Welding Student Finishes 10th in National Competition

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Kenn Forbes is relatively new to welding, but is learning quickly

To help advance his career as a mechanic at Delta Air Lines, Kenn Forbes turned to Schoolcraft College’s Welding Fabrication Technology program to help him earn credentials. Forbes had some welding experience, but his hard work in the classroom combined with first-rate instructors accelerated his development – so much so that Forbes was selected for the Project MFG National Welding Competition and placed 10th overall out of 200 students.

“I was definitely shocked to be selected, but it also meant a lot to be considered for it,” Forbes said. “I’m still relatively new to welding.”

Welder at work
Kenn Forbes already has earned two American Welding Society certifications.

The competition, held June 28 at the WSU Tech campus at the National Center for Aviation Training in Wichita, Kansas, included Gas Tungsten Arc Welding (GTAW) and Gas Metal Arc Welding (GMAW) as well as tests.

Forbes, who started at Schoolcraft College in the fall of 2021 and is tracking toward the Fabrication Technology Associate in Applied Science Degree, already has earned two American Welding Society certifications.

“I had done a little welding with some friends in their garages – nothing serious or in-depth like I’ve gotten from Schoolcraft,” said Forbes, a 2003 graduate of Redford Union High School. “I really got heavily into welding to help further my career and to learn new skills. I love the creativity that welding can bring as well as the ability to build or repair so many things.”

Schoolcraft College’s welding program provides students with hands-on welding skills and knowledge of metallurgy and other materials. The program offers two welding certificates in addition to the associate degree in applied science. Class sizes are limited so instructors can work closely with students to provide that hands-on training and relay knowledge of analytical skills required by modern industrial technology. Learn more about the Welding Technology program.

“Kenn has a great work ethic and is hungry to learn,” said Coley McLean, Professor and Faculty Representative for the Welding Technology department. “He started in welding because it was meaningful for him to be able to advance his career, which makes him easy to work with. He asks a lot of pertinent questions, and he plays the role of a mentor to our younger students.”

Forbes encourages others to check out the Welding program at Schoolcraft College.

Ken Forbes
Kenn Forbes competed in the Project MFG National Welding Competition and placed 10th overall out of 200 students.

“If anyone out there wants to have the best education in this field then they should enroll here,” he said. “We are so lucky to have not just this amazing facility to work/ learn out of, but the instructors are seriously the best.

“I’ve only had two semesters so far, but I can say the experience and knowledge that they bring is unrivaled. Coley McLean, Deb Stuart, Don Neilson, and Clyde Hall (the four I’ve had) are great to work with and have a vast background in the field. Peter Lanczak, my certification instructor, was tremendous as well.”

Registration for the Fall 2022 semester is now open. Classes start Monday, August 29. Go to schoolcraft.edu for more information.

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He’s an Associate Professor of Mathematics and also the new Faculty Forum President

Today for “Faculty Spotlight” we’re sitting down with Brad Stetson, who serves Schoolcraft College as an Associate Professor of Mathematics and is the new Faculty Forum President.

Schoolcraft College: Hello, Professor Stetson, and congratulations on becoming our new Faculty Forum President! To start out, could you please share a bit about your background and career at Schoolcraft College?

Professor Stetson: I’d be glad to, and thank you for taking the time to chat. I started my career at Schoolcraft College in 2005 as a part-time faculty member. I was teaching at four institutions with half of my classes online and half face-to-face. About a year after teaching part-time, a full-time position opened up. I applied and was offered the position.

Early in my career, I wanted to figure out my niche by trying different things. My natural fit ended up being with Distance Learning. I had experience teaching online while in graduate school at the University of Florida, and I had taught online at two other institutions while I was part-time. I love the modality because I can reach students that may not be able to come to campus to take classes otherwise. To me, that’s exciting.

Brad Stetson
Brad Stetson strives to make college more affordable for students through the use of Open Educational Resources (OERs).

Shortly after becoming credentialed to teach online at Schoolcraft, I started teaching the courses required to be credentialed to teach online. At that time, the courses were not ideal for preparing faculty to teach online. They were very theoretical, with a lot of “read the text, answer some questions.”  I redeveloped the courses to include more applied learning, where faculty could practice the skills they would be using when teaching or developing online courses. I have also developed (and redeveloped) three of our online courses in the math department. I’ve mentored many faculty and have assisted as a stand-in instructional designer on a few RTT (Ready To Teach) developments as well.

This work with Distance Learning has been my natural transition into work with the union as well. I served on the Online Instruction Committee for 12 years, for which I acted as a liaison between Distance Learning and the Faculty Forum. Due to my experience with Distance Learning, I was consulted in 2015 during contract negotiations, then asked to help negotiate in 2018, before serving as chief negotiator in 2021.

That brings us to today, where I have moved roles one more time into the role of President. I also enjoy teaching classes both online and traditional, as well as continuing to work on the courses required for Distance Learning credentialing.

SC: You have been one of our leaders in terms of integrating technology in the classroom – even before the pandemic. Please tell us about your strategy, best practices and how you try to find solutions that work for everyone.

Professor Stetson: Well, my approach to technology has always been the same: Let’s have technology do what technology is really good at and hopefully that will free up more time for humans to do what humans are good at. What that means in each classroom and each discipline may mean something different.

As an example, when I first started teaching, I would typically lecture for the entire class period. Students would rarely ask questions. My lectures would be similar from semester to semester, even with the same jokes. When I notice something that is repeated over and over, I think, “That’s what technology is good at – repeating the same thing over and over.” So I recorded my lectures, ask students to watch them at home, and use class time for more engaging activities.

As far as my strategy to find solutions, I think the biggest key is to identify when a solution is needed. That gets back to my original point about letting technology do what technology is good at. I think my biggest strategy is to always question the work that I’m doing and to ask, “Is there a more efficient way to do this?”

If the work requires repetitive tasks, binary decision-making, or simple information sharing – then I will think, “a human isn’t needed here.” Then I’ll identify what the purpose of the task at hand is, and start working through how to be more efficient by using technology. On the other hand, if the task at hand requires decision-making, personalized communication, empathy, or things of that nature – then a human is the right tool for the job.

SC: Could you please compare and contrast your teaching techniques in terms of the different modalities – Distance Learning vs. in-person instruction, for example.

