Expanding Hands-On Learning Opportunities

November 8, 2022 by Schoolcraft College

One of the defining strengths of Schoolcraft College is the hands-on learning opportunities provided to students – especially those in occupational programs. Now the College is expanding those opportunities to more students through the brand-new Center for Experiential Learning (CEL).

The Center for Experiential Learning is not so much a physical location as much as it is a way to deliver impactful learning. Dr. Michele Kelly, Dean of Liberal Arts and Sciences, defines it as “learning by doing,” using the concept of baking a cake as an illustrative example.

people standing around Freedom House banner — Students will have service-based opportunities through the Center for Experiential Learning

“We tend to understand baking a cake more comprehensively when we actually bake a cake instead of watching a baking show or reading a recipe,” she said. “We understand baking a cake even better once we taste our creation and reflect on why it’s good – or not so good!

“Our occupational programs are full of hands-on experiences where student learn by doing – think of CPR and ambulance practice, practicing with welding equipment, driving on our driving facility or brewing beer and submitting it for contests.”

Now, for areas of study like Humanities or Communications, students and faculty may access and engage in learn-by-doing opportunities through the CEL.

Bridging the gap

In broad terms, Schoolcraft College tends to serve two types of students. One group is students in the occupational programs who gain education and training to enter the workforce quickly to begin their careers. The other group is students in the Liberal Arts and Sciences programs. These students tend to start here to earn credits to transfer to a four-year college or university to complete a bachelor’s degree.

In fact, transferring to a four-year school is the one of the most popular “majors” at Schoolcraft College. Dr. Kelly said the CEL will help give those students access to the kind of high impact co-academic opportunities that will make their resumes and applications competitive to elite universities. It also will prepare them for the kind of project-based learning they may encounter in junior- and senior-level coursework.

“Students who earn degrees at Schoolcraft in our occupational programs intend to go directly into industry,” Dr. Kelly said. “If you study Nursing, you probably want to work as a nurse. If you study Culinary Arts, you want to get to work as a chef. If you join our Fire Academy, you probably want to get to it fighting fires.

“Also, perhaps you might go back to school to earn an advanced degree or maybe return for a career change. However, students who want to study economics, political science, chemistry, math and so forth often need further study before working. Many jobs we need in society require a bachelor’s degree or more.

“The CEL will benefit transfer students because their path to work is longer, and they need concentrated resources to be competitive transfer students. Whether transferring or going directly into employment after obtaining certification at Schoolcraft, all our students deserve access to high-impact learning opportunities, and the CEL is open for everyone!”

Bringing opportunities and services under one umbrella

Another key component of the CEL is that it will be the access point for:

Schoolcraft Honors Scholars
Service Learning Endorsement
SC International Institute Global Endorsement
STEAMz conference (eventually)
Existing liberal arts or science-based undergraduate research, fellowships, internships, and or scholarships

“Schoolcraft College has a legacy of high-impact programming including the award-winning Honors Scholars, Service Learning, International Institute and more,” Dr. Kelly said. “These are all examples of signature programming that are embedded in and run tightly parallel to the classroom. The Center for Experiential Learning consolidates these resources under a single access hub; it is an organized framework for our best stuff!”

Bringing all of this “best stuff” into a single unit isn’t a new idea.

“The reason we can do it now is through the generous outreach from the University of Michigan College of Literature, Science, and the Arts Transfer Bridges program and their extension of a multi-million-dollar Mellon grant,” Dr. Kelly said. “We joined Grand Rapids Community College and Henry Ford College as partners with U of M. The University of Michigan is right to notice the value of transfer students from community colleges – especially those who come from Schoolcraft College – because of the extra opportunities students enjoy here.

“We joined this grant by proposing the Center for Experiential Learning as a one-stop shop for existing signature programs and with new features that will benefit students.”

The CEL also will introduce new programs that include the following:

Social Impact Scholars
Humanities in Action Network
New liberal arts or science-based undergraduate research, fellowships, internships and scholarships

“Since we won this grant in March 2022, Schoolcraft College students have had access to some awesome opportunities with the University of Michigan,” Dr. Kelly said. “For example, Schoolcraft students were awarded Engelhardt Social Justice Fellowships ($5,000 stipends), GLACE* fellowships (fully funded summer humanities research), and MoMentum workshops ($500 fully funded).

“The vision is for Schoolcraft College students to have funded access to life-changing opportunities like this along with many others, and for students and faculty to trust the Center for Experiential Learning as the access point.”

