2023 SALT Center Journal

YOU BELONG 2 0 2 3 S A LT C E N T E R J O U R N A L

Table of Contents

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WELCOME FROM THE EXECUTIVE DIRECTOR BELONGING AND WELL-BEING IDENTITY AND IMPOSTER SYNDROME: EMBRACING LIFE CHANGES THE POWER OF MUSICAL CONNECTION ALUMNI SPOTLIGHT ON CAMERON MINA DISCOVERING HIS VOICE: BEN MORSE A REAL-WORLD PIONEER: OLIVIA BRODERSEN WHAT THE SALT CENTER MEANS TO ME A WILDCAT WHO LANDS ON HIS FEET: MICHAEL LEONG

SALT Center Team Executive Director’s Office Gabrielle Miller, Ed.D. Daniel Linden III, M.S. Marcela Delgado, MBA Emily Pendleton, MBA Alexandria Valencia Isaac Flater Emma Zahner

Bartlett Labs

Laurel Grigg Mason, M.A. Keely Donovan, M.Ed. Shawnda Garcia, M.Ed. Matt Swanson, M.Ed.

Admissions

Sarah Sampe, M.Ed. Brittany Cortinas Dennis Haymore

Student Support

Claudia Sandoval, M.S.W. Natalie Schleining, M.Ed. Abigail Entrican Richard Fimbres, M.Ed. Laura Fuchs, M.S. Heather Gallivan, M.Ed. Taylor Gillis, M.Ed. Jennifer Hansen, M.Ed. Derrick Haywood Bethany Lutovsky, Ph.D. Kim Matharoo Caroline Ragano, M.Ed. Emily Schottler, M.Ed. Richard St Clair Melissa Thach Lupe Thompson

Learning Support

Blake Cesarz, M.M. Jackie Mullins, M.A. Mary Beth Eustice, M.A. Stephen Ferris, M.A. Sarah Gomez Arielle Ruda Jessica Stansel, M.A. Alexis Faley

Psychological & Wellness Services Roxana Samaniego, Ph.D. Estrella Ochoa, Ph.D. Jasmine Benjamin, M.A. Ilana Waite, M.A. Diane Darling, M.S., M.A. Cori Manning, M.A. ©2023-24 The University of Arizona Designed and produced by West Press for the SALT Center Editor: Isaac Flater Contributors: Blake Cesarz, Isaac Flater, Heather Gallivan, Laura Fuchs, Bethany Lutovsky, Gabrielle Miller, Sam Pechersky, Emily Pendleton, Roxana Samaniego Layout & Design: Emanuel Nevarez Photography: Isaac Flater, except where otherwise noted

ABLE Clinic

Laura Kerry-Henkel, Ph.D. Charlotte Iurino, Ph.D. Gizelle Gilbert, Psy.S. Deborah Mercier-Burmeister, Ph.D. Kim Morris, Ph.D. Imelda Murrieta, Ph.D. Fedra Calderon, Ed.S. Victoria Orantez

WELCOME

FROM THE EXECUTIVE DIRECTOR DR. GABRIELLE MILLER

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s a top-rated, Research 1 institution, the University of Arizona attracts some of the brightest minds on the planet, with students and faculty coming here from nearly every corner of the globe. With thousands of students bustling around every day, finding your place on this sprawling campus can sometimes be very daunting, especially if you already feel “different” because of a learning or attention challenge. My short reply to students feeling this way is this: “YOU BELONG.” The university needs your neurodivergent mind, your unique perspectives on life, your creativity, and your unfaltering desire to make this world a better place. You can be successful here. And you don’t have to figure it all out by yourself. The SALT Center is here for you.

We’ve been helping students like you for more than 40 years. Trust us, we’ve got your back!

In this year’s journal, we invite you to learn more about why it’s so important that you recognize your place as a valued member of the university community and that you take the time to celebrate your personal and academic achievements. They matter.

We also want you to learn from the examples of others. This edition has several stories about students and alumni who have used the SALT Center’s support to help them find their voice and pursue their life’s passions. As you read these accounts, I hope you’ll notice a common theme: students and families who have been helped by the SALT Center don’t simply move on with their lives, they seek out opportunities to pay it forward. They look out for others who are struggling and offer their support whenever they can. Wildcats care. Wildcats give back.

I’m honored to be part of the SALT Center family and affirm that every student, employee, parent, alumnus, supporter, and friend is part of our family too. You all belong. Thank you for your continued support.

