happened, and to focus on moving forward.” Tri-C departments such as the Assessment Center, IT department and Financial Aid office have also been affected by the growth – but the staff rose to the challenge, going above and beyond to help the new students feel at home and get adjusted. “The Nursing Department worked together with other departments and through this collaboration we accomplished a great deal in a short time, which allowed us to support the incoming students,” says Gmetro. The extra work was appreciated by Huron students. “There were the inevitable bumps in the road,” recalls Peto. “The process had its flaws but the Tri-C staff bent over backwards in a very short amount of time to give us a great place to continue our schooling. They were in an enormous time crunch to get all of us started in January 2011 and I, 100 percent, believe they worked very hard to be able to give us our first semester of nursing school at Tri-C.” To further ease the transition and limit setbacks, day and evening information sessions were held allowing students to meet individually with counseling, financial aid and nursing program representatives. Faculty worked to create transition courses for the incoming students and reviewed the Huron textbooks for required reading. “Although many things are done differently at Tri-C, the nursing instructors and lab staff have been very accommodating and deserve recognition for all the support they’ve given new students,” says Peto. From a faculty perspective, Colo has also had a positive transition experience with help from Tri-C employees. “The people have been great to work with and have been an invaluable resource. They are professional, courteous and extremely helpful as we adjust – no matter how anxious we may sound.” Although the initial transition was stressful, the Huron faculty and students are successfully settling in. With more than 890 students in its certificate and degree nursing programs, Tri-C has one of the largest nursing programs in the state. “Tri-C has benefitted by taking on so many of our students,” adds Colo. “With the explosion in growth, I’m sure other programs will be watching to see our impressive success.” 

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Tri-C helps veterans transition

from service to community life

The transition from combat to civilian life can be painful and difficult. But research and direct input from professional counselors working with veterans show that accomplishing personal goals is an important step in regaining purpose and progress toward that transition.


ri-C has a long history of commitment to veterans and because education is such an important component to the future, the College has opened a Veterans’ Education Connection Center at the Louis Stokes Veterans Affairs Medical Center in Cleveland. Funded by a two-year grant from AT&T and a generous donation from Bettie J. Baker, a veteran and former Tri-C professor, the Veterans’ Education Connection Center has been extremely successful. “In the first five months of operation, 313 vets used the Center,” says Rick DeChant, executive director of Veterans Services & Programs at Tri-C. “It’s been so successful that the senior leadership at the Medical Center has moved our Center to the main floor for greater visibility with other veteran’s services.” Opened last December, the Veterans’ Education Connection Center is a distance learning lab which meets the needs of veteran students not quite ready for the campus environment. Five days a week, veterans have access to five e-learning workstations and two monitors which allow screen images to be manipulated for the visually impaired. Students take Internet classes which are offered by Tri-C on the traditional semester schedule. “Forty percent of our students who have used the Center are also coming to one of our campuses,” says DeChant. “If their appoint-

ments at the VA conflict with classes, they can visit the Center afterward to catch up on assignments and grades.” The Veterans’ Education Connection Center is a one-stop location where vets can see their doctor, file benefits paperwork and work with Tri-C in an environment where they are comfortable and can control the pace of transition. Staffed by the College’s Matt Miller, an Army vet with a master’s degree in library science, students get all the information they need regarding enrollment, taking courses and being made aware of all the resources the College can provide. Center students are very enthusiastic about their access to education through Tri-C. Former Veterans’ Upward Bound student and Navy veteran Greg Gallagher says, “The Center is great, and I love the convenience of its VA hospital location. I can see my doctor and then do my homework all in the same place.” For over 45 years, Tri-C has provided 24,000 veterans access to affordable education and workforce training programs that allow them to transition successfully from military to civilian life. In fact, the College has been designated as a “Military Friendly Campus” from GI Jobs Magazine for the last three years, placing it in the top 15 percent of all institutions of higher learning across the country. 

Generosity keeps former professor and veteran connected to Tri-C


hen Bettie J. Baker came to Cleveland from New York City and Greenfield, Massachusetts in 1964, she was convinced she had been offered a teaching position at Cuyahoga Community College for four reasons. “First of all, I was from out of the area, which was important to (then president) Dr. Chapman. I was a World War II veteran in North Africa, Europe and the Middle East; I had 10 years of teaching experience, including helping to start Greenfield Community College and I was able to teach about Africa,” she explains. Little did she know she was making the career move of a lifetime. Ms. Baker, who retired in 2001 as an associate professor of political science and African studies, taught at Tri-C for 37

years. Yet her retirement did not mean an end to her connection with the College. Baker still believes strongly in the mission of the College and has been a generous donor to the Tri-C Foundation. As a former member of the US Army’s Women’s Air Corp (WAC), she is also dedicated to veteran education. Her most recent contribution helped fund the Veterans’ Education Connection Center at the Stokes VA Medical Center in Cleveland. “If you were to take Tri-C off the map, you would not only lose a great educational institution, you would lose the community,” she says. “Tri-C not only prepares students for new jobs, but it helps make them more aware of their world, which creates greater understanding and participation in the community.”

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ap路pren路tice/ `prentis/ e

noun: A person who is learning a trade from a skilled employer, having agreed to work for a fixed period. verb: Employ (someone) as an apprentice.

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Field Experience

Tri-C students gain hands-on training and experience in the workforce before they graduate.

