Project Acabado

You can’t learn Physical Geography and Environmental Science only in a classroom.  It is like learning to drive a car from a book.  Professor Jim Danza, Professor of Geography and Environmental Science takes his students on field trips regularly, but it is the overnight camping trips that changes lives, while giving students to chance to see and apply what they learn in the classroom and forge friendships.

During the last night of camping trips, students discuss their experience.  It is the first trip out of the city for many and the first time camping.  Many students report that the field trip changed their lives by giving him a direction in school after seeing what distant places are like.  Two female students were told by families that they shouldn’t go to Death Valley National Park; that you will only see desert and it is better to stay home.  After the trip, the students reported they made the right choice.  Permanent friendships are spawned as student bond together, a community is formed, enriching campus-life.

A world of new potential pathways open up as they experience new places and see the broad-range of careers that exist.  Students often meet other college students on trips and interact with Park employees.  Students apply techniques and see in-person the geology, weather, and cultural landscape that they learn in Geography and Environmental Science courses.  After the trip, many students affirmed their commitment to finish their major in these sciences.

Studies have shown that students don’t always recall many details from their academic instruction, but they remember the field trips and the epiphany that inspired further academic achievement.

Rainbow Gorge displays the layers of volcanic activity that defines the cold desert plateau of Eastern California.

Death Valley has unique remains of a fossilized cave interior, where white calcite crystals grew between gray dolomite.  Students were able to hear a PhD dissertation on this formation presentation while in the field!

Students gain an understanding of Earths dramatic climate changes.  Students inspect stones from an ancient shore line from the Pleistocene ice age, dated about 8,000 years ago.

Congratulations to Professor of Physics, Justin Miller for his Oxnard College Hero award.

Justin is the faculty member responsible for stewarding the newly approved AS Engineering to be offered at Oxnard College beginning Fall 2019. He also serves as the faculty advisor for the OC ESTEEM Scholar program which is funded by the OC Foundation. Graduating students are being accepted to our nation’s most selective schools of engineering including: UC Santa Barbara and UC Berkeley. The newest cohort of OC ESTEEM Scholars has 33 members. Future engineers are getting their start at Oxnard College.

Justin says yes. He is always willing to put in the hard work to support new initiatives like Viewfinder Summer Experiences and the Illumineer program. Educational excellence becomes possible when there are encouraging guides along the way. Justin spends many hours in the STEM Center and works shoulder to shoulder with OC STEM students. It isn’t a wonder to me that the attendance in the STEM Center has skyrocketed.

He is thoughtful and just flat out smart. Oxnard College benefits from how generous Professor Miller is with his time to make good ideas become a reality.  He is a hero setting a path for underrepresented learners into STEM careers where they can shape our world for the better.

You’ll hear the hub-bub first.  It’s a rumble of murmuring that sounds a lot like learning.  Atop the rumble are moments of laughter punctuated by boisterous and warm greetings.  You’re lucky if you can find a seat. It’s a place where friends study together, clubs meet and projects are in progress including the use of the fabulous 3D printers.

There’s math behind the science of learning.  Often the variable between novice to mastery is time devoted to practice.  Remember the 10,000 hour rule?  Natural ability requires a huge investment of time to be made manifest.  Macklemore wrote a hit song about it, rapping that “the greats weren’t great because at birth they could paint, the greats were great because they paint a lot.”

Here’s some math associated with the FYE/STEM Center.  Since 2016 the number of students using the FYE/STEM Center for the month of September increased by 604%.  The total time clocked increased by 827%. It isn’t a wonder that on average the GPA of students who visit the FYE/STEM Center is .65 greater than the campus average.

Here’s why.  We all want to be in a place where everybody know your name.  We want to belong. The FYE mentors and STEM Illumineers, OC student workers, make sure that happens. Tomás Martinez is a familiar face.  He says, “I come because there are lots of people here and now I have friends to study with. When you commit to meeting up to study…well it’s different then  doing it on your own… you have to show up. There are tutors to help but when it’s a group of us–normally one of us can help and we are able to figure it out together.”

The student workers are trained in cascading mentoring.  Everyone lends a hand because somewhere in that cascade as soon as you know something you are responsible for teaching somebody else.  Tomás offered, “You know, sometimes I just like to listen to everyone around me. When I can, I go over and help. It’s nice to be in this together.”  

Why does this matter?  For thousands of years, people have known that the best way to understand a concept is to explain it to someone else. “While we teach, we learn,” said the Roman philosopher Seneca.

Come join us.  We can’t always offer you a seat.  But we will always gladly find you a place to belong at the FYE/STEM Center.