Professor Stetson: The teaching techniques I use in face-to-face instruction and in Distance Learning aren’t really that different – just the tools are different. In either modality, I think technology can be used to deliver information and content. In either modality, I think technology can be used to assess students’ understanding of lower-level learning. In either modality, I think technology can be used to allow students unlimited practice and self-assessment.

Where the human element needs to come in is with engaging students, providing quality feedback, inspiring students, and assessing their mastery of higher-level learning. Where I may be able to engage and inspire an in-person student by sitting next to them and having a conversation, that may not be as easy in an online setting. I may have to work harder. I may have to reach out to the student. I may have to make a phone call, schedule a Zoom session, etc.

It’s similar when it comes to feedback. In a physical classroom, I can give a high five or a pat on the back. That doesn’t work online, but I can send an image of a gold star as a cheesy way to say, “way to go.” When feedback needs to be more constructive, I may sit and work with an in-person student, where that is harder online. I may have to write a little more in an email, I may have to record myself explaining something, I may have to set up an evening Zoom call or meet online over the weekend.

With the above examples, the big thing I try to remember is that teaching online takes effort and intention. While I could choose to fly under the radar and not make those efforts, that’s not what we’re about at Schoolcraft. We’re about going the extra mile for a transformational learning experience for our students – regardless of the modality they choose to take their classes.

SC: Another area that’s been important to you is helping to reduce costs for students by using Open Educational Resources, or OERs. First, can you briefly describe what OERs are? And second, can you highlight some success stories for Schoolcraft College students?

Professor Stetson: The definition from OER Commons is: “Open Educational Resources are teaching and learning materials that you may freely use and reuse, without charge. OER often have a Creative Commons or GNU license that state specifically how the material may be used, reused, adapted, and shared.”

Simply put, OER materials are those that are free (or extremely low cost) for our students. Here’s the thing. The internet is vast. There is a TON of information out there. Anyone in the world can choose to learn about any topic they want. So why are students paying a bunch of money to take a college class? They want a professional to guide them through the learning process. Let them know what information is good and what information is not. They want the professional to make sure they are understanding the material properly. With so much free information out there, and the students already paying for our expertise, it seems nearly criminal to charge them exorbitant amounts of money for more information in the form of a textbook. Sorry, I’ll get off my soap box.

At this time, every class that I personally teach has no cost for learning materials beyond that of a calculator. I use a homework management system that completely integrates into our learning management system. I use all OER materials and personally created materials for reference materials. I’ve had many students thank me for not requiring an expensive textbook.

One big area of success with this approach is in the stories I DON’T tell. I am not going to tell you about the student who had to drop my class because they couldn’t afford the textbook. I’m not going to tell you about the student who failed the first exam because their financial aid hadn’t gone through yet. I’m not going to tell you a story about the entire class that was a week behind because the publisher’s website was down for a week, and they couldn’t access their online materials.

Instead, I can tell you about the student who was able to safely drive to campus because they got the brake job on their car that they had been putting off. I can tell you about the student who got to eat quality food instead of processed, because they had a few extra bucks in their pocket. I get to tell you about the mom who didn’t have to worry about how to afford diapers, because she had an extra $200 that she had budgeted for a book. These are all true stories I’ve heard, and I’ve heard more.

I’ve heard many faculty talk about it being hard to transition to an OER. They say it is going to take a lot of time. Let’s do some math to see if it’s worth it. The life cycle of a textbook is usually around five years. If you teach two sections of a class, twice per year, then how much money do you save students over the course of the life cycle of a textbook? Let’s use a lowball estimate of a $100 textbook.

  • 31 students * 2 sections * $100 = $6,200 per semester
  • 2 semesters * $6,200 = $12,400 per year
  • 5 years * $12,400 = $62,000 per life cycle

Is it worth your time to put together some good content for your students? At a lowball estimate of $62,000 that seems like a good amount of money to me. This becomes especially true when future tweaks to the content you put together are not going to be as in-depth, and you can keep making your materials better year after year. Or better yet, you share your content with a colleague or two, and start really increasing the money saved by huge factors.

Over the course of time, I end up with higher-quality content, because it’s personalized to what I’m teaching. This leads to more success for students. More success? Lower cost? Where do I sign up?!?! Oops, I think I may have gone away from answering your question and started making a sales pitch to convert to OER. Oh well, I stand by that pitch.

SC: You were recently elected Faculty Forum President. Please explain what that role entails and your goals.

Professor Stetson: I could give you a detailed list of my job responsibilities in my role, but I’ll try to sum it up in straightforward terms. I work with faculty and administration to make sure faculty have an appropriate voice in decision-making at the College.

Oftentimes the most evident presence of the union is in making sure the contract is being followed. While that is hugely important, in general the union advocates for faculty in every facet of what faculty do. We are proud of the fantastic faculty we have, and want to make sure the world knows how great we are. Whether that comes in the form of empowering faculty to be innovative, giving appropriate praise for jobs well done, or protecting faculty’s rights – we stand by our deeply held belief that Schoolcraft has the best faculty. As President, I see it as my job to make sure the above advocacy is happening.

SC: Thank you, Professor Stetson. Is there anything else you would like to add?

Professor Stetson: Thank you for your time, and I’m honored to be part of this Faculty Spotlight. I want to end by reminding everyone that we do work with the best faculty around. But that doesn’t come about by accident. It comes about from hard work. Hard-working faculty who are promoting their programs. Hard work in the classroom of constant improvement. Hard work by Facilities to keep our College operating and beautiful.

Hard work by Food Services, to keep me and others from reaching our goal weight (ha-ha!). Hard work by schedule builders to make sure our classes are staffed and offered at good times. Hard work by administrators to make difficult decisions and keep the College solvent. Hard work by Schoolcraft employees from all groups working together and always having a focus of student success.

My work in the union didn’t come about because I felt I had to make major changes. My work in the union came about because I was already proud of where I worked, and I wanted to keep it that way, and to improve on what was already there. I encourage others to do the same. You don’t have to step up because you want to see a major change. You can step up because you have a growth mindset, and you realize there is always room to continue improving.

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Schoolcraft has won 37 medals overall since 2017

The medal count for Schoolcraft College’s acclaimed Brewing and Distillation Technology program keeps rising and now stands at 37 following another excellent performance in the 2022 U.S. Open College Beer Championship and the 2022 U.S Open Beer Championship. 