Apprenticeship programs meet industry demands


ince time began, we have taught and transferred skills from one generation to another. In the past, apprentices perfected their craft while working directly with a skilled tradesman. Today, modern apprentices earn an hourly wage while learning the valuable crafts, skills and trades passed down by our ancestors through a combination of classroom and on-the-job training. “Apprenticeship programs will withstand the test of time by evolving to meet changing industry demands,” says Dave Grabski, Tri-C director of the Joint Apprenticeship Training Committee (JATC). “Apprenticeships offer an intimate learning environment, placing students directly with seasoned industry professionals. Most people learn best by executing classroom topics in an employment setting, so the apprenticeship model will always have value.” More than 200 types of jobs are offered via apprenticeship training programs in Northeast Ohio, but Tri-C’s Construction Apprentice program is one of the few affiliated with an institution of higher learning. While providing on-the-job training for today’s most in-demand, highwage jobs, Tri-C proves there are benefits to melding classroom instruction with the theory and practice of skilled training. The results speak for themselves – Tri-C trains more than 3,500 student apprentices each year. “Our setup allows us to provide great skills training and additional education options, as Tri-C student apprentices can pursue a degree if they wish,” Grabski says. “As a college-based program we can also offer the general education requirements in math, communications, IT and management which can improve the student’s potential for career advancement. All of our

Apprenticeships offer an intimate learning environment, placing students directly with seasoned industry professionals. Most people learn best by executing classroom topics in an employment setting, so the apprenticeship model will always have value.

instructors are journey-level workers, so they challenge our students to apply proven state-of-the-art industry practices and techniques.” Since 1997, Tri-C has prepared apprentices through generous handson training. Ours is one of the largest, most comprehensive and most respected programs in the country. Tri-C student apprentices have the advantage of the College’s faculty and facilities and they can apply the 30-35 credit hours they earn toward a Tri-C Associate of Applied Science degree in 19 different trade programs. Tri-C utilizes customized curricula for each trade,

and all technical training is conducted at the AFL/CIO Local’s training center. The College’s apprenticeship program meets national standards for skilled trades in bricklaying, carpentry, cement masonry, construction laborer, electricians and telecommunications, ironworking, operating engineer, painter and allied trades, plumbing, pipefitting and sheet metal. Students invest up to 250 hours in traderelated classroom instruction and between 6,000 and 10,000 hours in on-the-job training during a three-to-five year period. In cooperation with 15 Northeast Ohio Joint Apprentice Training Committee partners from Ashtabula to Columbus, more than 11,000 student apprentices have participated in the College’s program since 2000. “Tri-C’s program brings credibility because our apprentices perform collegelevel work and our certificates offer opportunities locally and nationwide,” says Gene Stepanik, Tri-C program manager for building construction training. “After completing our apprenticeship program, journeypersons can make a very respectable living, or may pursue additional educational opportunities in areas such as sales, engineering, inspection or construction management through our partner programs at University of Akron and Kent State University.”

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When apprenticeship training is completed, the College’s Construction Apprentice program certificate is accepted industrywide as an indicator of quality training, helping students earn excellent wages and benefits anywhere in the United States. Earning journeyperson status also creates opportunities for advancement within the industry, and many journeypersons go on to manage or own construction companies. “While becoming an apprentice is a great way to get established professionally, there are immediate benefits for businesses

too,” Stepanik says. “The JATC/Community College model helps the industry stay competitive because it offers the workforce consistent development and continuous training.” A vital part of shaping and enhancing our world, today’s modernized approach to apprenticeship remains one of our most important tools. With the training available in the College’s program, student apprentices not only have the power to change our world today, but they will be a significant part of impacting our future as well. 

Ford partners with Tri-C on-site


n 2008, the Ford Motor Company and local UAW leadership contacted Cuyahoga Community College to help modify existing Ford training programs, develop new programs and deliver training as Engine Plant #1 started production of its new 6-cylinder EcoBoost engine. The new engine will be available on 90 percent of all Ford products, including F-150, Fusion, Edge, Mustang, Taurus SHO and MKX, by 2012. To date, nearly all of the plant’s approximately 850 employees have received instruction at a dedicated Tri-C training site located within the plant. “The training we receive from Tri-C is very informative and spot-on for the industry in which we work, and I appreciate the flexibility of the class schedules to work

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within a manufacturing environment,” said Ford Motor Company’s Launch Planning and Workforce Readiness Leader Jim Robinette. The College currently offers nine instructional areas through the partnership including both certificate and “for credit” training in fluid power, mechanical power, AC/DC electricity, use of hand tools, industrial robot programming, industrial robot safety, green belt quality, advanced hydraulics and CNC machining.

Field Experience

Tri-C students gain hands-on training and experience in the workforce before they graduate.

STNA training launches students into health careers


veryone starts on the ground floor at some point in their professional careers. Regardless of the chosen path, valuable experience is gained in the trenches. Getting a head start in the healthcare field is no different. For those interested in the nursing and patient care professions, earning a State Tested Nursing Assistant (STNA) certificate could be an important first step. By providing some of the area’s most wellrespected STNA training, Workforce Solutions at Tri-C has educated more than 600 STNAs in the past two years. “Our program is highly respected in the community,” says Center for Health Industry Solutions Director Kelly Faciana. “At a recent job fair, all of the businesses represented said they prefer Tri-C STNAs hands-down over any in the market today. We have a very reputable program and the local employers know that.” While Ohio’s state approved curriculum only requires 75 hours, Tri-C’s program includes 104 hours of classroom and off-site clinical training. Accelerated four-week programs are offered, but most students complete the STNA course in eight weeks. “Several of our current STNA students are taking the course so they can work in the field while finishing their nursing degrees,” Faciana says. “That isn’t uncommon and is a great opportunity for them. We certainly mean it when we tell our students that STNAs make better nurses.” STNAs make a positive difference in the lives of the patients they care for in hospitals, nursing homes, extended care facilities, longterm pediatrics, home health and even doctor’s offices. While the nursing staff is primarily responsible for the patient’s medical wellbeing, STNAs provide the majority of hands-on personal care. The STNA’s broad duties include everything from hair washing, bathing and nail clipping to more demanding tasks like lifting patients into a wheelchair and turning them in their beds. An STNA certificate is just the beginning of what a Tri-C student can do in the health care field. Course offerings allow the opportunity to “stack” certificates, encouraging professional growth while providing the valuable skills needed to ascend the career ladder. After training at Tri-C, Cleveland resident Talisha Brown began working this spring as a patient care assistant at University Hospitals. “In the recession-proof health care field, the STNA certificate program was very realistic because I knew I’d have a job immediately,” Brown says. “Now it’s helping me launch my long-term career.” Once the STNA certificate is earned, students can elect to take a 16-week certified patient care technician course which teaches more advanced skills like phlebotomy (blood draws) and

By providing some of the area’s most well-respected State Tested Nursing Assistant (STNA) training, Workforce Solutions at Tri-C has educated more than 600 STNAs in the past two years.