* GLACE stands for Great Lakes Arts, Cultures, and Environments. It is an interdisciplinary humanities program held in Northern Michigan during the summer half-term. University of Michigan faculty and other instructors teach three interconnected, two-credit courses: one in English, one in English/Anthropology, and one in English/American Culture. Successful students are awarded 6 credit hours total from the University of Michigan.

November 3, 2022 by Schoolcraft College

Diwali is one of the major festivals celebrated by Hindus

The Schoolcraft College Asian Student Association and the Detroit Indian Women’s Association (DIWA) invite people of all faiths to the Diwali Celebration from 6:30 p.m. to 11:30 p.m. on Saturday, November 12, in the Vistatech Center.

“Diwali is a festival of lights and one of the major festivals celebrated by Hindus,” said Dr. Anna Maheshwari, English Professor and Department Chair. “The festival usually lasts five days and is celebrated during the Hindu lunisolar month Kartika. On this day, it is believed that Lakshmi, the goddess of wealth, blesses homes that are brightly lit with lamps.”

Dr. Maheshwari said Diwali also is officially the new year for Hindus.

“People wear new clothes and adults and children light fire crackers until late into the night,” she said. “Children get cash and other gifts from their elders and the homes are filled with celebrations and good food.”

Tickets are $25 per person and must be purchased in advance. Children under the age of 3 are free.

Tickets are available in the Student Activities Office of Schoolcraft College, which is in the lower level of the Vistatech Center, or by calling 734-462-4422. For more information, please contact Dr. Maheshwari by phone at 248-345-5313 or by email at [email protected] or Alka Srivastava, Vice President/Treasurer of DIWA, at 734-748-2035.

October 31, 2022 by Schoolcraft College

October is National Disability Employment Awareness Month (NDEAM), the purpose of which is to educate about disability employment issues and celebrate the many and varied contributions of America’s workers with disabilities.

The history of National Disability Employment Awareness Month traces back to 1945 when Congress enacted a law declaring the first week in October each year “National Employ the Physically Handicapped Week.” In 1962, the word “physically” was removed to acknowledge the employment needs and contributions of individuals with all types of disabilities. In 1988, Congress expanded the week to a month and changed the name to National Disability Employment Awareness Month.

More information can be found on the Administration for Community Living website.

Dr. Frederick Moss portrait — Dr. Frederick Moss

Dr. Frederick Moss, Instructor and Faculty Representative for the Department of Music, is blind. A native of Atlanta, he discovered music as his passion as a young boy who, as he said, “was trying so hard to fit in.”

Born in 1962, Dr. Moss grew up in a time when some of his teachers were not especially progressive or accommodating. Some examples include resistance to participating in marching band, challenges when teachers would write notes or assignments on a blackboard, or allowing for extra time to take a math test in braille.

Dr. Moss, who has been with Schoolcraft College since 2001, graciously sat down for the following interview, which has been edited for brevity and clarity, to provide reflections and insight.

Q: What is it like to be blind?

Dr. Moss: The answer to that is so big and so huge. I guess that’s part of how we’re living our lives these days – we want these quick answers to complicated questions. To start, there is often this assumption that floats around that I must have everything done for me. For example, I’m not a great cook, but I can cook for myself.

To explain further, it’s a matter of helping people understand all the time and constantly that there are other ways to do just about everything. But they’re not often easy fixes. A screen reader would be an example of one of the quick fixes, though it took a long time to get this type of technology.

The harder fix, for example, is transportation. I’m lucky I have a colleague willing to be my Uber almost every day. And my wife, too. When I was living in Atlanta, though, it was hours on buses.

Q: How did you find your way?

Dr. Moss: I would say I started off pretty darn confident. Elementary school didn’t seem like that big of a deal, though I do remember I wasn’t thrilled that it wasn’t easy to be part of Little League. But I found other things. I’m also grateful to have grown up in a time when it was still fashionable to play in the neighborhood. So, we worked out alternatives to kickball and things like that. I did feel very much a part of my neighborhood and especially my school.

And then comes middle school. And everything starts changing. I think that was one of the first times I felt a tremendous amount discomfort and a moment when I had to define myself.

I had grown up dreaming of being in the marching band. My life’s dream at that point was being in the University of Alabama’s marching band. And in high school the first thing that comes up is the band director refusing me to be part of the marching band.

I had never had this type of resistance from a teacher before. Suddenly the dream is challenged. We went round and round and I did finally make it in.