Schoolcraft brought home two gold medals (Haggerty IPA and Grand Cru) and one silver medal (College Pale Ale) in the college competition, which is in its sixth year and is for colleges and universities that teach brewing courses. Schoolcraft College also tied for second overall.

Here’s a brief description of those award-winning beers:

Haggerty IPA

  • Classic American India Pale Ale has a touch of rye malt to enhance the malt character, and a high bitterness from the use of Simcoe hops. Piney and fruity notes.

Grand Cru

  • Golden in color, this strong Belgian-style ale has notes of bready malt alongside a touch of fruitiness and spice from both the Belgian yeast strain, and the addition of coriander and orange peel.

College Pale Ale

  • Brewed with pale malts and Australian Galaxy hops, this American Pale Ale has aromas of crackery malt and tropical fruit. Moderate bitterness.
Group of people in brewing distillery
Students in the Brewing and Distillation Technology program learn in a working brewery.

“We are always honored to have our beer win medals against our peers and fellow brewers,” said Thomas Block, Director of the Brewing and Distillation Technology program. “Our faculty is top-notch and our brewery on campus is second to none compared with other brewing schools. We focus on process in the brewery and the program. If the process is solid, the beer will be as well.”

All beers were submitted by one of each school’s brewing professors/instructors, and each school could enter up to four beers of their own choosing. Those four entries were judged according to the U.S. Open Style Standards.

In addition, each school was invited to submit a beer from a specific category to be judged head-to-head according to the U.S. Open Style Standards. This year’s category was German Kölsch, with Schoolcraft College earning a bronze medal. Here’s a description of that beer:

275 Kolsch-Style

  • A golden beer based on a German classic, soft maltiness, low bitterness and a crisp finish with just a touch of spice aroma from German hops.

In the U.S. Open Beer Championship, Schoolcraft won a silver medal in the Altbier category for its German Alt.

The U.S. Open Beer Championship judges more beer styles than any other competition in the world, with more than 9,000 brews representing over 150 styles of beer to be judged, along with home brews that have medaled at the 2021 American Homebrew Association’s national competition.

About Schoolcraft’s program

Students learn the brewing science to craft award-winning beer in a state-of-the-art brewery that’s the largest of any brewing program in Michigan. State-of-the-art analytical equipment measures alcohol percentage, bitterness, CO2 volume, dissolved oxygen, color and more to craft a superior beer.

The 360-degree approach helps students learn the real-world aspects of the beer and distilled spirits industry, including:

  • Business and operations
  • Product finishing and packaging
  • Draught systems management
  • Beer history and customer service

Schoolcraft’s six faculty members have experience as head brewers, brewmasters, owners, buyers, sales managers and more, with over 100 years of combined experience in the craft beer industry. Students learn their skills in an actual brewery that features:

  • A 7-barrel brewhouse
  • Six 7-barrel fermenters
  • Two 3.5-barrel fermenters
  • Three 7-barrel “Brite” tanks for conditioning
  • One 2-head bottling line
  • One 2-head canning line
  • One crowler machine

To learn more about Schoolcraft College’s Brewing and Distillation Technology program, please go to schoolcraft.edu/beer

Registration for the Fall 2022 semester is now open. Classes start Monday, August 29.

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Public invited to comment by phone or email on Tuesday, August 23

The Schoolcraft College Police Department strives to be a leading agency, which is why it will welcome a team of assessors from the Michigan Law Enforcement Accreditation Commission (MLEAC) on Monday, August 22. This group will examine all aspects of the Schoolcraft College Police Department policies and procedures, management, operations, and support services.

Verification by the team that the Schoolcraft College Police Department meets MLEAC’s best-practice standards is part of a voluntary process to achieve accreditation, a highly prized recognition of law enforcement professional excellence. The department must comply with 105 standards in order to achieve accredited status. 

Currently, out of 571 police agencies in the state of Michigan, only 47 are accredited; Schoolcraft College would be only the fourth college/university police department to achieve that status.

police officer with children
Community outreach is an area of focus for the Schoolcraft College Police Department.

“Accreditation results in greater accountability within the agency, reduced risk and liability exposure, stronger defense against civil lawsuits, increased community advocacy, and greater confidence in the agency’s ability to operate efficiently and respond to community needs,” Chief Mark Engstrom said.

The Schoolcraft College Police Department, which operates 24 hours a day every day, consists of:

  • A police chief
  • A lieutenant
  • Three sergeants
  • An office manager
  • Eight full-time officers
  • Seven part-time officers
  • A detective
  • Four full-time Intelligence Operations Center technicians
  • A part-time technician

Invitation to comment

As part of this final On-Site Assessment, employees and members of the general public are invited to provide comments to the Assessment Team. They may do so by telephone or email. The public may call 734-462-4688 on Tuesday, August 23, between the hours of 9 a.m. and 11 a.m. Email comments can be sent to [email protected].

Telephone comments are limited to five (5) minutes and must address the agency’s ability to comply with the Commission’s standards. A copy of the standards is available for inspection at the Schoolcraft College Police Department, 18600 Haggerty Road, Livonia, MI 48152. The police department is in the lower level of the Jeffress Center, and office hours are Monday through Friday from 8 a.m. to 4 p.m. Please contact Chief Mark Engstrom at 734-462-4424 with any questions.

The Accreditation Program Manager for the Michigan Association of Chiefs of Police is Ret. Chief Neal Rossow. “The assessment team is composed of law enforcement practitioners from similar Michigan law enforcement agencies,” Rossow said. “The assessors will review written materials, interview agency members, and visit offices and other places where compliance with the standards can be observed. Once the assessors complete their review of the agency, they will report to the full Commission, which will then decide if the agency is to be granted accredited status.”

police officer
Mark Engstrom, Chief of the Schoolcraft College Police Department

Anyone wishing to offer written comments about the Schoolcraft College Police Department’s ability to comply with the standards for accreditation is requested to email the Accreditation Program manager at [email protected] or write the Michigan Law Enforcement Accreditation Commission at 3474 Alaiedon Pkwy, Suite 600, Okemos, MI 48864.

Accreditation is valid for a three-year period during which time the agency must submit annual reports attesting to their continued compliance with those standards under which it was initially accredited. 

The MACP, through its Michigan Law Enforcement Accreditation Commission, is the legitimate authority and accreditation agency in the state of Michigan. For more information regarding the Michigan Law Enforcement Accreditation Commission, please write the Commission at: MACP, Law Enforcement Accreditation Commission at 3474 Alaiedon Pkwy, Suite 600, Okemos, MI 48864 or email at [email protected]. 

