March 2023 Volume 6 Issue 8

The first NSCC photo of Doug Jameson was in 1997 when he was elected vice-president of the SGA. He then earned an AAS in Business Management and started working at the college in the office of Distance Education (now Online Learning). When he retired after 23 years at the college, he was serving as a Student Success Advisor.

Doug was known for three things: his passion for helping students, his outgoing personality, and his willingness to help the college in whatever way it needed.

During his time in Online Learning, he served as the student liaison for the eCampus program, known then as the Regents Online Degree Program, and was given the award “Campus Contact of the Decade.” Doug was always reaching out to students who needed a little push, a little encouragement, and/or a listening ear.

Doug was a regular feature at many campus events. At spring fling or fall fest, he grilled hamburgers. He often traveled to Southeast (which was originally on Foster Avenue) to help with the International Food Festival. He was also an avid gardener, finding unwanted and unloved plants on campus and bringing them back to life.

It was only fitting that a tree was planted in his memory to bring shade and beauty to future generations of NSCC students and employees.

On February 27^th in the C Building Auditorium on the White Bridge Campus, Student Life in partnership with the Diversity Committee and Nashville State Foundation hosted Conversation with the Pros: How to Navigate the workforce as a Black Professional as part of programming for Black History Month Programming.

The panel featured Nashville States very own talented professional staff: Dr. Kimberly Malone-Haddox, Director of the North Davidson Campus, Dr. Johanna Williams, Dean of Science, Technology, Engineering and Math Division, Charvis Rand, Chief Information Officer and Jeremy Calico, Director of High School Initiatives.

Students, Faculty, and Staff were invited to listen to the professional experiences and career journeys of five our own Nashville State professionals. Ryan Parker, Development Officer for the Nashville State Foundation moderated the panel which highlighted panelists’ professional and educational journeys; as well as their professional lessons and mantras.

The panel sought to encourage the sharing of both professional and life experience. Both of which are invaluable as we learn about our Nashville State community. We have a wealth of talented and diverse professionals here, and it should be celebrated!

The Panel can be viewed via the following link: https://www.youtube.com/watch?v=A_FpZ5YKYCE

Thanks again to all the panelists, as well as Ryan Parker and Mia Sneed for their hard work in coordinating the program. A special shout out to members of the TSD team who worked hard to pull this off in C-210, David Crawford and Thomas Melton.

On March 3-5, a group of eight Student Government Association (SGA) members attended the Clinton Global Initiative University (CGI U) at Vanderbilt University where they discussed and coordinated action together on challenges facing their campus, communities, and the world.

Students in attendance heard from various speakers including President Clinton, Former US Secretary of State Hilary Clinton, their daughter Chelsea Clinton, Mayor Cooper, Secretary of Transportation Pete Buttigieg and many activists, non-profit leadership, and academics.

Sulan Kranshaw who is interested in pursuing a career in the Healthcare field, attended and shared that she “…was honored to be able to be a part of that entire event. I really enjoyed hearing people’s commitment to action on how to make the world a better place from all over the world.”

20 NSCC faculty have earned the ACUE Micro-credential in Promoting Active Learning. During the last months of the fall semester, these faculty engaged in professional learning about developing effective class sessions and lectures, teaching powerful note-taking skills, using groups to ensure active learning, using the active learning cycle, planning effective class discussions, and facilitating engaging class discussions. These faculty learning about active learning, implemented active learning teaching practices in their courses, reflected on these teaching practices, and planned for how to continue using active learning practices in their courses for the future. Please join The Teaching Center in congratulating these faculty on their achievement.

• Amy Blum
• Bir Bohara
• David Edgington
• Melissa Fleck
• Michael Glenn
• Jennifer Goncalves
• Beth Gorham
• Jeff Green
• Thomas Holmes
• Janessa Jacobs
• John Knox

• Rachel Lewis
• Landon Mason
• Aggie Mendoza
• Emily Naff
• Maayan Ornath
• James Rollins
• Kassidy Schmidt
• Michele Singletary
• Leah Welker
• Donna Whitehouse

23 NSCC faculty have earned the ACUE Micro-credential in Creating an Inclusive and Supportive Learning Environment.  During the fall semester, these faculty have engaged in professional learning about creating inclusive and supportive learning environments, implemented inclusive and supportive practices in their courses, reflected on the impact of these practices, and planned for how to use these practices in their teaching moving forward.  Teaching practices included focusing on leading the first day of class, promoting a civil learning environment, engaging under-prepared students, helping students persist in their studies, embracing diversity in the classroom, checking for student understanding, and providing useful feedback.