From then on, there was always this question rattling around in my head if the next person was going to help or hinder. I was always prepared for pushback from that moment on. I was relieved when I was embraced and encouraged or got that feeling of “here we go again” when I got pushback.

When I entered college, the stakes were so high. I felt it was a moment that would define my career. So, I had those worries throughout college, such as convincing someone I could be a student-teacher. I also worried about what work would look like after college because I certainly knew by this time the resistance of having a teacher in a school setting who was blind or visually impaired was intense.

Dr. Frederick Moss standing beside piano

Q: How did you get into music?

Dr. Moss: Howard Gardner, who is adjunct professor of psychology at Harvard, talks about young children demonstrating affinities for various areas of interest early on. I think for me, it was music and relationships, or making friends. I started out on piano and did the traditional piano thing, but I was singing and moving and being as musical as I could early on. Then I focused on clarinet in fifth grade. I was drawn to it and homed in on it. I felt success, and that became my thing as I moved into high school.

Music has really served me well in so many ways, but that early feeling of success did have something to do with finding my voice. I knew then there was something specific I could do, and if I could do that, there must be other things I could do.

Q: What was your classroom experience like growing up?

Dr. Moss: By the time I came along in my school experience, the mainstreaming process was starting. My own experience, especially in the elementary school, was good. On one hand, I had shared experience with other kids who were blind and visually impaired, but also spent a lot of time around sighted kids.

Some challenges were self-imposed because I was so driven to succeed. When schoolwork wasn’t coming for me quickly, I would get terribly frustrated. I felt I was not moving at the same pace as my non-disabled peers.

I remember in high school and college particularly feeling a lot of fatigue because I was putting out so much effort. And then there was the business of navigating through a very crowded school, using a cane, which set yourself apart from everyone else, which you didn’t want to do. But if you don’t use it, you’d get jostled around.

Those were some of the more difficult experiences. I was really blessed I was encouraged strongly to eradicate what we call blindisms as a kid – staring up, rocking. I was encouraged to work against those things. I hated it at the time, but I think it helped me have healthier interactions at an early age. I was also really lucky to have a small circle of really committed friends I’m still in touch with to this day.

Q: How has your experience been at Schoolcraft College?

Dr. Moss: This is exactly always what I wanted. This was the job I had developed in my mind’s eye. I feel really lucky landing here at Schoolcraft College. I’m sorry to say that is unusual because I think the unemployment rate among people who are blind or visually impaired is 75 percent, which is higher than the rate for disability in general, which I think is 70 percent. I’m very aware of the privilege that’s brought me here and the lucky strokes that have come my way and allowed this to happen.

October 26, 2022 by Schoolcraft College

Schoolcraft College Theatre opens the 2022-23 season with a new interpretation of a familiar tale with “The Gravedigger: A Frankenstein Play.” Written by Joseph Zettelmaier, the piece includes many of the elements of Mary Shelley’s “Frankenstein” while exploring more deeply some of the themes presented in her book.

Michael Alan Herman, in his second year teaching theatre arts at Schoolcraft, is the director. The veteran actor and playwright said the audience won’t see Boris Karloff’s “Frankenstein” stomping around the James R. Hartman Theatre.

“A lot of people know theUniversal Studios version of Frankenstein – this big hulking green monster that has bolts on the side of his neck,” Herman said. “But that is not the monster that Mary Shelley wrote in her genius book. Her monster is poetic and yearns for love, sees the world with wide-eye fascination, and takes criticism very personally.

“This is the same monster that Joe wrote in ‘Gravedigger.’ The story is a deep dive into the human condition and asks these powerful questions like ‘What does it mean to be human?’ and ‘What does it mean to be a good human?’ The actors really go to 11 when it comes to the drama and the excitement, and I can’t wait for Schoolcraft audiences to see what we are making for them.”

Zettelmaier is a familiar name to patrons of Schoolcraft College Theatre. His play “It Came From Mars” was to be the spring 2020 production, but had to be canceled due to COVID-19. A year later, Zettelmaier and Herman collaborated on “Alone/Together,” which was presented in March 2021.

“Joe is just the best,” Herman said. “He’s a genius writer, a visionary director, and on top of that, he is just the nicest person you would have the chance to meet. I love working with Joe. He, my wife, and I work together all the time and we just love it.

“Joe is so good at writing plays that are heartwarming, meaningful and funny at the same time. ‘Gravedigger’ is no different. It’s set in a world of monsters and villains, but it has so much heart and I couldn’t love it more.”