EKG node placement. The next phase in the process would be obtaining a nursing degree through the College. As an incentive, those completing the STNA certificate program receive two credits toward the College’s nursing degree. The future of the health care industry hinges on addressing industry and community needs, and Tri-C makes that a priority. The newest health care training option is a 20-hour home health aide course added this year in response to needs in the community. As of now, there are currently no state requirements for home health aides, making the College’s preparation and training unique. The course focuses on adaptability training such as transfers and lifts, skills that differ between health care facilities and in-home care. To stay at the forefront of this career path, Tri-C works closely with a group developing the new state-wide home health aide program curriculum. In addition to expanding coursework, health care students have access to courses at the new Westshore Campus in Westlake. Faciana noticed a big need for STNAs on the West Side making the new facility a great fit for the community. In its first year, Westshore offered three STNA programs in addition to the 21 offered downtown at the Unified Technologies Center. Offerings will expand at Westshore as the demand grows. “There are between four and seven job postings every week for STNAs on,” Faciana said. “Students can receive STNA training almost anywhere, but our reputation brings them to us. One of the greatest benefits of our program is the extra hours we add. That’s a significant amount of additional training, especially considering that all of us will be touched by an STNA at some point in our lives.” 

Tri-C Times FALL 2011 15


Distance learning brings education to your doorstep


s it possible to get a high quality, affordable education that is completely tailored to your schedule? The answer is yes, and distance learning is making that possible. A changing economic landscape and the lifestyle adjustments coupled with it requires flexibility now more than ever before, and Tri-C has met that demand with a robust distance learning program. With nearly 11,000 distance learners currently enrolled, the College offers over 51 online degrees and 13 online certificates that allow students to take at least 50 percent or more of their program online.

Providing flexibility Presently, close to 32,000 students are enrolled at Tri-C. To accommodate these students and their individual needs, the College uses technology in a variety of ways. “We recognize that our students are juggling many responsibilities—personally, professionally and academically,” Christina Royal, Associate Vice President of e-Learning and Innovation, says. “Tri-C offers many different types of courses, face-to-face, hybrid, online, some high-tech and some low-tech, to accommodate the various learning styles,

16 Tri-C Times FALL 2011

preferences and schedules for a diverse community of learners.” But the technology really goes beyond the classroom. The College provides online self-services, online tutoring, e-mentoring, e-advising, virtual office hours and several other e-services available to both campusbased and distance learners. “We have to be diverse in our delivery modes,” says Royal. “It makes the College more efficient, and the reality is that most people don’t want to wait in line for service.” What’s more important, according to Royal, are those students who are physically unable to get to campus can now access Tri-C services online. Sarah Humble, a student in the College’s Captioning and Court Reporting program (CCR), enrolled at Tri-C in 2006, but before finishing her degree, she left the Cleveland area and found work as a court reporter in West Virginia. A year later, she moved to Georgia and realized she couldn’t work as a court reporter there because state law requires certification. “I chose to continue at Tri-C after moving because I only had a few classes left to complete my associate degree, and I could take them all online,” says Humble. “Plus the CCR program at

Tri-C is the most affordable program I’ve come across.” Regardless of whether students choose to visit a campus or prefer to navigate their education online, having online student support services reduces barriers to college success, says Royal. “Tri-C is heavily invested in Cuyahoga County and its surrounding regions. The College’s distance learning program maintains focus on the local market,” she explains. What makes Tri-C special, she adds, is that its distance learning program is in a significant position to enhance the College’s ability to meet students wherever they are in their educational journey.

Managing expectations Tri-C ensures all courses are high in quality, regardless of the delivery mode. “Tri-C has the same expectations for quality in online courses as it does in its classroom-based equivalents,” says Royal. “Whether a student takes a course online or in the classroom, the expectation of quality is the same.” Certain areas of study, however, can present their own unique challenges. Biology Professor Dr. Terri Pope recognizes that developing meaningful lab experiments for the home is more challenging than developing them in a traditional lab setting. “My online courses are not cookie cutter,” she says. Online may mean convenience, but it does not mean easier. “There’s just a different set of hurdles involved. If you can’t physically make it to campus that’s okay, but you still have to deal with time management and the technological requirements,” she explains. “At the beginning of each semester, I encourage my students to develop the technical skills online courses require if they don’t already have them,” says Pope. She

Tri-C has the same expectations for quality in online courses as it does in its classroom-based equivalents. Whether a student takes a course online or in the classroom, the expectation is the same.

then gives her students a schedule to fill out in terms of what they’re doing throughout the week so they can make time for her class. “If the Ohio Board of Regents says a particular course takes 12 hours, I ask my students to show me what 12 hours they can give to this course,” she explains. “I want to make sure they have a realistic expectation of the course load.” Despite the advantage of online courses not requiring physical classroom space, students’ academic needs must remain a top priority; classes are still capped at around 24 students. “Just because you are not limited by the size of the classroom doesn’t mean there aren’t space considerations. You still want to create a quality student experience,” Royal adds. Students take advantage of this unique learning experience—particularly the comfort of some anonymity. “Students seem to be more willing to comment on each other’s work in the online environment since public speaking is no longer a deterrent,” says Pope.