Congratulations to:

• Amy Blum
• Bir Bohara
• Laura Burridge
• David Edgington
• Melissa Fleck
• Michael Glenn
• Jennifer Goncalves
• Beth Gorham
• Jeff Green
• Thomas Holmes
• Janessa Jacobs
• John Knox

• Rachel Lewis
• Landon Mason
• Aggie Mendoza
• Emily Naff
• Maayan Ornath
• Kassidy Schmidt
• Michele Singletary
• Omari Smith
• Leah Welker
• Donna Whitehouse
• Robin Cooper-Wilbanks

8 NSCC faculty have earned the ACUE Micro-credential in Inspiring Inquiry and Preparing Life-Long Learners.  During this semester, these faculty have engaged in professional learning about inspiring inquiry, implemented inclusive and supportive practices in their courses, reflected on the impact of these practices, and planned for how to use these practices in their teaching moving forward.  Teaching practices included motivating students, providing clear directions and explanations, using concept maps and other visualization tools, using student achievement and feedback to improve your teaching, using advanced questioning techniques, and developing self-directed learners.

Congratulations to:

• Bir Bohara
• Jennifer Goncalves
• Beth Gorham
• Jeff Green
• Thomas Holmes
• Rachel Lewis
• Michele Singletary
• Donna Whitehouse

One NSCC faculty member has earned the ACUE Micro-credential in Designing Learner-Centered and Equitable Courses.  During this semester, this faculty member has engaged in professional learning about designing learner-centered courses, implemented inclusive and supportive practices in their courses, reflected on the impact of these practices, and planned for how to use these practices in their teaching moving forward.  Teaching practices included ensuring learner-centered course outcomes, designing aligned assessments and assignments, aligning learning experiences with course outcomes, creating equity with checklists and rubrics, developing equitable grading practices, and preparing an inclusive syllabus.

Congratulations to Thomas Holmes.

Marcus has a car, but it is broken down and he cannot afford to fix it without taking on more work. Extra shifts mean less time for class and studying and may cause attendance issues.  He reached out to the Student Resource Manager about getting a bus pass, but there are no service routes in his area. 

He doesn’t want to spend any more money than necessary on a rideshare service since he is trying to save up to either repair or purchase a car. The one time he did purchase an Uber, he was five minutes late for class and found the room locked. He can’t afford to spend $25-30 and still not be able to attend. 

Marcus’s stress is reaching an all-time high.  He is so conflicted between taking on additional shifts to earn much-needed money and attending classes to avoid getting penalized for absences. He earns good grades, enjoys learning, and feels successful in completing all the homework. But sometimes it is challenging getting to class or attending a required off-campus event. He wishes he could find a way to make it all work, so he approaches his instructor with his problem.

Thankfully, Marcus’s instructor agrees to waive the attendance requirements for his absences while he works on his transportation issues. He and his instructor agree that in those instances that missing class really can’t be avoided, he will reach out to the instructor to let him know, verify what content he will miss, and after covering the material on his own, Marcus will submit a brief synopsis of the material to highlight his understanding and ensure he stays on track. 

To some students, the smallest bump in the road can seem like an insurmountable obstacle. Not everyone has a support system to help them develop the knowledge and skills needed to overcome what may seem like small challenges to the rest of us. Someone has to teach them to work the problem and create a solution rather than just walk away and give up. Marcus is grateful to know he can reach out and someone is there to help.  It will make it easier when he encounters the next bump! 

Nashville State and VUMC’s Healthcare Workforce Solution Partnership was named the regional exemplary program by the National Council for Continuing Education and Training during its annual conference held this year at the Hilton Nashville Downtown. 