Herman has had a busy past few months acting as he landed the role of Dylan in the movie “Chasing Hope.” His parts were filmed in nearby Brighton.

“’Chasing Hope’ is a Christian feature film about a man named David Jakes who is trying to save himself from a degenerative disease,” Herman said. “In the process, he recruits my character to find him a donor. I’m a hacker/part-time criminal that has some experience poking around places that I’m not supposed to. We find a woman named Hope, who is a good match for Jake, and I spend a lot of the film pursuing her – or … ‘chasing’ Hope.”

Herman said “Chasing Hope” premiered a few weeks ago and should be distributed soon on a streaming service. View the trailer.

“Gravedigger: A Frankenstein Play” will open at 8 p.m. on Friday, October 28 – just in time for Halloween – in the James R. Hartman Theatre on the campus of Schoolcraft College.

Other performance times are:

Saturday, October 29 – 8 p.m.
Sunday, October 30 – 2 p.m. (matinee)
Friday, November 4 – 8 p.m.
Saturday, November 5 – 8 p.m.

Tickets are $20. Purchase Online

October 13, 2022 by Schoolcraft College

To help the Schoolcraft College community better understand, support and engage in the strategic theme of IDEA (Inclusion, Diversity, Equity, and Access), the Office of Equity and Engagement held a launch event in September. The well-attended program in the DiPonio Room of the Vistatech Center – supplemented by an engaged online audience – served as an important starting point to integrate equitable practices into the fabric of Schoolcraft College.

“We were so happy to have so many participating in the IDEA Launch Event and adding their perspectives to how we will move forward in creating a more inclusive campus,” said TaQuilla Kusero, Director of Equity and Engagement. “The event was not only to introduce the goals of IDEA, but to discuss how reaching those goals will take an integrated and structured approach from all of us.”

Also presenting were Catreese Qualls, Research Assistant for the Office of Equity and Engagement; and Dr. Glenn Cerny, President of Schoolcraft College.

What is IDEA?

Here is how Schoolcraft College defines IDEA:

Inclusion

An environment where individuals are empowered to use their perspectives, experiences, knowledge, and talent to create change.

Diversity

Psychological, physical, and social differences that occur among any and all individuals; The product/outcome of the inclusive and equitable practices of an organization.

Equity

Offering individualized support to address barriers that can limit the full participation of an individual or group.

Access

Students, employees and community members have equitable opportunities to take full advantage of the education, advancement, and resources that we offer and opportunities for similar outcomes.

Catreese Qualls, Research Assistant for the Office of Equity and Engagement.

“The launch event was an opportunity to share the mission, expectations, and purpose of creating a culture of inclusion, centrally focused on the IDEA Strategic Theme,” Qualls said. “It was a call to action to every member of our campus community to reimagine the way we think, communicate, and navigate within our respective departments and within our campus community. We must work in tandem to achieve success in creating a legacy of hope for generations to come.”

From these IDEA definitions, the College has created specific objectives to make the vision a reality. Those objectives are:

Objective 1

Enhance access and success

Objective 2

Inclusive teaching, learning and scholarship

Objective 3

Cultural engagement and competency

Objective 4

Accountability and responsibility

Objective 5

Fostering community

Those objectives then ladder up to specific areas of focus for the College’s leadership, faculty and staff, and student population, with action and accountability being at the forefront. Kusero noted in her presentation that progress is not always linear, but it should be incremental and measurable.

“Will it be easy to tear down barriers built by decades of broken systems? Absolutely not, but are we capable and authentically inspired to create change? Yes, we are!” Qualls said.

The DEE team noted that the launch event was the catalyst for more leaders to emerge and to encourage a deeply rooted desire to overcome the past and boldly overcome any obstacles by creating access for opportunities to have the uncomfortable conversations needed to push onward and upward.

“This is the first of many collaborations we will have as we begin to do the work of creating equitable outcomes for students, employees, and the communities we serve,” Kusero said.

October 10, 2022 by mlemon

Student Eduardo Herrera-Perez shares his reflections.

Eduardo Herrera-Perez is a full-time student studying Business who plans to transfer to Wayne State University to pursue a bachelor’s degree. He is the President of the Schoolcraft College Business Club and a member of Phi Theta Kappa. Eduardo’s interests include running and traveling.

As a Hispanic, higher education is something I really take for granted. My entire family, including my parents, all went to college, and many are in their 30s and still attending college for nursing. Education is just something that’s in my family’s blood.