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Teams are composed of athletes with and without intellectual disabilities playing together.

Schoolcraft College will welcome soccer players from around the globe for the Special Olympics Unified Cup 2022 presented by Toyota, a competition that will show the world how the power of sport builds and shapes a diverse community that unites and empowers people of all abilities, from all backgrounds.

The event runs from Sunday, July 31, through Saturday, August 6, with more than 300 athletes from over 20 nations competing. Special Olympics Unified Sports® is a uniquely inclusive organization as teams are composed of athletes with and without intellectual disabilities playing together.

“We’re extremely pleased and proud to welcome the athletes, coaches, support staff, families and friends of the Special Olympics Unified Cup to the campus of Schoolcraft College,” said Dr. Glenn Cerny, President of Schoolcraft College. “Hosting great events like this that bring together a wide spectrum of people while breaking down barriers and creating transformational experiences complements the welcoming and inclusive environment we are working to create for every person every day at Schoolcraft College.”

two opponents run toward soccer ball
Matches in the Special Olympics Unified Cup 2022 presented by Toyota begin Monday, August 1.

The St. Joe’s Sports Dome and the College’s soccer field will host men’s preliminary matches August 1-5. The women’s preliminary matches are also August 1-5 and will be held at The Corner Ballpark in Detroit.

The Unified Cup is expected to draw 10,000 spectators, 1,000 volunteers and 500 family members and dignitaries with the common mission of celebrating the joy of sport and the power of inclusion through camaraderie, competition and breaking down social barriers.

The men’s and women’s Division One finals will be streamed live from Keyworth Stadium—home of the Detroit City Football Club—to hundreds of millions of viewers across the globe by ESPN.

The combination of excellent facilities and a strong, collaborative attitude and expertise among the College’s Recreation, Conference and Events, Facilities, Campus Police, Culinary Operations and other departments made Schoolcraft College a natural site for this global competition.

Health screenings will be provided for the athletes at the St. Joe’s Mercy Elite Sports Center as part of the “Healthy Athletes” program. Hearing and vision screenings as well as strategies for maintaining an overall healthy lifestyle, including nutrition and exercise, will be offered.

Kellie Murphy, Manager of Sports & Wellness for Special Olympics Michigan, said the following will be provided from 11 a.m. to 6 p.m. Wednesday, August 3 through Friday, August 5:

  • The Opening Eyes program will provide vision screenings and free prescription glasses, goggles, or sunglasses
  • Healthy Hearing provides hearing tests, cerumen removal, and Starkey will be fitting athletes for hearing aids and providing those at no cost to the individual
  • The FUNfitness program offers physical therapy assessments for balance, flexibility, and functional strength
  • Health Promotion will educate athletes on healthy lifestyles topics like nutrition and hydration as well as providing bone density testing
  • The Special Smiles program, the dental initiative, will provide a dental screening, fluoride, mouthguard fitting, and education on proper brushing and flossing

“Individuals are welcome to come check it out; volunteer spots are still available,” Murphy said. “We have clinical volunteer roles (health professionals and health professional students) as well as general volunteer roles that don’t require a healthcare background like data entry and athlete guides.”

Anyone interested in volunteering can register online.

In addition, Culinary Operations is preparing a deli fresh lunch every day, feeding up to 500 athletes, coaches and support staff. The Ocelot Market at the Sports Dome and the Elite Market and Smoothie Bar at the Sports Center will be open to service spectators.

soccer team huddles in circle
The combination of excellent facilities and a strong, collaborative attitude and expertise among the College’s Recreation, Conference and Events, Facilities, Campus Police, Culinary Operations and other departments made Schoolcraft College a natural site for the Special Olympics Unified Cup 2022.

Countries with teams participating in the 2022 Unified Cup include the following:

Women’s teams:

  • Burkina Faso
  • Caribbean (Haiti, Aruba, Bahamas)
  • Costa Rica
  • Egypt
  • Guatemala
  • India
  • Mexico
  • Namibia
  • Slovakia
  • Sri Lanka
  • United Arab Emirates
  • United States

Men’s teams:

  • Brazil
  • Jamaica
  • Japan
  • Korea
  • Morocco
  • Nigeria
  • Paraguay
  • Romania
  • Saudi Arabia
  • Singapore
  • United States

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Student Madison Ling graciously shares her perspective

The month of July is Disability Pride Month, and 2022 marks 32 years since the Americans with Disabilities Act (ADA) was passed into law, prohibiting discrimination against people with disabilities in public accommodations, employment, transportation, state and local government services, and all public and private places that are open to the general public. 

The first Disability Pride Day event, after the Act was passed, was held in Boston, Massachusetts, later turning into a month-long celebration. The month-long events include making the statement that disabilities are an identity and culture that should be celebrated and that societies structures have to be changed to allow for whole and meaningful participation however someone shows up. 

The Social Model of Disability “looks for ways that society can be planned and organized in order to provide accessibility, independence and opportunity in a way that enables people rather than ‘disables’ them.”

This is a key point for TaQuilla Kusero, Schoolcraft College’s Director of Equity and Engagement. 

“While the ADA creates a base for ensuring that organizations make legal accommodations, how do we go above and beyond that to create a campus that removes barriers and fully empowers people with disabilities to reach their full potential on campus?” she asked.

These questions are all tied to the College’s IDEA (Inclusion, Diversity, Equity, and Access) pillar built into the Strategic Plan. In brief, through meaningful actions, the College will ensure that IDEA is woven into the fabric of everything done for students, faculty and staff.

Schoolcraft College student Madison Ling with Livonia Mayor Maureen Miller Brosnan.
Schoolcraft College student Madison Ling with Livonia Mayor Maureen Miller Brosnan.

Madison Ling, a current Schoolcraft College student who has served the campus in a variety of leadership roles, graciously offered the following perspective:

Schoolcraft resembles a home, community, and all-encompassing experience that I didn’t know was missing from my life until it was there. Living a life with a disability, or as any minority, is not inspirational, nor is it for the faint of heart – it’s reality. There are inconceivable challenges and complications that come attached to any given condition and that give way to frustration, pain, and heartache – feelings and thoughts that are more crippling than any physiologically induced condition by far.