Bear Down!

Gabrielle Miller with Jocelyn Combs, a recipient of the 2023 Impact Award and one of our family members who ‘gives back’

Gabrielle Miller, Ed.D.

S A LT C E N T E R J O U R N A L 1

BELONGING AND WELL-BEING

“I LONG, AS DOES EVERY HUMAN BEING, TO BE AT HOME WHEREVER I F I N D M Y S E L F.” ― MAYA ANGELOU

ROXANA SAMANIEGO, PH.D. Director of Clinical Services

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hree things really matter to students when they are in college: the academic staff they work with, the nature of their academic study, and the feeling of belonging (Meehan & Howells, 2019).

That feeling of belonging is an incredibly powerful force, and one that can determine whether a student persists in obtaining their degree. Though we all differ in what makes us feel like we belong, belonging is an essential human need.

Research consistently shows that perceptions of belonging at the college level have a significant impact on academic achievement, and even whether a student will remain in college. For example, a 2022 study found that university students who frequently considered dropping out had a significantly lower sense of belonging than students who did not. Additionally, students who reported a higher sense of belonging reported feeling more motivation and enjoyment in their academic studies (Pedler et al., 2022). Similarly, belonging is also closely linked to mental health and well-being with students lacking it being at an increased risk for mental and physical health problems and students possessing it reporting superior health indicators (Allen et al., 2021).

The perception of belonging is a deceptively complex feeling and arises from an interplay of individual factors and the environment in which we live and work. The highly dedicated staff at the SALT Center know that we play a significant role in helping college students feel connected, both to our program and to the larger university, and we take that responsibility seriously. Each component of the program is designed to build a bridge so students can break down the barriers that may impede their sense of belonging. We prioritize diversity, inclusion, equity, and accessibility because these values foster a sense of membership in our welcoming space and community.

Each area of support within the SALT Center contributes uniquely to helping build a community. Support Specialists help students work on specific communication and self-advocacy skills that can foster connections and guide students on how to reduce the barriers that interfere with their learning. The close working relationships that Support Specialists build with students can provide a sense of safety and empathy during their college experiences. They also coach students to develop the critical skills needed in higher education and to be competitive applicants in graduate schools or the workplace.

Tutors and Peer Mentors also have a critical role to play in helping students feel connected. Tutors develop ongoing academic relationships with students and show them strategies to engage with their learning more effectively. Peer Mentors listen and share their experiences of wins and challenges while encouraging other students to persevere as they navigate similar waters.

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Additionally, the Psychological and Wellness Services team helps students feel more connected by exploring the things they care about, working together to solve problems in difficult situations, and taking goal-oriented actions to help them engage in the community in the ways they want. Our therapists can help students foster the self-awareness and skills needed to cope when feeling disconnected.

What can our students do when they don’t feel like they are connecting to the university community?

Tell Your Student Support Specialist

Your specialist can help by discussing ideas and strategies for becoming more involved.

Being honest about the ways in which you are feeling disconnected is a powerful form of selfadvocacy.

Attend SALT Center Events

The SALT Center plans a variety of engagement activities throughout the year to foster your creativity, teach you new skills, and connect you with other students.

Explore What the University Has to Offer

The University of Arizona has countless clubs, cultural centers and groups that can help you connect with other students with similar interests or backgrounds.  Learn more at: arizona.edu/student-life/ getting-involved

Use Psychological and Wellness Services

Talk to your specialist about scheduling an appointment with a therapist. You can also explore self-help options and apps online.  Learn more at: caps.arizona.edu/on-demand

References: Catherine Meehan & Kristy Howells (2019) In search of the feeling of ‘belonging’ in higher education: undergraduate students transition into higher education, Journal of Further and Higher Education, 43:10, 1376-1390, DOI: 10.1080/0309877X.2018.1490702 Kelly-Ann Allen, Margaret L. Kern, Christopher S. Rozek, Dennis M. McInerney & George M. Slavich (2021) Belonging: a review of conceptual issues, an integrative framework, and directions for future research, Australian Journal of Psychology, 73:1, 87-102, DOI: 10.1080/00049530.2021.1883409 Pedler, Willis, R., & Nieuwoudt, J. E. (2022). A sense of belonging at university: student retention, motivation and enjoyment.