I want to identify myself as someone who accomplished something. As someone who worked their way up to something. And college is really the first step to this goal. Not only am I working myself up to my

career goal, but I am also making lifelong friends along the way. By the time I’m out in the real world, I will have a diploma that I can use for the rest of my life and lifelong friends. And that’s higher education in a nutshell! Make lifelong friends and earn a degree meant to give you a head start in life.

University has many meanings behind it. For instance, the one that we’ve heard everywhere is that it’s a place where people study to receive their undergrad degree and master’s. But there is another meaning behind the word “University.” Uni stands for United. A university is the only place other than a big metropolis where people from different races and backgrounds come together and unite to take classes together. And Schoolcraft College has made inclusion a top priority for their campus.

At Schoolcraft, you will find yourself surrounded by many different cultures. You will see fliers for events for an array of cultural heritage events. And inside the Grote Center you will find the office for our Director of Equity and Engagement. Schoolcraft just meets all criteria for a community college focused on equity.

Hispanic Heritage Month means a lot for me as a Hispanic. It’s the month where I can celebrate my culture and feel proud of my ethnic background. It’s the month where all Hispanics come together to celebrate Hispanic culture! It’s the month where I can feel proud of who I am.

It’s a month of bondness with my culture.

October 10, 2022 by mlemon

Today for “Faculty Spotlight” we’re sitting down with Dennis Fohey, full-time Materials Science and Robotics Instructor (overseeing both Metallurgy and Plastics Technology) in the Metallurgy and Materials Science department at Schoolcraft College.

Schoolcraft College: Hello, Professor Fohey, and thanks for joining us today. To start, could you please share a bit about your background and career in the automotive industry? And then please tell us about your teaching career at Schoolcraft College.

Professor Fohey: Like the students I meet here at Schoolcraft College, I started out at a community college trying to figure out what I wanted to do with my life. I was working toward an Engineering Technology degree when I was offered a co-op position at GM working in the test lab. I spent the next 11 years working in various lab roles testing the strength and fatigue performance of automotive components and systems – I was paid to break stuff. Great job and I learned lots. I continued my career supporting the development of structural components (frames, cradles, control arms) for cars and trucks.

The opportunities I was given through the community college changed my life, and I always hoped to “give back.” When I was offered a position at Schoolcraft, I jumped at the chance. I started as a part-time instructor and eventually joined full time.

Schoolcraft College: How unique is Schoolcraft College in terms of offering a program in Metallurgy and Materials Science? And could you please give us a high-level description of the program, what students learn and some of the equipment we have in our labs?

Professor Fohey: Schoolcraft College is currently the only community college to offer a two-year degree for Metallurgy. Other schools offer a few courses without a lab or hands-on content.

Dennis Fohey operating a machine — Dennis Fohey, full-time Materials Science and Robotics Instructor (overseeing both Metallurgy and Plastics Technology) in the Metallurgy and Materials Science department.

Our program provides a basic understanding of commonly used industrial materials. We cover the methods used to strengthen material with alloying, heat treatment and cold working. We use different methods of manufacturing, including casting, forging, and stamping, as well as testing methods for evaluating materials for strength, toughness and microstructure.

We complement our coursework with hands-on lab activities to reinforce students’ understanding. Lab work includes casting, forging, heat treatment, tensile hardness and impact testing.

Schoolcraft College: Something that you and your colleagues at the Manufacturing & Engineering Center excel at is bringing a wealth of real-world experience to the classroom and sharing that knowledge and imparting that passion to your students. What have been some of the success stories during your teaching career?

Professor Fohey: It is great to see our students succeed. Our Manufacturing & Engineering Center (MEC) location is close to many industries that offer well-paying career opportunities. Over the years I’ve seen many of our students go out into the working world and prosper.

Schoolcraft College: Automotive engineers face a daunting task of identifying and using materials that are light so they contribute to fuel/energy efficiency, yet are strong enough to withstand durability and crash-testing regimens. Can you please share a bit of insight on this process from your career?

Professor Fohey: The transportation industries are always pushing to find lighter and stronger materials to be used in their products. The steel industry, for example, has created many new grades of steel that are significantly stronger than their predecessors. These new materials require a different approach to the entire product development cycle, from the initial design concept, manufacturing, welding and even repair.

Throughout my career, I’ve seen the development cycle constantly changing with the relentless push to be more efficient (lighter). Lightweighting is the process of removing weight from a component or assembly while maintaining the required properties, often by using new lightweight materials. It is used in the auto industry to build lighter cars and trucks as a way to achieve better fuel efficiency and handling.