Supporting new technology Over the last three years, Tri-C has developed several initiatives, including e-advising and online tutoring. The e-advising pilot was started to address the need for distance learners to have opportunities to connect with counselors for academic advising. Now campus-based students are also utilizing this service. Both services give students

access to support without having to physically come into an office and meet in person. “This is part of a strategic focus to keep pace with both educational and technological changes to ensure we give students what they want and what they need to be successful,” says Royal. “They’d rather do these things virtually.” Tri-C also launched an e-mentoring service available to first-time online learners which connects students with resources to help familiarize them with a new course environment. “It gets them connected with staff members, so they can get personalized support,” says Royal. Finally, Tri-C is making some information available to students via their mobile devices. A grant from the AT&T Foundation in 2008 allowed the College to build an interface to support text message notifications via portable handheld devices. “The mobile text messaging service allows students to receive notifications about certain activities in their courses,” says Royal. “We’ve become an ‘app society.’ Students like the fact that they can stay connected to the College in a variety of ways, and that they can choose what they stay connected to.” “Student engagement is a big part of student success,” says Royal. “Tri-C continues to look at new and different ways to keep students engaged and motivated, to complete their courses and ultimately graduate.” 

Tri-C Times FALL 2011 17

Co m m u n i t y

C i r c l e

Services available to the community at the Tri-C Preventative Care Centers n

Blood Pressure screenings


Glucose screenings


Cholesterol screenings


Assessment and rehabilitation in

activities of daily living (ADL), home management, work, community and leisure activities n

Programs to reduce the risk of

falls in older adults n

Strengthening, stretching, endur-

ance programs and postural training to prevent and manage back and

Tri-C and partners launch health careers educational film


uyahoga Community College rolled out the red carpet for the premier of “Amazing Healthcare Careers,” a five-part educational film created to raise awareness and educate elementary school students about exciting health care careers. The film was produced by Healthcare Careers Initiative (HCI), a partnership between Cuyahoga Community College, University Hospitals Case Medical Center, Cleveland Metropolitan School District and Employment Connection. “Amazing Healthcare Careers” was filmed with the cooperation of the Cleveland Metropolitan School District (CMSD) and student actors from John Hay High School and Cleveland School of the Arts. It will be integrated into the science curriculum for CMSD students and will be utilized as a five-part classroom lesson. Kits with additional educational materials will be issued to every CMSD fifth and sixth grade science class.

18 Tri-C Times FALL 2011

“The student actors were phenomenal and were truly excited to make a difference,” said Ronna McNair, director of Academic & Student Office Funds at Tri-C. “We hope that the premiere event will spread the word about this great project and we will be able to reach even more young students.” The production of the film was made possible by a multi-year, $2.5 million grant from the Department of Labor to partners of HCI. In addition, the funds allow Tri-C to provide community health care screenings and programs at the Metropolitan and Eastern campuses including dental hygiene, occupational therapy and massage therapy services. The grant has also funded community educational efforts such as:

neck pain n

Use of heat, cold, ultrasound

and electrical stimulation for pain management and healing n

Exercise and education programs

to promote wellness, manage life-long conditions and prevent injuries n

Stress management and relaxation

techniques n

Optical dispensary

(Metropolitan Campus Only) n

Dental Hygiene

(Metropolitan Campus Only) n

Massage Therapy Clinic

(Eastern Campus Only)

n “Inspire,” a magazine that helps parents guide their children toward healthcare careers.

For prescreening, call 216-987-3555.


is provided under the supervision of

Health Careers Academy, a two-week health sciences summer camp. n “The Amazing HCI Medical Center Healthcare Challenge,” an online game. 

All services are offered free and all care licensed healthcare practitioners.

Our congratulations to this year’s Tri-C graduates


his year’s Cuyahoga Community College (Tri-C®) graduates included a double-lung recipient, a mother of six, a student recognized by the Cleveland Clinic for her research and a Russian immigrant well on his way to a Broadway acting career. They were among the graduates recognized in May during the 45th annual commencement ceremony at the Wolstein Center. The graduates were awarded more than 950 Associate of Arts, more than 800 Associate of Applied Science and nearly 500 Associate of Applied Business degrees from the fall of 2010 and spring and summer of 2011. “The commencement ceremony is the highlight of our year,” says Karen Miller, dean of student affairs at the Metro Campus. “It’s so exciting to watch our graduates celebrate with their families and friends and walk across the stage. It was fantastic to see so many staff, faculty, and administrators volunteer to help and participate in the ceremony to support our students.” This year’s student speaker, Evgeny Kasperovich graduated from the theater arts and drama program with a 4.0 GPA and plans to go to New York to study drama. Kasperovich was on the All-Ohio Academic team, captain of the College’s soccer team, a Phi Theta Kappa honors society member and a student ambassador at the Western Campus. Among graduates were: Tabatha Wade-Collier, a lung transplant recipient who plans to become a transplant nurse. She was a Phi Theta Kappa honors society officer and will pursue a nursing degree at Notre Dame College. Elizabeth Tilley, a computer science student who was 2011 Student of the Year at the Metropolitan Campus. The mother of six and grandmother of 14, she will continue her computer science studies at John Carroll University. Giselle Jarrett, co-president of the Eastern Campus chapter of Phi Theta Kappa. She now

attends Case Western Reserve University with plans to earn a Ph.D. in psychology. Recently she was chosen to present her research at the Cleveland Clinic’s annual Aspiring Physicians and Research Scientists Conference. Congratulations to these students and to all the Tri-C students who completed their degrees. 