Journal of Further and Higher Education, 46(3), 397–408. https://doi.org/10.1080/0309877X.2021.1955844

S A LT C E N T E R J O U R N A L 3

IDENTITY AND IMPOSTER SYNDROME: EMBRACING LIFE CHANGES B E T H A N Y R . L U T O V S K Y, P H . D .

Student Support Specialist

Photo courtesy of 160over90

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ho are you? It seems like a simple question. Take a few minutes to honestly think about how you would describe yourself. What do you believe is the most important thing for someone to know about you?

You may realize that you cannot describe yourself in just one way. Individuals do not have one single identity; instead, they have many overlapping identities. Some elements of your identity may feel more important to you than others, but these overlapping identities are what make each person and their experiences unique.

Students at the SALT Center have a common experience of educational and learning challenges. Yet, how students self-identify can make a significant difference in their college experiences. Taking ownership of neurodivergency and engaging with the SALT Center can often be a determining factor in college success.

Combatting Imposter Syndrome

Struggling with feelings of being a fraud or undeserving of accomplishments is often ongoing.

Imposter syndrome has no quick fix, but there are strategies you can use to combat these feelings when they surface.

Celebrate your accomplishments.

One of the major elements of imposter syndrome is feeling that accomplishments are due to external factors. This strategy for combatting imposter syndrome revolves around acknowledging accomplishments and reflecting on your work.

You should not be afraid to reward yourself.

Taking a moment to reflect on your work and rewarding yourself with a positive experience afterward can provide you with evidence of success. Acknowledging and celebrating the accomplishment, either alone or with supporters, is the key to this strategy.

What is Imposter Syndrome?

Question negative thoughts.

Students who experience imposter syndrome are more likely to have additional stress and depression. It is common for those who experience imposter syndrome to feel as if they are the only ones who feel this way, not only increasing isolation, but also making them unsure who they can turn to for support.

Although 70% of individuals have feelings of being an imposter at some point in their lives, individuals who are members of minority groups, such as those who are neurodivergent, have been found to be increasingly likely to experience imposter syndrome.

Find mentors and supporters.

Imposter syndrome is a psychological phenomenon in which individuals feel undeserving of their accomplishments, and attribute success to uncontrollable factors, such as luck or the generosity of others. Rather than seeing oneself as able or intelligent enough to earn success, individuals who experience imposter syndrome fear that they will be discovered as an imposter.

Life transitions may be another trigger of imposter syndrome, as individuals may feel undeserving of their new opportunity and compare themselves to others with more experience. Imposter syndrome may be heightened when starting college or starting a career post-graduation. However, it is important to remember that there is a difference between not knowing anything and needing guidance.

Many people just starting out in new situations require time to adjust and learn the ropes.

Moving from the K-12 system to adulthood and learning how to navigate college has unique starting points for everyone.

Feeling like a failure and that you are not good enough to be where you are is a challenging place to be. Failing at something may feel like the end of the world. But it’s important to be kind to yourself and acknowledge how far you have come.

Remember that growth and success require you to step outside your comfort zone. Taking steps on the path you want to be on shows effort and helps to replace those negative thoughts.

An important thing to remember in any situation is that asking others, including those with more experience, is how you learn. Talking with others may offer a unique perspective and is an important step in redirecting self-doubt. Sharing your feelings with others can help you find a support network to talk through your fears and celebrate your accomplishments.

Stop comparing yourself to others.

Everyone starts at a different point in their life, with various privileges or disadvantages. No two people will be in the same place at the same time. It may have taken you longer to get to where you are due to your learning or attention challenge, or you may feel that others have an easier time. Look at your progress and take note of what you do know and understand that learning is a growth process. The only person you should be comparing yourself to is you. No matter how many people have supported you to get to where you are, remember, you put in the work!

S A LT C E N T E R J O U R N A L 5

Max Ho performing at the UCLA vs. Arizona Men's basketball game on January 21, 2023.

THE POWER

OF MUSICAL CONNECTION BLAKE CESARZ Assistant Director, Learning Support Services

Photo courtesy of Rebecca Sasnett/Arizona Athletics

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Sam Bever singing with the Amplified Acapella group.