There was a time when I viewed myself as limitless without the slightest uncertainty. Over time, life’s trials and tribulations truly made me begin to question the validity of this inherent belief. Health complications, societally inflicted ableism (whether intentional or not), and ensuing self-doubt were the true source of paralysis in my teen years, not my disability. My mind, once an impenetrable fortress, was crumbling for the first time. My philosophy “I can’t is not an option, but I can try is” and the unshakable confidence I once had in my adaptability were waning. Just when I thought I was down for the count, I came to Schoolcraft College and everything changed.

While I would like to think I took the College by storm, the truth is that this campus and our treasured community took me by the hand, reminded me who I’ve always been, and what life can be with the right support behind you. I went from taking community transit to becoming an independent driver, a young adult unsure of her place in the workforce to a proud student employee, and a socially timid recluse to a decorated student leader that leads with gratitude for where I’ve been and where I’m going. My mindset with regard to the future and my goals have transitioned from “That’s impossible” to “Maybe, I can try” to “Of course I can do that. I am Madison Ling and I’m an unstoppable Ocelot.”

All of this is because I made the #CCSmart decision to come here. I’m unbelievably grateful to have a community composed of friends, faculty/staff, police officers, and an incredible College President that have a healthy balance of being my greatest supporters and being a safety net should I ever fall. Most of all, I’m Ocelot Proud to see the changes developing on our campus and to be a part of making Schoolcraft College a more diverse, inclusive, and equitable place for all.”

Below are some additional resources:

What is the Social Model of Disability and what do the Disability Pride Flag colors mean? 

Schoolcraft College Disability Support Services

Interview with Edythe (Edee) Copeland of the Michigan Works! Association

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Today for our Staff Spotlight we’re sitting down with Dr. Karen Young, who recently joined Schoolcraft College as the new ARC Program Coordinator, with responsibility for the program. (ARC stands for Alternative Route to Teacher Certification.) Dr. Young teaches part-time at Schoolcraft in EDUC, and her previous role was the Coordinator of Curriculum, Assessment, and Peer Mentoring for the ARC program. She is the Director of the Michigan Alternate Route Network.

Schoolcraft College: Hello, Dr. Young! First, welcome to Schoolcraft College! Could you please tell us a little about your professional background and education and what led you to Schoolcraft College?

Dr. Karen Young: Thank you, I am excited to be a part of the Schoolcraft College community full time. Throughout my 24 years in education, I have had the opportunity to be a part of public and charter schools holding a variety of positions. I began my career teaching middle school in Milford and then spent eight years in California holding teaching and administrative positions. Once back in Michigan, I worked for K12 through their online charter schools as an administrator and opened Niji-Iro Dual Immersion Elementary School for the Livonia Public School District serving as their first principal. 

Opening Niji-Iro Dual Immersion Elementary School and serving as the principal for three years has been a highlight of my career. Not only did I learn a lot, but the amazing cultural experiences and relationships I built will last a lifetime. I also have taught teacher education courses for the University of California San Diego, Madonna University, and Schoolcraft College.

I grew up in Livonia with Schoolcraft College being a part of my life. My dad taught at Schoolcraft and we visited the campus often. When I opened Niji-Iro, I met with Dr. (Dennis) Genig to learn more about the program and how it could assist some of our Japanese teachers to earn certification in Michigan. I was so excited about all the program had to offer that I reached out to Dr. Genig to join the part-time faculty. I begin teaching in the ARC program in 2017.

Schoolcraft College: Can you please explain what being the ARC Program Coordinator entails?

Dr. Karen Young: As the ARC Program Coordinator my job entails overseeing all details of the ARC program. This includes accreditation, state program approval, curriculum oversight, monitoring of candidates and teachers, approval of interim and standard teaching certificates, and working with faculty and staff on continuous program improvement.

Schoolcraft College: We’re sure you and your team will be building off the great foundation that Dr. Genig put in place. What are some of the next steps?

Dr. Karen Young: Dr. Genig has developed a strong ARC program. I do believe that Schoolcraft’s ARC program offers the best support due to the enhanced peer mentoring model that is included. The ARC program has an additional layer of support by contracting with a peer mentor at each teacher’s school requiring implementation of Schoolcraft’s peer mentoring activities. I was fortunate enough to study our peer mentoring program in depth through my doctoral dissertation. 

The peer mentoring program truly highlights best practice to retain and support new teachers. Our program guarantees consistent support to new teachers from the school (peer mentors) and the college (instructional coaches).

Dr. Karen Young, ARC Program Coordinator

Our next step is to look at current program offerings and compare them to the newly released state grade bands for teacher certification. While completing this process we will also be carefully looking at all curriculum and assessments for our upcoming accreditation visit. 

The ARC program is preparing to offer the new grade bands PK-3, 3-6, 5-9, and 7-12. 

Schoolcraft College: What does Schoolcraft College’s ARC Program offer that sets it apart from others? How does it work and why should people enroll in our program?

Dr. Karen Young:  Schoolcraft College’s ARC Program offers a unique wraparound system of support for each new teacher. While alternate route teaching programs do get teachers into the classroom sooner, Schoolcraft College’s ARC Program requires rigorous training and support at least a semester prior to teaching and during a teacher’s first three years in the classroom. The ARC Program is committed to developing effective teachers who will positively impact our future leaders. I wish I would have had access to such well-designed support during my early years of teaching.

The ARC program offers two programs: one for those seeking initial teacher certification (Traditional) and one for those seeking to add additional endorsements onto their current teacher certificate (IPP).

For those seeking initial certification, an earned bachelor’s degree is needed. The appropriate Michigan Test for Teacher Certification (MTTC) needs to be passed prior to beginning the ARC Program. The program then consists of four pre-certification classes along with a 60-hour practicum to build a foundation before entering the classroom. These classes can be taken in one semester or two. 

After certification, for three years the teacher receives peer mentoring and instructional coaching support along with additional coursework to assist with connecting theory to the classroom and building effectiveness in core teaching practices. At the end of meeting the program/state requirements, a Standard Teaching Certificate is issued.

Many teachers who currently hold a teaching certificate are looking to add an endorsement to support their school community by filling open teaching positions. Through our Individual Program Plan (IPP), we assist currently certified teachers in earning a new endorsement. When teachers apply to our IPP program, previously completed coursework is used to waive some of the program requirements. In many cases the pre-certification coursework is already met through traditional teacher preparation programs. 