Metro Wellness Center opens to community


he Recreation and Wellness Center at the Metropolitan Campus reopened this spring after an extensive renovation. The state-of-the-art Center will continue the College’s tradition of working with community partners to promote healthy lifestyles and activities for the campus and its neighbors. The Center is outfitted with new fitness equipment including cardiovascular machines, hydraulic machines and resistance equipment. A new vestibule adds natural light to the space. A demonstration kitchen with classroom space will house community programs such

as healthy eating workshops and “Dining with Diabetes” classes. Members will also have access to group fitness classes, and secure locker rooms. This Center provides the laboratory space for students enrolled in the Tri-C Sport and Exercise Studies program which offers students the knowledge and skills to become fitness specialists. Students who complete the program receive an Associate of Applied Science degree. Memberships are available to community members at a small cost, and discounts apply for senior citizens and residents who live nearby the Metropolitan Campus. 

Hours of Operation: Monday through Thursday: 7:00 a.m. – 7:30 p.m. Friday: 7:00 a.m. – 5:00 p.m. Saturday: 7:30 a.m. – 3:30 p.m. 216 - 987-3096 or visit

Tri-C Times FALL 2011 19



Cuyahoga Community College students and graduates are creating brighter futures for themselves and their communities. The College is proud of its highly motivated students, whether they’re just beginning their college experience or whether they are adults returning to enroll in a new, targeted career program.

A picture is worth a thousand words


nitiated in 2006 with just 35 students, the Art Therapy program at Tri-C now enrolls more than 275 students eager to show the world how the creative process can also be a healing process. “Art therapists are there to help clients in times of crisis,” says Mary Sender, Art Therapy faculty member and program coordinator. “You name it; they’re there.” Art therapy was used extensively in assisting the victims of 9/11, Hurricane Katrina and other disasters. This non-verbal form of communication promotes healing, change and human development through art media and images. Client responses to the created art productions are then interpreted as reflections of development, abilities, personality, interests, concerns and conflicts. “Art therapy is part of the health field because art therapists assist clients with disabilities,” says Sender. “The health field continues to grow, so art therapy is definitely growing as a profession.” According to the Bureau of Labor and Statistics (BLS), the demand for art therapists is on the rise. The BLS expects the need for art therapists to increase by 15 percent from 2008 to 2018. Art therapy is a great career choice for those who enjoy art and psychology. “Students should still feel comfortable in the program even if they are not an exceptional artist, though,” says Sender. “Just the enjoyment of using art as a healing modality needs to be there.” Tri-C offers a convenient art therapy transfer track that culminates in an Associate of Arts and prepares students to transfer into a bachelor’s degree program in either studio art or psychology at Ursuline College. Both programs qualify students for acceptance into Ursuline’s master’s program in art therapy/counseling. All art therapy courses taken at Tri-C will transfer to Ursuline to meet degree requirements for bachelor’s and master’s programs in art therapy. Before graduation from the art therapy program, Tri-C students must complete a

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20-hour practicum during their last semester. They work under the supervision of an art therapist in a variety of settings including psychiatric and medical hospitals, rehabilitation centers, nursing homes, schools and private practice. Tri-C art therapy students even created a fund to provide art therapy at Parnell Elementary School in Berea. The $3,000 grant came from a Shaker Heights couple whose adult daughter is a student at Tri-C. “It is an honor to receive this award for the art therapy program because it lets us know how we have positively impacted the community and the students in our classes,” says Sender. 

Tri-C art therapy student Sharon Huelsman learned about the program from a flyer at the Porter Library. “The brochure really piqued my interest since it asked the question, ‘Do you love art and psychology?’ My answer to that question was a resounding yes!” says Huelsman. Huelsman feels that the College’s art therapy program is unique because students can explore many media. “The process of making art is an incredible opportunity for self-discovery and exploration,” she explains. “Professor Sender makes art therapy classes educational, interesting and personally rewarding, and does so in an environment where it is safe for students to ‘be real’ and truly express themselves.” Huelsman had the good fortune of meeting with Sender before enrolling at Tri-C. “Professor Sender’s enthusiasm, graciousness and welcoming manner convinced me that I should give art therapy classes a try.” She hopes to have the opportunity to work with children in the future, particularly in the areas of childhood trauma and PTSD. “My art therapy classes at Tri-C have been a life-changing experience for me in the most positive ways!” says Huelsman. “I have met students in my classes that are incredible human beings, and I have had the opportunity to meet

Art Therapy Instructor Mary Sender talks to a Tri-C student about the creative process.

wonderful, caring and dedicated professionals in the field of art therapy. As a result, my world has expanded and grown in ways that I never would have dreamed possible.” Art Therapy knocked at Deborah Kobe’s door in 2008 in the form of a Tri-C class schedule book. That fall she enrolled in her first art therapy class with Mary Sender. “Professor Sender taught me to see through her eyes how passionate you can be for this field of work.” A professional artist, Kobe feels art therapy is the most unusual form of art she has experienced. “It’s truly a place where creativity meets spirituality and blends into healing. An art therapy session is like an expensive spa treatment— every blemish fades away. It’s a time for renewal.” For Kobe, her journey on this path is a blend of multiple healings. “This is one of the few College programs that not only teaches you, but heals you as well. To be an art therapist, you must heal yourself before you can heal others.”