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usic… it permeates our cultures and our lives, and is seemingly all around us all the time. But, what purpose does it serve? How is it that, deep in our evolutionary past and already gifted with language, our forebears gravitated toward this other, decidedly more abstract form of expression? Might it not have been to decorate time in togetherness, sharing the depths of our feelings in timbres and tones that might communicate in ways words sometimes fail? Whatever the reason might be, we gravitate toward it, whether as listeners or as performers, in order that we might enrich our lives. For two students in the SALT Center, at least, musical performance has been an immensely rewarding pursuit, allowing them to connect with others through the uniquely transcendent medium of music all while gaining a greater appreciation for what they can accomplish through their dedication and hard work.

Max Ho, for his part, envisions his guitar studies as translating into a career in music, which would be well served by the business degree his is currently working toward. Max is already making great headway in that regard, having played a guitar arrangement of the national anthem for the UCLA vs. Arizona men’s basketball game on January 21, 2023, in front of 15,000 spectators. For Max: “The hardest or most stressful part was the buildup, because that’s when you’re the most nervous, but then they finally call you out and when I played the song there was no ounce of nervousness. It just taught me how much you have to practice…to be stone cold, like ‘I can do it in my sleep,’ but yeah, I finished the anthem, and when I put the guitar behind my head, I swear, the pulse, the stadium just erupted, like Michael Jackson just did some crazy move… it was electric.”

This was a major milestone, and Max has set his sights on similar opportunities for exposure, having played at the Tucson Convention Center for the regional indoor football league, most recently, and with his next target playing for an even larger audience at an Arizona Wildcats football game this fall.

Not everyone, though, has their sights set on a career in music, per se; some of us just want to keep it part of our lives, finding fulfillment, camaraderie, and joy in musical performance. Sam Bever, currently studying computer science and deciding between computer or software engineering, finds that he can be a bigger and more outgoing version of himself through performance, be it in theater, dance, or, most recently, as part of the University of Arizona’s Amplified Acapella group. As part of this group, Sam recently competed in the International Championship of Collegiate Acapella Southwest regionals, where Amplified placed as finalists overall and were awarded 1st place in the semi-final round, and second place in the quarterfinals. Of that experience, Sam shared: “We struggled a lot in quarters and there were a lot of things that we didn’t feel great about, though it was a good performance, the energy wasn’t great. Then, in the month leading up to the semis, we doubled down to become a cohesive unit… and that performance was overall the best we had ever done. We wanted this one moment, in particular, to crescendo and ring out, we were honing that, and trying to make sure we cut perfectly together…and in performance, it rang out for like 10 seconds and that was super awesome, because, that embodied the work that we put in, and it all came together in that one moment.”

Sam also shared that it was Caroline Ragano, his Support Specialist at the SALT Center, who encouraged him to find the balance that allowed him to both keep up with his studies and continue his musical pursuits. He said that he is grateful the program helped him navigate what he once thought were two competing endeavors.

Photo courtesy of Sam Bever

Both of these students and their musical journeys show us just how much music can add to our lives, whether we want to be a professional musician or simply share in a musical experience with our peers. Creativity, in any form, is the most human of pursuits, and we are so very proud to share what Max and Sam accomplished this last year. Bear Down!

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ALUMNI SPOTLIGHT ON CAMERON MINA E M I LY P E N D L E T O N

Assistant Director of Operations & Strategy

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ameron Mina spent much of his childhood with an undiagnosed learning difference struggling to find his place in school. Reflecting on that period of life he recalls, “You feel kind of like an outcast, and why am I the only one in there that needs help and needs to go to do extra tutoring or is failing math because they can’t comprehend or stay focused?”

As Cameron grew older his life began to change for the better, and he finally began to get the support he needed. He says, “I always knew something was not right but then when my learning challenge was diagnosed, it all made more sense.”

When Cameron came to the University of Arizona, he knew he wanted to pursue a degree in either Marketing or Communication. After a few rough semesters however, he began to seriously reconsider his degree choice. One day, while scrolling through the array of apps on his phone, he realized that the path forward was displayed right in front of him—the field of human connectivity!

Photo courtesy of Natalie Hurtado

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This new direction would still allow Cameron to put his strong marketing and networking skills to use and was an important turning point in his life. Cameron credits much of his personal growth in this period to the SALT Center and especially to his Student Support Specialist, Claudia Sandoval, who helped him find the motivation to persevere and complete his studies.

Since graduating from the University of Arizona with a degree in General Studies and a concentration in Human Understanding, Cameron’s resume has grown to include employment at several distinguished companies, including Nike, Facebook (now Meta), and currently TikTok. Having found success in business and marketing, Cameron is now giving back to the SALT Center to show students that someone like them can pursue their passions and thrive in the big world.