As the steward of OC STEM Project Acabado I work closely with our partners and always look forward to having them meet the students we serve. Sometime before they head home they normally pull me aside to gush about this amazing student they met during their visit. It hasn’t ever been the same individual.

It always makes me smile. The people with the capacity and talent to use science, technology, engineering and mathematics to serve our community and solve vexing issues are studying right here at OC today.

Andres was one of two of last year’s graduates who spent the summer as interns for Microsoft in Seattle before heading to Cal for the Fall semester. Andres and Rafael cemented their friendship at OC where they served as leaders for SHPE and mentors for FYE. Today they’re roommates and classmates studying computer science. Andres stopped by OC during one of his last weeks home for the summer.

He asked to chat with me in my office. I could see by the gleam in his eyes he had something he wanted to say.

He told me about the first week in the academy. Attendees were the best and brightest our nation could offer. Group work framed the learning and leaders were expected to percolate up. He shared that in the back of his head he wondered who’d lead?

OC had provided loads of opportunities and so had his experience growing up and going to school in Oxnard/Hueneme.

Andres said, “I knew I could lead in Oxnard. You know: FYE, SHPE, soccer. But, this was different. I was there with people from the best universities in the nation.”
He paused and then said, “I stepped in. I belonged. Just like you said.
I led. It was such a confidence booster. Now when I go to Cal I can say I know that I could lead at OC, I could lead at Microsoft and I can do it anywhere.”

Last year about a dozen OC students were accepted to schools of engineering. They went to Cal, UCSB, Cal Poly SLO, CSU Long Beach, CSUN and more. That’s just our engineering students. There are so many more.

Now, let me tell you about this amazing STEM student I know at OC…

IIllumineers are STEM student mentors and tutors just a step ahead of the OC students they serve. These passionate STEM undergraduates reflect on their own experience and share their learning. By lighting a fire for others, one will brighten one’s own way.

This cascading mentoring provides:
-academic support embedded in math and science classes;
-just in time tutoring;
-intentional community building and
-mentoring focused on illuminating the skills and capacity that OC learners carry with them everyday.

In the spirit of our project name we asked the Illumineers what they say to themselves at the beginning and, equally as important, at the end of projects.

Beginnings:

I always tell myself “Here we go!” before taking a huge breath. Starting a new project is one of the largest hurdles I have to overcome. Augustine
Understanding the importance of starting a project with the end in mind is an important lesson for STEM majors and people in general. Trent
When I start a new project I am excited to learn more about it and get it done. I put my best foot forward and try to get to the end goal. Jaime
When I’m beginning a project I say to myself, “I will finish this project no matter what.” I make a calendar and set goals for when to finish things. Antonio
When I’m about to start a project I always prepare myself with all the necessary tools I will need for the project. Erandy
Whenever I encounter a big project or assignment it’s hard for me to find where exactly to start as there may be multiple components. I first tell myself to think and act practically. I try to get the hardest problems done first then do the easy ones I know I can handle. Laz
“I hope this turns out well,” is what I say to myself when starting something. I remember doing a physics project with a classmate of mine and planning everything out and deciding what we’re going to do. The whole time I’m thinking to myself. “Please turn out okay, please turn out okay.” But I know that thinking on how to do something is COMPLETELY DIFFERENT than actually doing it. Pablo

Endings:
“It took awhile, but at least I got it done.” While it’s nice to get things finished. The aftermath of such projects I only wish I couldn’t done it better. I ask myself “How could have I done it faster, much more organized and less stressful?” Pablo
I’m slightly a perfectionist so I am constantly tinkering trying to get the best result until there is a point where you can’t tinker or tweak it enough or else the project may be ruined. It is then where I force myself to stop and enjoy what I have in front of me because that’s as good as its going to get and accept my work. Laz
As soon as I’m done I cheer to myself “Woohoo!” and revel in the accomplishment. I no longer have to hold my breath and can relax or move on to the next problem. Agustine
When I finish a project I usually just takes nice deep breath and allow myself to relax with something I don’t have to think too much about. Trent
The moment I am done with the project I like to reflect on all the hard work and time I spent on it. I am happy that I finished the project and celebrate. I always look forward to the next project. Jaime
Once I’m finished with a project I give myself a pat in the back and take a little break. I usually move on to the next project I have in mind and just try to improve myself. Antonio
When I finish a project I always feel accomplished with myself because all the hard work and time I put out in to it payed off. Getting the a good grade always seals the deal. If I don’t get a good grade I think about what I could do next time to improve. Erandy

What do you say to yourself at the beginning and at the end of projects?