Improved safety requirements and recyclability also have changed development. The materials we use always play a significant role. Those who understand and learn about new materials and methods are valued by industry.

Schoolcraft College: What credentials are offered and what are some of the potential career paths from Metallurgy and Materials Science? Can students get a certificate and immediately be employed, or do they need to transfer for further education?

Professor Fohey: The program offers three Metallurgy and Materials Science credentials. You can start by earning the certificate, and if you are interested you can build on to earn an Associate degree, increasing your skills and pay. We also offer the Post Associate Certificate for those in the field.

Metallurgy: Applied Physical Certificate: This program provides those currently employed in the field with an opportunity to develop or reinforce skills needed to advance in the laboratory or supporting organizations. 31 credits
Metallurgy and Materials Science Associate of Applied Science (AAS) degree: This is the only two-year program of its kind in the state of Michigan. It gives students broad knowledge of materials testing, manufacturing, and research and development needed for positions ranging from laboratory technician to plant manager. 62-67 credits
Materials Science Post-Associate Certificate: This is designed for working technical professionals who need specific training in metallurgical technologies or laboratory practices. 16 credits

There are many local industries looking for support in these technical fields. I’ve seen our students take on roles in lab testing, material purchasing, technical sales, quality control and manufacturing technical support.

Metallurgy and Materials Science supports many industries and careers. Industries include automotive, aerospace, appliance, building construction, energy production, and consumer products.

Positions include Technician, Laboratory Technician, Process Engineer, Metallurgist/Welder, Materials Scientist, Plant Manager, Biomaterials Researcher and Industrial Sales.
With a Metallurgy Applied Physical Certificate – Metal and plastic machine workers set up and operate equipment that cuts, shapes and forms metal and plastic materials or pieces. Earnings: $38,040 per year/$18.29 per hour*
With a Metallurgy and Materials Science AAS – Mechanical engineering technologists and technicians help mechanical engineers design, develop, test, and manufacture machines and other devices. Earnings: $60,460 per year/$29.07 per hour*

* (2021 U.S. Bureau of Labor Statistics)

Schoolcraft College: Thank you, Professor Fohey, for your time. Is there anything else you’d like to add?

Professor Fohey: Stop by Schoolcraft College’s state-of-the-art facility, the MEC. We have an innovative center, advanced equipment and great staff to help support the growth of our students.

October 5, 2022 by Schoolcraft College

Schoolcraft College’s Asian Students Association will present Navratri Garba on Saturday, October 8, from 7 p.m. to midnight in the Vistatech Center. Tickets are $20 in advance or $25 at the door. Children 5 and younger are free.

Navratri is a Hindu festival that takes place over nine nights. The word “Navratri” is a conjunction of the two words “nava” (meaning “nine”) and “ratri” (meaning “night”). This festival is devoted to the Mother Goddess known variously as Durga, Kali, Bhavani, Amba and Chandika.

Garba is one of the dance forms. Dandiya Raas, from the state of Gujarat, is a popular dance form as well.

Navratri customs include:

During the nine days of Navratri, feasting and fasting take precedence over all normal daily activities among Hindu people.
Evenings give rise to the religious dances in order to worship Goddess Durga Maa.
Mother Goddess is seen as personification of strength, courage, knowledge, wealth, art, fertility and love.
Water, mango leaves, rice, coconut, betel leaves, haldi, kumkum and ritual fire (aarti) all help celebrate the supreme mother and her divinity.

You can purchase advance tickets for Navratri Garba from:

Schoolcraft College Student Activities Office (lower level of Vistatech Center)
Call 734-462-4422

Taj Cottage
8429 Grand River Avenue, Farmington Hills, 48335
Call Rachna Chandra, 734-620-4933

The ticket includes an Indian dinner catered by Suvai and live music by Kuldip Bhatt. Indian clothes and jewelry will be available for purchase as well.

All proceeds will go toward the Schoolcraft Student Food Pantry, a program that is dedicated to providing non-perishable food items to students and their families who are impacted by financial hardship.

Our thanks to Dr. Anna Maheshwari, Chair of the English Department, for her assistance with this story.

October 3, 2022 by Schoolcraft College

My name is Armando Saucedo-Villegas, and I was born in Saltillo, Mexico. Currently I’m the Multimedia Editor for the Schoolcraft Connection, where I record, edit, and publish all the video content that goes up on the YouTube channel “Schoolcraft Connection.” Being Latino gives me a connection to my family. For many Latinos, “Family” is not just the people you live with – family is tradition.