With passage of the MTTC, an interim certificate can be award immediately. The teacher then receives peer mentoring and instructional coaching when teaching under their new endorsement area and may need to complete additional coursework, while teaching, that was not met through their previous program. When all program/state requirements are met, the new endorsement area is added to their Standard Teaching Certificate. Go here for more information.

Schoolcraft College: Where are you located and how can people find out more about our ARC Program?

Dr. Karen Young: I am in the Health Sciences Center, Office 583. If you would like to learn more about the ARC program, please visit the website or call 734-462-4335.

Schoolcraft College: Thank you, Dr. Young! Is there anything else you’d like to add?

Dr. Karen Young: I am honored to be coordinating the ARC Program. I love that I can support teachers and continue to impact the educational community. 

Schoolcraft College faculty are current practitioners who provide unique insight into the variety of practices and constant changes within education. Combined, our faculty and staff have over 468 years of experience in the field of teaching. It is my goal to be an advocate for alternate route certification programs as a highly effective way to train teachers. We need to look differently at how we are developing teachers. 

Designing schools to have a combination of traditionally trained teachers and alternate route teachers with varied life experiences from previous careers provides students an amazing opportunity to connect learning to the world.

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Registration is now open

A wide range of new courses, including exploring Detroit’s rich history, improving culinary skills and preparing for key professional certifications, highlight the Fall 2022 schedule for Schoolcraft College’s continuing education department, Personal and Professional Learning (PPL).

Registration is now open. Over 400 courses in a variety of areas, including fitness, aquatics, art, music, languages, culinary, photography and professional development, are offered.

Infographic depicting the roles of project management
New for PPL’s Fall 2022 schedule is a Project Management Professional (PMP®) Exam Preparation course for those pursuing PMP Certification.

A key focus for PPL has been to increase class offerings for professional development. New for the fall is a Project Management Professional (PMP®) Exam Preparation course for those pursuing PMP Certification. Topics include domains and tasks from the PMP® Examination Content Outline, such as building a team, managing communications and benefits realization. 

Returning to the program lineup this fall is Level One of the Digital Sculpting with Autodesk Alias. This is a four-class certificate program, with Level One offered in the fall only. Digital sculpting is used by professionals in the automotive industry as well other fields requiring skilled surface design. Learn more about Schoolcraft College’s Digital Sculpting program. 

PPL also will provide more online career training with self-paced programs in Information Technology, Accounts Payable, Management, Video Game Design and more.

Enrichment opportunities

In addition to expanded offerings geared toward professional development, PPL will have more than 20 new enrichment courses this fall, including:

Two people on a dance floor
Nightclub Two-Step is one of the new courses offered in PPL’s Fall 2022 schedule.
  • Nightclub Two-Step
  • Present Moment Meditation: Lifestyle Skills
  • Travel Photography
  • Sweater Knitting
  • Passion for Chocolates
  • Introduction to Food & Wine Pairing
  • Self Defense

Popular courses such as yoga and aquatics will continue to be offered as well.

While some PPL courses are completed over the course of several weeks, others take just a few hours. This includes the Dine & Discover and Conversation & Coffee series. Six new lectures are available for the fall, highlighted by:

  • Haunted Detroit (Dine & Discover)
  • Lost Restaurants of Detroit (Dine & Discover)
  • Sherlock Holmes: The Hero With a Thousand Faces (Conversation & Coffee)

Dine & Discover includes a full buffet lunch with vegetarian and gluten-free options. All proceeds support youth and adult scholarships. Light refreshments are served at Conversation & Coffee.

“We’re very excited about our Fall 2022 schedule, which includes several new offerings in addition to our popular fitness classes,” said Dr. Jodie Beckley, Director, Personal and Professional Learning. “We look forward to welcoming our returning students in their favorite courses, trying out a new activity or expanding their professional skills. We also encourage new students to explore what PPL is all about – there really is something for everyone!”

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Ocelots on all teams did outstanding academic work

Schoolcraft College will recognize its top student-athletes on all teams from the 2021-22 year with a ceremony on Friday, July 15. Awards from the National Junior College Athletic Association (NJCAA) and the Michigan Community College Athletic Association (MCCAA) are noted. Congratulations to all!

2021-22 Individual Academic Awards

Student-athleteHonors
Women’s soccer
Jordan CampbellNJCAA 3rd; All MCCAA & All Conference
Cailee CorsentinoAll MCCAA & All Conference
Riley GrahamNJCAA 2nd; All MCCAA & All Conference
Emily GurneyNJCAA 3rd; All MCCAA & All Conference
Emma HughesNJCAA 2nd; All MCCAA & All Conference
Paige KrollNJCAA 2nd; All MCCAA & All Conference
Neysa LyonMCCAA All Conference
Adyson McCulloughAll MCCAA & All Conference
Taylor MeadowsAll MCCAA & All Conference
Ceceilya MernattiNJCAA 3rd; All MCCAA & All Conference
Adriana SapiaAll MCCAA & All Conference
Faith StaleyNJCAA 2nd; All MCCAA & All Conference
Men’s soccer
Gavin BroseNJCAA 1st; All MCCAA & All Conference
John EvangelistaNJCAA 3rd; All MCCAA & All Conference
Nicklas LemaNJCAA 2nd; All MCCAA & All Conference
Corey MatthewsNJCAA 3rd; All MCCAA & All Conference
Alex (James) NevilleNJCAA 2nd ; All MCCAA & All Conference
Joshua PierceAll MCCAA & All Conference
Drew TappenNJCAA 2nd ; All MCCAA & All Conference
Jordan ThomasNJCAA 2nd ; All MCCAA & All Conference
Volleyball
Sedona CoonNJCAA 2nd; All MCCAA & All Conference
Hannah FolzNJCAA 1st; All MCCAA & All Conference
Alexa RichardsonNJCAA 2nd; All MCCAA & All Conference
Valdes, AndreaAll MCCAA & All Conference
Softball
Sophie BaterNJCAA 3rd; All MCCAA & All Conference
Bridget BogdenAll MCCAA & All Conference
Erin BresslerAll MCCAA & All Conference
Kathryn KoszykowskiNJCAA 2nd; All MCCAA & All Conference
Madelyn LathamNJCAA 2nd; All MCCAA & All Conference
Kiersten MetzNJCAA 1st; All MCCAA & All Conference
Autumn ReedNJCAA 2nd; All MCCAA & All Conference
Baseball
Cole AtkinsonNJCAA 3rd; All MCCAA & All Conference
Jack CronynAll MCCAA & All Conference
Joseph ElwellNJCAA 2nd; All MCCAA & All Conference
Cooper GeanAll MCCAA & All Conference
Garrett HallMCCAA All Conference
Landon KempainenAll MCCAA & All Conference
Joshua MichaelsMCCAA All Conference
Jonathan SabudaAll MCCAA & All Conference
Gabriel SmithNJCAA 3rd; All MCCAA & All Conference
Brandon StricklandNJCAA 3rd; All MCCAA & All Conference
Women’s bowling
Allison LittleNJCAA 1st; All MCCAA & All Conference
Lydia WesenbergMCCAA All Conference
Men’s bowling
Erik BungeNJCAA 3rd ; All MCCAA & All Conference
Women’s basketball
Shalah ArderNJCAA 2nd; All MCCAA & All Conference
Danielle BryantMCCAA All Conference
Natasha CarterNJCAA 3rd; All MCCAA & All Conference
Nour ElzeinNJCAA 2nd; All MCCAA & All Conference
LaZae MosleyNJCAA 3rd; All MCCAA & All Conference
Samantha SmithAll MCCAA & All Conference
Justina SzalkowskiNJCAA 1st; All MCCAA & All Conference
Makaiya ThomasNJCAA 2nd; All MCCAA & All Conference
Men’s basketball
Ashton NanceNJCAA 2nd; All MCCAA & All Conference
Devin WhiteMCCAA All Conference
Teams achieving NJCAA & MCCAA awards for earning a
3.0 (or higher) GPA
Softball3.35
Women’s soccer3.18