3 x 5 = 94.7 A

Kobe takes her training seriously. She sees her group art therapy classes as hands-on experience. “Professor Sender’s courses teach her students how to function and interact in an everyday setting with a possible client.” Kobe works as an art specialist at the Kemper House in Olmsted Falls and Strongsville. “I am bringing joy, healing and purpose to the residents suffering from Alzheimer’s and dementia,” she says. “I’m combining my art talent and art therapy techniques to form an exceptional program for my clients.” Kobe is also building her own company, Art on the Move, the Healing Art. After graduating from Tri-C, she plans to continue her studies at Ursuline College. “I want to plant the seeds that Professor Sender gave me and watch them grow. Art on the Move, the Healing Art is the first seed,” she says. “I challenge anyone to walk into one of Professor Sender’s art therapy classes and try to come out the way you walked in; this is impossible, the transformation is incredible.” 

n innovative new course has been intro Eastern Campu duced in the cu s Math Departm rriculum of the ent, and it’s al to help studen ready making ts successfully an impact. De complete thre “5/5/5” progra signed e entry-level m m creates a se at h courses, the m es ter-long learni to achieve. ng community that’s pushing students Until recently, over 88 percen t of incoming stud track with Begi ents have star nning Algebra ted the math I and continue Intermediate Al d through Begi gebra before be nning Algebra co m II and ing eligible for are prerequisi higher level cl tes for many m as se at s. h, Th sc ese classes ience and nurs However, man ing majors so y students find passing is cruc the process da The passage ra ial. un tin g and do not co te has hovered mplete the sequ around 50 perc Math professo ence. en t for many year r Dr. Heather Sn s. ell Masterson moving more qu sought a solutio ickly through th n to assist stud ese lower leve ents in In the fall of 20 l math classes 10, Dr. Snell M . as terson introdu help bolster st ced an alternat udent success ive program to in entry-level m condenses the ath classes. Th three classes e 5/5/5 math in to on course e semester by weeks. Studen covering each ts are warned course in just that the 12-cre the math requ five di t ho ur course is no irements; the t an easy way class meets a and students ou t of st re nu ous four days must complete a week for thre all three of the e hours, The course also sections. creates and fo sters a learning professor and community wh student group ere the same m ee t th roughout the en “The real inno tire semester. vation of the 5/ 5/ 5 program lies no of reconfigurin g the timeline t so much in th — five weeks ra e bald aspect courses to func ther than 16 — tion as one co but in redesign nt in uo ing the us the students m journey,” says Dr. Snell Maste ove from depe nd rs on en . ce “T upon the instru his helps independence ctor, to interdep .” endence, to Now in its seco nd semester, th e program has to the 51.9 pe shown dramat rcent of studen ic results. Com ts wh o passed the tra in the fall with pared ditional Beginn a C or better, th ing Algebra I cl e 5/ 5/ 5 Although only pr og ass ra m ha d a passage ra one course se te of 94.7 perc ction has been ent. The program co offered, the da ntinues to grow ta is promising. and two course Eastern Campu sections will be s this fall. Than offered at the ks to Dr. Snell students are fin Masterson’s in ding new path novative thinki wa ys to ng, many su help them get ccess ­— and re there.  ceiving the facu lty support to

Tri-C Times FALL 2011 21



Cuyahoga Community College students and graduates are creating brighter futures for themselves and their communities. The College is proud of its highly motivated students, whether they’re just beginning their college experience or whether they are adults returning to enroll in a new, targeted career program.

Who’s buying?


or every organization, company or manufacturer, one department or sometimes just one person, handles purchasing and managing all the goods and services that a business needs to operate efficiently and effectively. The Purchasing and Supply Management program at Tri-C teaches students these procedures. “Purchasing and supply managers are really responsible for spending 60 to 70 percent of sales revenue that comes in to a business,” says Sheila Petcavage, program manager for Purchasing and Supply Management at Tri-C. “By doing their jobs as efficiently as possible they really add profit to the bottom line and help businesses compete in the global market.” The College’s program concentrates on the purchasing aspect of business as opposed to logistics, says Petcavage. As the field of purchasing shifts to supply management, the focus is moving from internal processes to activities that generate a positive return on the investment of resources. “The field is moving from quick tactics to bigger picture strategy. Tri-C prepares students to meet these challenges,” she explains. The instructors preparing students to meet those challenges are actual practitioners in the field. “We understand what the students need to know to hit the ground running,” says Petcavage. “We send students out on interviews, and they come back and say, ‘They’re saying the same things out there that you’re saying in class.’” Amy Gress received her associate degree in purchasing and supply management from Tri-C. She went on to graduate with a bachelor’s degree from Baldwin-Wallace College and a master’s degree from Wright State University and is now both an instructor in the College’s program and a commodity manager who negotiates with suppliers for Ridge Tool Company in Elyria. “My job is always changing; there’s always something new,” she says. “One day you might be negotiating with a very small manufacturing firm and the next day you might be at some national headquarters learning what their new processes are.” Petcavage agrees. “This is a field where you can really see the world

22 Tri-C Times FALL 2011

because you do travel; you have to visit the areas where the material is.” Employment of purchasing managers, buyers and purchasing agents is expected to increase seven percent through the year 2018. “The job outlook is positive because organizations are seeing the impact purchasing has on the bottom line,” explains Petcavage. “The potential for earnings is high — especially for four-year degree graduates though there are entry-level job opportunities for those with a two-year degree.” A purchasing agent or buyer may become an assistant purchasing manager before advancing to purchasing manager, supply manager or director of materials management. At the top levels, duties may overlap with other management functions, such as production, planning, logistics and marketing. The majority of the nation’s purchasing personnel are employed in manufacturing firms. Many also work in government agencies, public utilities, schools and hospitals. Gress chose Tri-C to begin her career journey because it worked for her lifestyle. “I was able

to take classes at night, it was close, and it was really economical.” And the flexibility of the program continues to increase. The Purchasing and Supply Management program can now be taken online through the College’s distance learning program or in the classroom. The Purchasing and Supply Management program also serves people already in management positions who want to advance their careers by acquiring up-to-date, comprehensive information about the purchasing process. A Post-degree Certificate in Purchasing and Supply Management can also be done online or in person. Many practitioners will find the core curriculum in the post-degree certificate a great way to prepare for the Certified Professional in Supply Management certification as well as other certifications in the field. It seems that the future for purchasing and supply management is bright. “Everyone needs materials or supplies purchased,” says Petcavage. “Anyone who hangs up a shingle to be in business is going to need someone to be doing the buying.” 