As an immigrant, I try very hard to maintain connection with my traditions and culture; however, I also realize that my family came to this country for better changes. Having that dichotomy all my life of being from a place where I barely remember and living in this area of cultural diversity where life has been changing constantly is tough. I know I haven’t had it as hard as I could have had it, having lighter skin and not having an accent means that if I don’t mention being Latino in the conversation, it wouldn’t be considered an option. I don’t try to hide where I’m from, but it does say something about the people who act differently when I mention that I wasn’t born here.

As much as these 31 days (of Hispanic Heritage Month) help spread awareness of obstacles that Latino people have in their life, I know I don’t have the same problems as people that have darker skin than I do. A problem that I and many others do have, however, is having to live in a car-dependent suburb and having to drive everywhere, especially school. One way to make Schoolcraft a better place not just for people like me, but everyone on campus, is to add some form of public transportation, or add better protected bike and path networks to get to the local restaurant for lunch.

This solution doesn’t have anything to do with me being Latino, but it would open up opportunities for every student to be able to arrive on campus without having to rely on buying a car that may break down just to get an education or have access to any amenity found at Schoolcraft.

October 3, 2022 by Schoolcraft College

Schoolcraft College’s Wednesday Noon Concert Series returns this fall with classical and jazz programs highlighting outstanding woodwind, piano, brass, string and percussion musicians. All performances are from noon to 1:00 p.m. in Kehrl Auditorium in the Vistatech Center.

Please note that the Vistatech Center is undergoing construction and that the main entrance is closed. Go to schoolcraft.edu/progress to download a map with parking and entrance information.

Here’s a brief look at this fall’s performances:

Wednesday, October 5 – Classical

Musicians: Nancy Ambrose King, oboe; Matthew Thompson, piano; Trevor Ambrose King, bassoon
About the program: Nancy Ambrose King, Professor of Oboe at the University of Michigan, has appeared with orchestras throughout the United States and abroad and has given solo performances at Lincoln Center and Carnegie Hall. Matthew Thompson is an Assistant Professor of Music at the University of Michigan and serves as a vocal coach for graduate voice students. Trevor Ambrose King has performed with numerous ensembles across the United States and Canada.

Wednesday, October 19 – Jazz

Musicians: The Steve Wood Quartet (Steve Wood, saxophone; Phil Kelly, piano; Ray Parker, bass; Jon Blanchette, drums)
About the program: Steve Wood, a teacher at Cranbrook Academy and at Michigan State University Community Music School, has performed with many of the world’s finest jazz musicians. He has toured Europe twice and also performs at clubs, concerts and festivals throughout Michigan and Ohio.

Wednesday, November 2 – Jazz

Musicians: Jonathon Muir-Cotton and Expressions
About the program: Jonathon Muir-Cotton, a student at Michigan State University pursing a bachelor’s degree in Jazz Studies, is a multi-award-winning double bassist and bassist. He continues to hone his craft, hopes to tour the world and eventually become a music educator.

Wednesday, November 16 – Classical

Musicians: Sophia Gilmson and Soonghee Ha, piano duo
About the program: Sophia Gilmson, a Russian/American pianist and pedagogue, graduated cum laude from the St. Petersburg (Leningrad) Conservatory, studying with Vitaly Margulis. She has performed extensively in the U.S., Europe and Russia and has presented workshops and master classes nationally and internationally. Dr. Soonghee Ha teaches Class Piano and Music History at Schoolcraft College. She received her doctoral degree in Piano Performance and Master of Music Education from the University of Texas.

Wednesday, December 7 – Classical

Musicians: Today’s Brass Quintet (Jean Moorehead Libs, trumpet; Mitchell Wechsler, trumpet; Brian Robson, trombone; Alan Taplin, horn; Joseph DeMarsh, tuba)
About the program: Today’s Brass Quintet (TBQ) has enjoyed a reputation as one of the Midwest’s finest artistic ensembles since its inception in 1983. TBQ programs its original arrangements from a full spectrum of styles, ranging from the sparkling baroque masterpieces of Bach and Pachelbel to the toe-tapping pleasures of Sousa, Gershwin and Ellington.

Coming to the Wednesday Noon Concert Series in winter 2023:

Three classical concerts — cellist Suren Bagratuni, the Brazilian duo João Luiz and Danilo Brito, and the Schoolcraft Music Faculty Recital
Two jazz performances — the Ellen Roe Trio and the Ingrid Racine Quartet

September 26, 2022 by Schoolcraft College

Looking to develop a side gig, add skills to advance in your current job, or explore a new career? Schoolcraft College’s continuing education department, Personal and Professional Learning (PPL), can help.