Award criteria:

  • NJCAA Academic First Team: 4.0 GPA
  • NJCAA Academic Second Team: 3.80-3.99 GPA
  • NJCAA Academic Third Team: 3.60-3.79 GPA
  • All MCCAA & All Conference: 3.20 or above GPA
  • All Conference: 3.00-3.19 GPA

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Join us Sunday for live performances beginning at noon

For the first time in three years, Schoolcraft College once again will be the site of some of the best jazz musicians in the country, especially from Detroit and throughout Michigan, performing live at the Michigan Jazz Festival on Sunday, July 17. The free event starts at noon and features more than 40 bands performing in venues across campus, mainly in the VisTaTech Center. 

"27th annual Michigan Jazz festival" written under an illustration of a jazz band performing
This graphic for the Michigan Jazz Festival was designed by Weston Parker, a Computer Graphics Technology student at Schoolcraft College.

The last live performance was in 2019; the 2021 program was presented online. 

Dr. Barton Polot, who served the Music Department at Schoolcraft College for nearly 20 years, including as Department Chair, encourages everyone to attend.

“You know, there are roughly a dozen jazz and blues festivals all over the state each summer,” he said. “The Michigan Jazz Festival stands out, however, with seven simultaneous stages. Nothing else compares.  

“All day long, at any given time, jazz lovers can choose from a variety of musical styles and talents, familiar names as well as first-timers, the best jazz musicians in the state, all within a few steps. Add to that convenient free parking, air-conditioned comfort, great food and Schoolcraft College’s award-winning craft beer. Did I mention that attendance is free?”

A jazz band performing on stage
The VisTaTech Center will be the site of the Michigan Jazz Festival on Sunday, July 17.

New to the Festival this year is the Michigan Jazz Festival All-Star High School Band under the direction of Vincent Chandler. The group will perform at 2 p.m. Also new are two in-person jazz education clinics, the first of which starts at 9:00 a.m.

Weston Parker, a Computer Graphics Technology student at Schoolcraft College, designed the graphic for this year’s Michigan Jazz Festival.

Here is the schedule of the performances and venues:

Leven Open Air Stage – The Big Tent

  • Noon – Phil Ogilvie’s Rhythm Kings (PORK)
  • 1:30 p.m. – Oopapada
  • 3:00 p.m. – Terry Lower Trio & vocalist Edye Evans Hyde
  • 4:30 p.m. – Dave McMurray
  • 6:00 p.m. – Dave Bennett Quartet
  • 7:30 p.m. – Diego Rivera Quintet

Bill Bolle Presentation Stage – Kehrl Auditorium

  • 12:30 p.m. – Allen Dennard Quintet
  • 2:00 p.m. – Jon-Erik Kellso and friends
  • 3:30 p.m. – Louis Jones Quartet
  • 5:00 p.m. – Anthony Stanco Quintet
  • 6:30 p.m. – Jonathon Muir-Cotton and Expressions
  • 8:00 p.m. – Sean Dobbins Trio

Jerry McKenzie Rathskeller Stage – Lower Waterman

  • 12:15 p.m. – Russ Macklem Quintet
  • 1:45 p.m. – Cary Kocher and Sarah D’Angelo
  • 3:15 p.m. –  Doc’s Holiday Tribute Band
  • 4:45 p.m. – Vincent Chandler Experience
  • 6:15 p.m. – Ron Kischuk: Masters of Music Tbones
  • 7:45 p.m. – Lunar Octet

Vosgerchian Solo Piano & More – Reynolds Room

  • 12:30 p.m. – Michael Malis
  • 1:45 p.m. – Bill Meyer
  • 3:15 p.m. – Jordan Young Organ Trio
  • 4:45 p.m. – Ryan Bills / Trevor Lamb Sextet
  • 6:15 p.m. – Matthew LoRusso Quintet
  • 7:45 p.m. – Brandon Williams

Salden Big Band Stage – DiPonio Room

  • 12:15 p.m. – Planet D Nonet
  • 2:00 p.m. – MJF All-Star High School Jazz Band
  • 3:45 p.m. – Russ Miller and the Jazz Orchestra
  • 5:30 p.m. – CSO
  • 7:15 p.m. – Jeff Trudell Big Band

Music Hall Future of Jazz Stage – Henry’s Café 

  • 12:00 p.m. – Millennium Trio
  • 1:30 p.m. – Ellen Wallenfang Quintet
  • 3:00 p.m. – Playing with the Pros
  • 4:30 p.m. – Notre Dame Prep Jazz Combo
  • 6:00 p.m. – Nate Topolewski Quartet

Livonia Community Foundation Cabaret Stage – American Harvest

  • 12:15 p.m. – Olivia Van Goor and William Bennett
  • 1:30 p.m. – Lori Lefèvre and Chris Buzzelli
  • 2:45 p.m. – Barbara Ware and Cliff Monear
  • 4:00 p.m. – Kate Patterson and Chuck Shermetaro
  • 5:15 p.m. – Naima Shamborguer and Sven Anderson
  • 6:30 p.m. – Jiana Hunter and Scott Gwinnell

Michigan Council For the Arts Clinic Stage – Forum Auditorium

  • 9:00 a.m. – Dwight Adams — Jazz Improvisation clinic
  • 11:00 a.m. – Ellie Martin — Jazz Vocal Improvisation clinic

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Business, marketing strategies part of what students will learn

Helping artists take control of the business side of their career is at the heart of Schoolcraft College’s new Art Entrepreneurship Certificate, which will be offered for the first time in the Fall 2022 semester.