Purchase a Tri-C license plate and benefit our scholarship fund


hen you purchase a special Cuyahoga Community College license plate from the Ohio Department of Motor Vehicles, the Tri-C scholarship fund receives $25 of the $35 fee. And, the Tri-C logo on your license plate shows your support for the college. The scholarship fund helps provide access to education for thousands of students every year. You do not have to be a Cuyahoga County resident or have to wait until your registration expires to get the Tri-C license plate. Show your support. Contact your local BMV or visit PlateSpecial.aspx and order a Tri-C plate. 

Award winning Plant Science students design learning garden


andscape designs created by Tri-C Plant Science and Landscape Technology students were installed this summer at Hilton Elementary School in Brecksville. The gardens, created by second year design students Brian Eisenberg, Anthony Angelotta, Steve Malaga and Tim Miller, will serve as outdoor classrooms for students in grades K-3. “We’re excited because this is a great opportunity to give back to the community,” said Eisenberg. “It shows that there is a need for unique public and private spaces such as children’s gardens - and that the field of landscape and garden design can make a very positive impact on society. “With the guidance of our teacher Mike Whitman, we’re trying to use our knowledge of designing garden spaces to fit the client’s needs and desires,” says Eisenberg. “We designed two courtyard spaces that will give the kids a different perspective from their indoor classrooms and create a stimulating learning environment.” Plant Science program manager Dave Emmitt was contacted by the parents group at Hilton who were raising funds to have the courtyard gardens installed. Initially they wanted ideas and resources, but decided to utilize the group of very talented design students. Plant Science students have won broader recognition. Steve Malaga and classmate Anthony Angelotta recently earned top honors at the Association of Professional Landscape Design 2011 International Student Design Competition, taking home a Silver and Gold award respectively. Fellow student Jing Zhang placed second in two events at the 35th PLANET Annual Student Career Days in March and was awarded a scholarship from the PLANET Academic Excellence Foundation. 

Tri-C Times FALL 2011 23


Detroit Ruins 32 (above) and New Weehawken Pool with Ivy (below) © Jonathan Wayne

Creative Arts instructors win prestigious award


wo instructors in the Creative Arts Department at Cuyahoga Community College were named 2011 Creative Workforce Fellows by the Community Partnership for Arts and Culture (CPAC) earlier this year. This prestigious fellowship is awarded each year to artists in Northeast Ohio who demonstrate outstanding work and innovation in the field of the visual arts. Stephanie Craig, instructor of Ceramics, and Jonathan Wayne, assistant professor of Photography, both at the Western Campus, each received $20,000 to support their business

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The Grind; from the Factory Work Series; © Stephanie Craig.

and education goals as working artists in the community. “This was an incredible accolade to receive from such an esteemed group of jurors and artists,” says Craig. “I feel very fortunate to be part of a community of artists which have the depth and breadth of talent that exists here in Cleveland.” A seven-member panel of art experts around the country examined over 300 portfolios and applications in an on-line live streaming jury session open to the public. “The judging of my work occurred at the time I was teaching an advanced photography class here at Tri-C,” says Wayne. “With the approval of the students, I brought it up on a computer and we listened together as the panel discussed my

work. It was a great learning experience for the students and me.” Craig will use her award to upgrade equipment in her ceramics studio and will do a six-week residency this summer at the prestigious International Ceramics Center in Denmark. Wayne will travel to France, Belgium and Southeast Asia to photograph places that have been scarred by war but reclaimed by nature. “We’re working to establish a broad support infrastructure for local artists,” said Seth Beattie, CPAC program manager. “Funding support is incredibly important to artists, but CPAC believes that we can benefit artists most when we’re also addressing their other material needs at the same time.” 

Chemistry Professor wins Fulbright scholarship


r. Ormond Brathwaite, chemistry professor at Tri-C, has been awarded a Fulbright Scholarship on behalf of the J. William Fulbright Scholarship Board. Dr. Brathwaite will travel for four months this fall to Sir Arthur Lewis Community College in Castries, St. Lucia of the West Indies, to assist the institution with developing its science curriculum in preparation for a transition to university status. “As a community college faculty member, this is an integral part of my continuing professional development,” says Dr. Brathwaite. “The excitement that I have, I bring to the classroom. I want to challenge my own horizons the same way I challenge my students.” Through Dr. Brathwaite’s efforts, Sir Arthur Lewis Community College in the near future will become the first university in St. Lucia. Students attending now can earn an associate degree at Sir Arthur Lewis Community College, but would then have to transfer to a university in Jamaica, Barbados or Trinidad to earn a bachelor’s degree. Dr. Brathwaite, a professor at Tri-C for 17 years, applied for the Fulbright scholarship after hearing a presentation on it while attending the annual National Institute of Staff and Organizational Development (NISOD) conference last May in Austin, Texas. As a Caribbean native, Dr. Brathwaite identified the St. Lucia region as the location he was most compatible and readily able to contribute. Fulbright alumni have gone onto become heads of state, judges, ambassadors, cabinet ministers, CEO’s, university presidents, journalists, artists, professors and teachers. Earning prestigious recognition is becoming the norm for Dr. Brathwaite. He was honored

as the 2006 Ohio Professor of the Year by The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education (CASE). Dr. Brathwaite earned his Ph. D. in biochemistry from City College of New York after completing his

undergraduate work at York College of The City University of New York. “I hope to return to Tri-C with a more global perspective on education,” says Dr. Brathwaite. “As a Fulbright fellow, I hope to fulfill the mission J. William Fulbright intended.” 