In early 2022, VUMC approached Nashville State to discuss staffing needs. Nashville State’s Center for Workforce Development and Continuing Education and School of Health Sciences worked with VUMC staff to develop customized curriculum. The result is a collaborative partnership that provides unique learning experiences combing classroom instruction at Nashville State and clinical experiences at VUMC. 

VUMC provides paid time off for its incumbent employees to participate and pays for all costs associated with tuition and fees.

Here are the Projects that are currently underway at NSCC.

Clarksville:

• New Campus: Architects Programming w/ NSCC Management Team – Underway 

Dickson:

• Classes started – 1-16-23 – COMPLETE

North Davidson: Punch List

• Exterior Door Access Cards – Finalizing
• Tile Floor Finish Review – Finalizing

Southeast:
Installation of New Chiller:

• Final Commissioning of the New Unit – Additional Scope Underway 
• New Review of other Major Equipment for SE – WBR: Underway 

TBR Refurbishment Project:

• Designer preparing package to Bid – Scheduling 

Waverly:
Retrofitting the Building:

• Lab Case goods & Cabinets – Finalizing

White Bridge Road: 

• LED Replacement Lighting Project – Complete
• H – Building Health Sciences Renovation Project – Going to Bid for a GC: March 
• HVAC Central Plant Upgrades:
  • Construction Drawings – Underway
  • Scheduling to go to Bid – Underway 

Honest truth time: advising has not ever been on my top priority list. I felt that there were too many students I was asked to advise, that students had the responsibility to come to me if they wanted advising, and simply telling them which classes to take completed this obligation.  I was WRONG!

“You can’t instruct me until you care about me.”

Frederik “Freddie” Shegog

“You can’t instruct me until you care about me.” A student stated this at the Achieving the Dream Conference.  This statement stood out as the final speaker; Frederik Shegog “Freddie” took the stage to share his story of meeting his advisor on campus.  When Freddie went to his advisor the first time, he rushed in asking the same questions many of our students ask: “What classes do I need to take? Where do I find these classes? How do I register for classes?”  His advisor immediately stopped him.  Without asking for a student number, she simply asked, “Who are you?”  Of course, Freddie didn’t understand exactly what she was saying, so she clarified.  “Freddie, tell me about yourself.”

Freddie’s advisor learned that Freddie had been homeless, that he had dealt with mental health issues and issues of drug addiction, that Freddie was clean and sober and looking to start a new life, that Freddie was married and had children, and that Freddie had an entire wealth of stories to share.  This advisor then was able to counsel Freddie and inform him that his barriers would be his mental health issues, but she would help him to stay on top of those, and she could help him to succeed. 

The advisor walked Freddie around campus, personally introduced him to everyone he would need to know, and built a family network around Freddie. This advisor helped him find the right classes with the best instructors who would welcome Freddie and his challenges as an opportunity for everyone to learn and grow. This advisor would be the first step to life-changing experiences for Freddie and she didn’t even know it at the time. She was simply building a family connection and not just advising.

Freddie who could not spell and was in remedial classes, has gone on to graduate with honors, give the commencement speech at his school, and become a public speaker, influencer, and successful businessman.  He owes this success to his advisor, his teachers, and his family support. To this day, he credits his success at college with the advisor who wanted to know about Freddie and not Freddie’s student number.

At the time I went to the Achieving the Dream Conference, I was already engaging in a trial of sorts to see if I could increase my student retention by engaging more with my advisees.  I had set a goal to email my advisees once before the semester started, two or three times during the semester, and at least twice during the registration period. This trial had already started to produce some very interesting results.  Several of my advisees were emailing me back and letting me know how things were going for them in the semester.  I started to learn more about who they were. 

Freddie taught me that these emails are not enough. I now plan to reach out to my advisees in new ways, such as just simply scheduling each advisee for a meeting with me and sending them their date and time to show up. Although I anticipate that some students will not keep this appointment, I believe others will. Setting time to get to know my advisees will build a family connection and trust.  Introducing my advisees to those who can make a difference in their lives will strengthen that connection.  As advisors, we must take the time to get to know our students and introduce them to the people they will need to be successful here at Nashville State Community College. We all need a place where we feel cared about before we can be instructed.  I encourage my fellow advisors to join me in building a family connection and not just advising.