The certificate prepares artists to build their own success in addition to the art they create. Melissa Machnee, adjunct faculty member, holds a Master of Fine Arts in Sculpture and developed the Art Entrepreneurship Certificate and the Metal Sculpture courses at Schoolcraft College. “I want to make sure that students can continue their progress and career making sculptures when they graduate,” Machnee said.

The Art Entrepreneurship Certificate will help students learn the skills to thrive as a professional artist. It is designed for students who want to manage their own career in the art world by honing their artistic abilities and developing foundational business-related skills.

  • Full-time students can complete the 31-32 credits, which can be applied to an Associate in General Studies degree, in about 9 months. The curriculum includes classes in Art, Accounting, Business and Computer Graphics Technology.
  • The Art Entrepreneurship Certificate is modeled after the Music Entrepreneurship Certificate. The music certificate is designed for those who are interested in managing their own music career.

Students will receive a well-rounded education that will help them succeed in the highly competitive artist market environment. When students graduate with an art degree, they often struggle because they do not know the business side of a successful artist. This program supports them with the creative as well as business aspects of making it as an artist in today’s competitive art market. “We are trying to eliminate the ‘starving artist’ stereotype with this certificate,” Machnee said.

Specifically, the Art Entrepreneurship Certificate helps students:

  • Model fine art abilities associated with a field in the art world.
  • Develop a business plan for a career in the art world.
  • Develop marketing strategies for different scenarios to promote one’s artwork.
  • Demonstrate personal management skills to support a career in the art world.
  • Develop record-keeping abilities essential for financial management for a career in the art world.
  • Articulate the viability of different careers in the art world as related to various media.
person sketching on paper
Schoolcraft College’s new Art Entrepreneurship Certificate will help students develop a business plan for a career in the art world.

Two new courses

Two new courses help students meld the business and creative skills needed to thrive in the world of art.

ART 150, Intro to Art Entrepreneurship, is designed to help artists discover the different career opportunities, including entrepreneurship, and develop skills and resources to help achieve their goals. Students will explore sales of personal artwork, evaluate techniques for the display of artwork, examine online and traditional art venues and resources, and investigate how and why good images of artwork are important. Students will be expected to build a professional portfolio.

ART 180, Foundations of Jewelry and Design, examines elements of design and creation for jewelry and small metal objects. Students will explore different surface finishes, materials, and tools as well as metal casting and metal joining techniques to make their designs come to life. Students will apply different techniques and use various materials in the creation of their own designs.

The Schoolcraft College difference

Machnee believes the Art Entrepreneurship Certificate answers a vital need for artists who are ready to jump into their careers. With the reality that many art careers do not require a degree, Machnee noted, “By melding the creative applications of art with the business of art, artists are empowered to become more successful as professional artists.”

person mixing colors on palette
Schoolcraft College’s new Art Entrepreneurship Certificate will help students model fine art abilities associated with a field in the art world.

The College welcomes art students who want to earn an Associate in Fine Arts and then transfer with the goal of earning a Master of Fine Arts. The Art Entrepreneurship Certificate, on the other hand, is designed to help those artists who might be holding down multiple jobs in this gig economy to take better control of their future as a self-employed artist.

Learn more about Schoolcraft College’s Art Entrepreneurship Certificate. Registration is open now. Fall 2022 classes start Monday, August 29.

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Gavin Brose wins top honor from the Michigan Community College Athletic Association

Gavin Brose holding soccer ball
Gavin Brose credits support from Amy Proctor, Student-Athlete Support System Coordinator; and coach Rick Larson with helping him win the Dick Shilts Male Athlete of the Year award.

Schoolcraft College soccer player Gavin Brose was just about ready to give up the sport he loves. In addition to fighting through the usual injuries that soccer dishes out, Brose also suffers from a chronic illness that has hospitalized upon occasion. His hard work and dedication paid off, however, as he has been named the Dick Shilts Male Athlete of the Year, which recognizes outstanding student-athletes in the Michigan Community College Athletic Association (MCCAA).

The award is named for the former Athletic Director at Kalamazoo Valley Community College and the longest-serving MCCAA president.

Brose started 11 of 12 games for the Ocelots, scoring 6 goals with 11 assists and had 2 game-winning goals. He was the MCCAA Men’s Soccer Player of the Year and earned All-MCCAA honors. 

Brose said his favorite match came at home against Ancilla. 

“We had to win to make the playoffs,” he said. “I made what might be the longest goal in Schoolcraft College history – I shot it right off the kickoff and it went in. We ended up winning 3-0.”

With his passion for soccer reignited, Brose has a trip to Germany planned for this summer for a tryout to possibly play professionally. 

An Exercise Science student, Brose has a 3.93 GPA and earned a perfect 4.0 for the 2021-22 school year. He won Schoolcraft College Student-Athlete of the Month, is a member of the first class of Theta Chi Alpha, the national honor society for student-athletes at two-year schools, and volunteers at youth soccer camps.

“To win this award is humbling and reminded me that hard work pays off and with the right people around you and the right support you can go a long way, which is what I got here at Schoolcraft,” he said. “It’s a team effort, really. I’m glad to accept the award, but I accept it on behalf of the whole team who worked with me.”

Brose, a graduate of Livonia’s Adlai E. Stevenson High School, was quick to praise and thank Amy Proctor, Student-Athlete Support System Coordinator; and coach Rick Larson for their support. 

“They took time out to work with me and support me and I really appreciate that,” he said.