Registration is now open for the Fall 2022 schedule. Over 400 courses in a variety of areas, including beer tasting, remote (drone) piloting, and dementia care, are offered.

“A key focus for PPL has been to increase class offerings for professional development,” said Dr. Jodie Beckley, Director, Personal and Professional Learning. “Many classes are starting in October or November, so there is still time to register.”

Here’s a closer look at some of the courses starting later this fall:

glasses of beer — The Craft Beer 101 course begins Monday, October 17.

Craft Beer 101: Ingredients, Brewing and Tasting Basics

Join Advanced Cicerone® Annette May on a fun and informational sensory journey as you learn how beer is made. Taste raw ingredients and learn how to correlate them with beer flavors. Learn the basics of great beer service, then sample, taste and evaluate 10 popular Michigan craft beers as part of your experience. You must be at least 21 years old to attend, and bring a driver’s license or Michigan ID.

Begins: Monday, October 17

class viewing drown flying — You can learn to fly a drone on Saturday, November 12.

Recreational Drone Fundamentals

Learn to fly a drone and have fun by reviewing basic terminology, various types of drones, laws and regulations, and how to safely use and store your equipment. Learn where and when you can fly, with an emphasis on pre-flight inspection and safety protocols. The class includes practice with flying Schoolcraft College’s quadcopters.

Begins: This is a one-day course from 9 a.m.-4 p.m. on Saturday, November 12.

three people conversing — Fundamentals of Dementia Care is offered Saturday, October 1.

Fundamentals of Dementia Care

This course will help you understand the basics of dementia by distinguishing the common forms of dementia, including Alzheimer’s disease. You’ll be able to develop strategies to improve communication and understand the root cause of challenging behavior. The class includes a question-and-answer opportunity with a person living with dementia and/or his/her care partner.

Starts: This is a one-day course from 8 a.m. to 1 p.m. on Saturday, October 1. You can attend in person or via Zoom.

Note: Several other courses related to dementia care are available as well.

For more information and to download a PDF of PPL’s Fall 2022 schedule, visit their website.

September 26, 2022 by Schoolcraft College

Rena Yuzon was born and raised in Michigan. She was graduated with a Bachelor of Arts degree in Art History from Wayne State University and a Master of Arts degree in Education from the University of Michigan. Rena currently works as the Course Manager of the Liberal Arts, Social Sciences and Public Safety Training Complex disciplines in the Distance Learning office.

Hispanic Heritage Month means many different things to me. It is certainly an opportunity to learn, celebrate and engage in the rich and varied histories and cultures of Hispanic communities. It also offers an opportunity to look at identity in all its nuance.

I am a biracial woman who identifies as Hispanic. I was born to a white mother and a Hispanic father. I am a third-generation American on both sides. I was raised in a predominately white suburban community. I learned about my culture as all do – from my family, holidays, birthdays, weddings, funerals and the like. As I grew up, I heard a multitude of narratives about my ethnic and racial identity. I straddled two communities, always searching for my place in them.

In high school, I learned about the immense reach and influence of the Spanish Empire across the world. Through family tree projects, I got to learn about the early Latin American diaspora and how migration affected my own family. In college, I learned the details of the Spanish colonization of the Americas and the impacts on the indigenous and enslaved people and how new identifies were forced and shaped. These lessons helped me understand the significance of personal identity and allowed me to get more comfortable in my own.

After graduate school, I married a first-generation Filipino-American. Through this, I got to learn more about the Hispanic dimensions of Filipino history and culture, since the Philippines was a Spanish colony for more than 300 years. Now, we have a multiracial son named Diego. I’m excited to help him find his own identity in all this nuance.

As I was considering what to write about for Hispanic Heritage Month, I listened to Painting by Numbers, an interesting episode from the podcast Code Switch. One of the things that became clear to me was that I am far from the only one grappling with these issues of identity. My greatest hope for the Schoolcraft College community, metropolitan Detroit, the state of Michigan, and the country as a whole, is to understand that each one of us carries a unique, layered and fluid identity worthy of respect and dignity. My life’s work is to cultivate this understanding through teaching and learning. I’ve continued to pursue this work during my time at Schoolcraft College with many wonderful faculty and staff. I am proud of the hard work we’ve done together and look forward to continuing the work toward a more diverse and inclusive community.