As a participant in the SALT Center’s alumni mentoring program, Cameron is now using his learning challenge as a way to positively connect with students. He says, “It's really important for me to give back, because if I didn't have those individuals, there's no way I could do this by myself. I wouldn't have been able to be where I'm at.”

In addition to mentoring, Cameron volunteers alongside other SALT Center alumni to host the Life After College workshop series. This semi-annual event is carefully designed to help guide students' career paths along an upward trajectory.

From experience, Cameron knows that sometimes students just need a little boost to reach their full potential. He says, “Being able to empathize with these individuals and hopefully get them comfortable to figure out their best ways to be successful and being able to be a resource,” is a payback for the help he received from the SALT Center.

SALT Center alumni interested in supporting current students should contact Emily Pendleton to learn more about our alumni engagement opportunities.

Emily Pendleton: ependleton@arizona.edu

LIFE AFTER COLLEGE: PREPARING FOR YOUR FUTURE Our Life After College event started in 2016 with an alumni panel speaking to scholarship recipients at the end of their annual luncheon. Over the last seven years, our alumni have helped us grow the event into a multi-day workshop series and resource fair that is now open to all students in the program. Students say they are especially grateful to hear from SALT Center alumni about how they have found professional success and accomplished things like, going to graduate school, searching for jobs, and navigating the workplace with a learning difference.

Last year, with the support of our alumni, we were also able to begin offering Life After College twice a year, with sessions now taking place in both February and October. We have also begun collaborating with corporate partners to help educate and direct them in their efforts to attract and support neurodivergent talent and they are eager to take part in these events as well.

S A LT C E N T E R J O U R N A L 9

DISCOVERING HIS VOICE: BEN MORSE

HEATHER GALLIVAN Student Support Specialist

Photo courtesy of Ben Morse

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ast fall, Ben Morse stepped out onto the stage of the Arizona Grand Ballroom, trembling in anticipation. After an interval, he heard his name over the loudspeaker, walked center stage and received his award.

Upon exiting, he did the unexpected: Facing the crowd, arms extended overhead with hands fisted, he cheered in ecstatic triumph.

It would not be his last public recognition, but he would cherish it long after.

At the SALT Center’s Annual Family Weekend Celebration and Awards Ceremony, in front of some 300 onlookers, Ben received the Engagement Award. This was no small feat. Diagnosed at age 12 with Asperger’s Syndrome, a form of Autism Spectrum Disorder, Ben had always struggled with social interactions of all kinds, most especially at large gatherings. The award was not only a recognition of his persistent engagement with the SALT Center, but also a milestone in an extended struggle to overcome barriers that limited what he could do, and be, in life. The award testified that Ben had seized the opportunity to face his struggles head on. In doing so, he achieved not only success and recognition, but also access to “his people,” his purpose, and his voice.

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When Ben was a child, interacting with others made him feel anxious, fearful, and physically ill. This brought on tremors, so he avoided it. Extremely shy, he found it difficult to both communicate and self-advocate. “I had to learn to speak with others before I could begin to really speak for myself,” Ben said. He received communication support services and built up his skills bit by bit. Yet he still felt “unapproachable” and mostly kept to himself. In high school, an ardent biology teacher introduced Ben to the wonders of science and a natural world in peril due to resource mismanagement. This, and his involvement with Key Club, World Wildlife Fund for Nature, and other civic and environmental organizations, sparked an interest that propelled Ben to expand his horizons. Still, he felt unsure. Then, in 2018, Swedish climate activist Greta Thunberg appeared on the international stage, and everything changed.

Ben first saw Greta Thunberg on T.V. as she spoke to delegates of the COP24 UN climate convention in Poland. He was awestruck as she delivered her message to, as Ben put it, “wake up and save our world before it’s too late.” Fifteen years old and four months Ben’s junior, Greta was the ‘’first person with Asperger’s’’ he had ever encountered. When she asserted, “No one is too small to make a difference,” Ben felt a jolt. “Seeing how impassioned she was, really gave me the confidence to speak out,” Ben said. Then and there, he decided to fight for environmental and social justice. He knew that to get his message out, he would have to harness his “fears, energy, and passion.” Undeterred, he resolved to use his voice to advocate for nature, himself, and all future generations of beings on planet Earth.