Former Tri-C student travels to Africa for sustainability project


wise professor once told me that it doesn’t matter where you base your business. If you’re good at what you do, then you’ll succeed anywhere. People will bring you to the locations where you are needed,” says Kevin Kopanski. Kopanski, a former Tri-C student and graduate of the Brooks Institute of Photography in Santa Barbara is apparently good at what he does because he was sent to Africa in May for two weeks to document the efforts of one of his clients. The Poultry Project, a non-profit organization in Cleveland, hired Kopanski to take photographs of its work helping AIDS-affected families in Uganda start small sustainable poultry farms. “After graduation, I thought about staying in California, but my friends and family were back in Cleveland and I felt I had a better chance to establish a photography business here,” says Kopanski. With a bachelor’s degree in visual journalism, the Broadview Heights native has been working with a variety of clients for the last three years. Kopanski has maintained his connection to Tri-C. During a recent summer, he returned to the College to take a course with his mentor, Associate Professor of Photography Daniel Levin. The class project was a series of environmental photographs and resulted in a book called the Parma Heights Project. Recently, Kopanski was given an award by the Parma Elks Club for the book’s portrayal of the people of Parma Heights. “Slowly but surely my business is growing. I’m glad to be building my future in Cleveland,” he says. 

Tri-C Times FALL 2011 25



Cuyahoga Community College Foundation Board is broadening its reach in the community

Cuyahoga Community College Foundation Chairperson Donald T. Misheff and Jerry Sue Thornton, Ph.D., President of Cuyahoga Community College. Photo by Jesse Kramer.


uyahoga Community College (Tri-C) Foundation Chairperson Donald T. Misheff, Northeast Ohio Managing Partner of Ernst & Young, LLP, has made broadening the reach of the Tri-C Foundation a top priority since assuming leadership of the Foundation’s Board in 2010. “Cuyahoga Community College is one of this area’s most important assets, and the Tri-C Foundation is one of its greatest strengths. We are fortunate to have such a great representation of business and community leaders serving on our Cuyahoga Community College Foundation Board,” Misheff says. The Cuyahoga Community College Foundation was chartered in 1973 as a 501 (c) (3) charitable organization. The mission of the Foundation is to secure funding opportunities for scholarships and educational program development and enhancement for Cuyahoga Community College. “Tri-C Foundation Directors represent a cross section of our community and understand the importance of the College and its impact in our region and on their businesses. We have witnessed first-hand the stories of some of the thousands of Tri-C Foundation Scholarship

recipients who have benefited from community support. Scholarships are critical for students who have some, but not all, of the financial resources they need to finance their education. Scholarships can make the difference and help students stay in the classroom to earn a better future for themselves and their families,” Misheff says. He also notes that many of the Directors have been touched by a Tri-C education at some point in their careers. They may have earned a degree from the College, or they may have completed a course or seminar for professional development. Cuyahoga Community College was there when they needed it, delivering education and workforce training to serve the needs of the community. Misheff says, “Working with Team NEO, I learned that many times, when a company is considering a move to Cleveland, one of the deciding factors is workforce development training such as the training that Tri-C offers. The technology and redeployment that Tri-C

brings to the business community is second to none. Tri-C is broadening its reach in the community.” “I am proud to serve the Foundation as its Chairperson. All of the Foundation Directors are grateful for the support our community has provided for scholarships and programs. Your investment in Tri-C is an investment in our region,” Misheff says. Misheff, a CPA and a member of the Ohio and American Society of Certified Public Accountants, holds a bachelor’s degree in accounting from the University of Akron. Over his 30 year career with Ernst & Young, he has been extensively involved in the community, serving on the boards of many local organizations. He is an alumnus of Leadership Cleveland and has been recognized as a distinguished alumnus of the University of Akron’s Business School and the University of Akron’s Accounting Program. He was named one of Inside Business’s “100 Most Influential People” in Northeast Ohio. 

Tony Blair, October 5 scholarship luncheon speaker Cuyahoga Community College Foundation, in partnership with Fifth Third Bank, presents the 18th Annual Presidential Scholarship Luncheon featuring Right Honorable Tony Blair, Quartet Representative to the Middle East and Former Prime Minister, Great Britain and Northern Ireland (1997- 2007). The October 5 event at the Renaissance Cleveland Hotel benefits Scholarships for Students at Cuyahoga Community College. For more information, please contact the Cuyahoga Community College Foundation at 216-987-4868.

26 Tri-C Times FALL 2011

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Survey re-photographs special city sites


ocumentary Photography students at the Western Campus presented a special exhibit of their work this spring at the Cleveland Public Library. “Re-Photographic Survey: Picturing Cleveland Then and Now” was a collection of 26 historical photographs of various locations in Cleveland. Associate Professor Daniel Levin, who taught the class, worked with library curator Margaret Baughman who generously opened up the vast collection of photographs. Each student selected an urban landscape photograph from the 1920s through the 1970s. “Using a historical photograph, the contemporary photographer must create a new photograph using a highly analytical approach,” says Levin. “The new photograph must be taken from the exact same camera position as the original, using the same lens, height of camera, angle and tilt of camera. The results of this methodical approach create powerful examinations of time, use, investment, neglect and culture. The lack of change is often as impressive as change itself.”

Tri-C Times FALL 2011 27


Timeframe Western Campus photography student Nicholas Wojciak aimed his lens through the clock tower of the old St. Luke’s Hospital to capture a stunning perspective of the Cleveland landscape.

Photo by Tri-C photography student Nicholas Wojciak

28 Tri-C Times FALL 2011

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6/10/11 9:32:46 AM

Tri-C Times Fall 2011  

Tri-C Times is published by the Cuyahoga Community College (Tri-C®) Marketing & Communications Department for its friends and constituents.

Tri-C Times Fall 2011  

Tri-C Times is published by the Cuyahoga Community College (Tri-C®) Marketing & Communications Department for its friends and constituents.