In fall 2021, Ben joined the University of Arizona community as an environmental science major within the College of Agriculture, Life and Environmental Sciences.

At first, college life was not easy, yet, over time, Ben “became one with” the SALT Center. Feeling understood and supported, he began to look at challenges with a growth-mindset. “It helped me overcome almost any challenge that was set forth to me from then on. It helped me look at challenges as something that could build me up rather than put me down,” Ben said. His confidence skyrocketed. Reflecting on his SALT Center tutors, support specialist, Social Communication for College & Career (SC3) group, and health and wellness team, Ben noted, “I came to a realization and thought, ‘These people really understand me, they get me. No group of people have ever really looked at me in a way that they could get through to me like that.”’ From this Ben learned the importance of surrounding himself with like-minded people.

With the explicit intention of finding others he could relate to, Ben joined several campus groups and began to advocate publicly for environmental sustainability. In February 2023, after the Arizona Daily Star newspaper featured a photo of Ben speaking out at a Tucson City Hall Council meeting, Ben suddenly became a minor celebrity, stopped in the streets by people who recognized him from the article. “It was the first time I was able to express myself in a very impassioned way, with a ton of energy people could feed off of. For the first time in my life, I felt like I was really putting myself out there for a cause I stand for and many people of my generation fight for!,” Ben said.

These days, Ben is following a path he forged himself and is thriving. Next year, he plans to spend a semester abroad in Germany, one of the most environmentally sustainable industrialized nations, and after graduation, he hopes to fulfill his dream of working for the National Forest Service or National Park Service. And yet, in many ways, Ben is already living out a dream – one that he never imagined long ago as he struggled with communication, personal insecurities and social isolation.

“Speaking out is very important, if you really want something, if you really want to change something. If there's something you truly believe in, that no matter what others say, or what may happen, if you speak out about it, then and only then, can you create change that can inspire others.” Moreover, Ben noted, “The key to making any passion, belief or value come true is if you make yourself known to others.”

And, to anyone who can relate to his struggles, Ben has this to say: “No person's individual disabilities can stop them from achieving their full potential. Passion and determination in the face of adversity is what really determines who you are. You just have to go out there and find what makes you truly happy.”

Since then, Ben has not only excelled academically, but has continued to stretch himself in new ways.

Last school year he spent his weekends volunteering at Saguaro National Park and earned a Saguaro Stewardship Volunteer Award for his efforts. In the spring, he earned an Outstanding Achievement in German Award, and over the summer, took part in a lifechanging, service-learning trip to the tropical rainforests and beaches of Costa Rica. Less than two weeks after returning stateside, Ben embarked for the White Mountains of Arizona for a 2-month internship with the U.S. Forest Service, an adventure he savored just as whole-heartedly. And this fall, in recognition of his exceptionally adventurous, energetic, and goal-oriented spirit, Ben took center stage once again at the SALT Center’s Family Weekend Awards Ceremony, this time as a recipient of the prestigious Michelle Combs Award.

Photo courtesy of Ben Morse

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A REAL-WORLD PIONEER: OLIVIA BRODERSEN LAURA FUCHS

Student Support Specialist

2023 DAVID LIVINGSTON WHITE AWARD RECIPIENT 12 THE UNIVERSITY OF ARIZONA

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tanding in front of the 4th grade blackboard in tears, Olivia Brodersen saw she was in a new world, one where she needed to fight for her rights as a deaf student. The teacher had just reprimanded her for not knowing how to solve a math problem. Even with accommodations, the transition from a school for deaf children, to a public school system, turned out to be Olivia’s catalyst for self-advocacy and taught her to muster the courage to navigate through obstacles. After recess, she stood up for herself and told the teacher, “This isn’t fair.”

After processing that incident, Olivia didn’t allow herself to be frustrated. She realized, “I'm not with deaf peers anymore. These are hearing people and that was a really huge step out into the real world, and I didn't know how to navigate that real world without the support that I used to have.” Challenges to learning fell like slow-motion dominoes when Olivia began to confront teachers about her disability. Natalie Schleining, Olivia’s Student Support Specialist at the SALT Center, said, “She doesn't expect anybody else to do it for her. It's on her and I think that's part of the fire in her. She takes total responsibility for her life.”

“When you think about David Livingston White, and all of the determination, the perseverance, she really does check every one of those boxes,” Emily Pendleton, Olivia’s first Student Support Specialist, said. Imagine trying to read lips during the pandemic; masks were a new hurdle. Olivia tactfully explained to professors what accommodations she needed, like closed captioning, but some balked. Lab class participation was also met with resistance.

“Even in the groups nobody would ever want to work with her or partner up with her—even the TAs,” Pendleton said. During weekly meetings, Pendleton reinforced that Olivia’s disability did not define her and encouraged her to pivot her thinking: “You will have to break barriers, but you're the person to do this.”

Graduating this spring with a Bachelor of Science degree in Molecular and Cellular Biology, with an emphasis in science communication, Olivia will be a student in the Department of Education’s accelerated ‘Teach for Arizona’ master’s program this fall. Schleining believes Olivia’s perseverance of self-advocacy was the defining factor in her acceptance. Before the interview, Olivia told Schleining, “‘I'm going to be good. I got this’ . . . She was right.”

Olivia is also a disability rights advocate. While working in a class prep lab, Olivia fought for a lower desk for a student in a wheelchair. She told her boss, “Why don't we just do that instead of their partner doing all the work?” Olivia has seen that students with disabilities want to be included in science, but the field has lagged in both available educational materials and the awareness of professors. “I'm trying to break that up,” Olivia said.

Olivia aspires to enter the field of science illustration and tackle deficient areas, like the color-blind world of science modeling.

“She's very aware and I think even within her own struggles, she would never want somebody to ‘not have,’ and even if they can't speak up, she's going to be the one to speak up for them and equalize the playing field. . . I couldn't think of anybody better to be the pioneer of that,” Pendleton said.

Olivia’s best advice for students in the SALT Center is “Fail. . . failing really leads you to get out to the real world to figure out what it is that worked and what didn't work—to really let you persevere through life—especially being a scientist.”

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WHAT THE SALT CENTER MEANS TO ME SAM PECHERSKY Student Contributor

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ello, my name is Sam Pechersky and I am a senior in Creative Writing with a minor in theater. I started using the SALT Center during my sophomore year.

This, along with in-person classes, was responsible for me getting a 4.0 GPA four semesters in a row. The three main resources that helped me become a better student were writing feedback, weekly meetings with my Support Specialist, and the SALT Center’s counseling services.

I’ve also really enjoyed some of the social activities which have allowed me to get a much-needed break from my class work.

I’ve primarily used the SALT Center’s tutoring services for their writing feedback, where I can easily upload my papers through their online system. Tutor reviews have been helpful since they allow my papers to get a second pair of eyes on them to see if things make sense. I have difficulty noticing typos and minor grammar mistakes, so it has helped my papers be free of writing errors. The writing feedback system has also been very easy to use.

I just put my paper in, along with some information, and the rest takes care of itself.

Lastly, the social events at the SALT Center have also provided a welcome change of pace for me. It was nice to interact with other people and do fun activities. The student engagement events, especially ‘Paint-a-Pot’ and painting a cactus hugging a balloon, are both happy memories. The cactus that I planted during the event makes me happy every time I see it.

Having been part of my college life since my sophomore year, I’d like to say ‘Thank you' to the SALT Center for helping me become a better student. I can’t imagine my college life without the SALT Center in it.

I have had two Support Specialists during my time at the SALT Center and both have been helpful in guiding me toward better organization and creating a system to keep track of my assignment due dates. They were also helpful when I messed up or forgot assignments. Once, I accidentally missed an online quiz for one of my classes.

I was angry and resigned myself to a bad grade. My Support Specialist encouraged me to email the teacher about it. I didn’t think it was going to do anything, but she urged me to do so anyway. That email allowed me to take the missed quiz. Without her assistance, my overall class grade would have been significantly worse. They help keep me in check.

Most of all, I have benefited from the SALT Center’s Psychological and Wellness Services. I have had two counselors who have helped me become more selfaware. I’ve learned why I think the way I do, and how it has seeped into my inner voice. Both counselors were very accommodating and nice. It truly felt like a safe place to speak whatever was troubling me. I have learned strategies that I have implemented into my everyday life. I would be worse off as a person without their help.

14 THE UNIVERSITY OF ARIZONA

Photo courtesy of Sam Pechersky

Photo courtesy of Laura Fuchs

S A LT C E N T E R J O U R N A L 1 5

A WILDCAT WHO LANDS ON HIS FEET: MICHAEL LEONG

LAURA FUCHS

Student Support Specialist

Photo courtesy of Michael Leong

16 THE UNIVERSITY OF ARIZONA

“Controlled chaos.

That is the best way I can describe it.”

As an international graduate student in Public Administration, this is how Michael Leong summarizes his life at the University of Arizona. Already earning a BA in Environmental Studies from the university in 2020, Michael has been at the SALT Center since 2017—first as a student, then a tech coach, and now as a tutor.

Michael first travelled to the US from Singapore over a decade ago when he came to attend high school, and then a small college in southwestern Connecticut, where resources to support students with learning challenges were minimal. “I was struggling academically, and I didn't know what to do with my life, didn't know what academic course to take, what program, so I ended up transferring” to Arizona, Leong said.

Finding some of his undergraduate courses, like mammalogy and chemistry, a bit daunting, Michael flipped through the university course catalog and discovered theater arts, which became his minor. Acting “allowed me to use my emotions in a productive way,” Leong said. His passion led him to become the president of Students On Stage, one of the campus theater clubs.

“Asian culture, it's very based in what can you do that makes you money, not just what makes you happy,” Leong said. Public Administration is practical, but he believes work in theater, film and voice acting are still in his future. “I want to do something that makes me happy.

I want to do something that I feel I could be good at.”

Michael first heard about the SALT Center from a friend and the program has since become a home away from home. After a decade in the US, Michael has observed the world from multiple perspectives. “I can connect with people who are from the US a lot more easily than some international students, I feel. And at the same time, being an international student, I can see what people struggle with and why it's harder for them to connect,” Leong said.

Interested in foreign affairs and international relations, Michael spent the summer of 2022 interning with the International Rescue Committee helping refugees find jobs and learning about their unique experiences.

“Adaptability is his strongest skill, his superpower,” Jennifer Hansen, Michael’s Student Support Specialist, said. During his senior year in 2020 when COVID hit, Leong returned to Singapore, where lockdown left him with few outlets. Living in a time zone 15 hours ahead of Tucson's, Michael still made the effort to meet weekly with Hansen. “It was super early in the morning for him and later in the day for me, but the meetings were good. He persisted, and I think, again, he was able to adapt.” Hansen remarked, “Michael will be able to fit in anywhere that he lands, he is like a cat. He's gonna land on his feet.”

Mary Beth Eustice, Michael’s former supervisor, and SALT Center Tech Coach coordinator, described Michael’s keen self-awareness.

When stumped with a technical problem, he would seek guidance. Michael is “really good about that knowing, ‘Hey, this might be a little over my head, I'm not sure,’” Eustice said.

Michael also works well as part of the SALT Center’s drop-in tutoring lab for reading, writing, math, and science. “I like the people I work with, both students and other tutors.

We understand that with other tutors, we talk about what we're all going through outside of work, what we're struggling with, and we try and help each other out,” Leong said.

“A lot of people like working with him,” since he adapts to a student’s needs, Jaqueline Mullins, Michael’s tutoring supervisor, said. He keeps “students accountable to their own learning.

He knows when to provide the boundary of what's best, which means not giving answers, but finding ways to build on what students already know to learn the course content.” As a graduate student juggling academics, extracurriculars, and life, Michael is “very vocal of the struggles that come with staying on top of deadlines and being an exhausted student, but persevering nonetheless,” Mullins said.

Looking for an outlet during lockdown, Leong also decided to tackle learning new languages.

His fifth was Japanese. Mullins said she’s trying to learn Japanese, and Michael has been her go-to support system. Even via instant messenger, Michael encourages her learning by sending a ‘thank-you’ in Japanese.

Describing himself as “a feral Yankees fan,” Leong found an interest in sports when he arrived in the US. In Singapore, soccer was the national sport, but “not his thing.” Baseball was “something about American culture that that I got attracted to—the fact that you could distract yourself with something like sports.” Fast-paced naturally, he’s also taken up kickboxing, working out, cooking, and drawing—a hobby that has taught him to slow down.

Constantly exploring new subjects, ideas and activities, Leong has adapted as an international student and offers this advice: “Remember what you're good at. At the end of the day, there's something that you can do that other people can't. I guess it’s being able to take a step back and just kind of look at what you've done.”

S A LT C E N T E R J O U R N A L 1 7

The University of Arizona Patricia A. Bartlett Building PO Box 210136 1010 N. Highland Avenue Tucson, AZ 85721-0136