journal2011-2012 - (SALT) Center - University of Arizona

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2011 STAFF 

SALT Center Staff 

DIRECTOR’S OFFICE 

Dr. Robin Wisniewski, Director 

Lindsey Griffi n, Assistant to the Director 

ADMISSIONS & RECRUITMENT 

David Cillo, Assistant Director 

Joy Jerauld, Coordinator, New Student Enrollment 

Dennis Haymore, Offi ce Specialist 

STUDENT PROGRAMS & SERVICES 

Rhonda Burnett, Assistant Director 

Debra Puccio, Administrative Assistant 

Laurel Grigg Mason, Coordinator, Strategic Learning Specialist 

Lupe Thompson, Coordinator, Strategic Learning Specialist 

Sarah Sampe, Coordinator, Strategic Learning Specialist 

Rose Audretsch, Strategic Learning Specialist 

Paul Bastedo, Strategic Learning Specialist 

Adam Davi, Strategic Learning Specialist 

Mary Beth Foster, Strategic Learning Specialist 

Juan Godoy, Strategic Learning Specialist 

Daniel Linden, Strategic Learning Specialist 

Caroline Ragano, Strategic Learning Specialist 

Claudia Sandoval, Strategic Learning Specialist 

TUTORING & LEARNING SUPPORT SERVICES 

Sarah Holmes, Coordinator 

Kathleen Kirk, Academic Skills Coordinator 

Monica Martinez, Offi ce Specialist Sr. 

EDITOR 

Dr. Robin Wisniewski 

EDITORIAL ASSISTANT 

L indsey G r i f fi n 

EDITORIAL ADVISORY BOARD 

David Cillo 

Rhonda Burnett 

Rose Audretsch 

Mary Beth Foster 

CONTRIBUTING WRITERS 

Dr. Robin Wisniewski 

Dr. Jeff Orgera 

David Cillo 

Dr. Nancy Singer 

Laurel Grigg Mason 

Rhonda Burnett 

Rudy Molina 

L indsey G r i f fi n 

© 2011-12, the University of Arizona. This publication designed and 

produced by UA Student Affairs Marketing for the SALT Center. 

Layout and Design by Huan Sam Wang. Photography by Jessica 

Noële DeWitt, Murphy Raine McGary, Aaron Gudenkauf, and FJ Gaylor 

Photography. Creative Direction by Misha Harrison and Jenny Wendt. 

Additional Editorial by Magan Alfred. 

FINANCIAL SERVICES 

Lee Gilbert, Finance Manager, Student Learning Services 

Deb Evano, Associate Accountant, Student Learning Services 

EXTERNAL RELATIONS & RESEARCH 

Rudy Molina, Assistant Director 

PAGE 2 The University of Arizona ®

Table of Contents 

CONTENTS 

SALT Center Staff ......................................................................2 

Welcome from the Director .........................................................4 

The SALT Center’s New Online Application .................................5 

Preparing for College Success ....................................................6 

Pilot Program to Assist First Year Students .................................7 

Inspire. Excel. Learn. ...........................................................8 & 9 

Professional Development Program that incorporates 

Appreciative Inquiry and Strategic Tutoring 

SALT Center Usage .......................................................... 10 & 11 

Student & Alumni Stories: Encouraging Dreams ................ 12 & 13 

Development Overview ............................................................. 14 

In Appreciation for Our Donors ................................................. 15 

Stay up to date with the SALT Center, scan this 

to check out SmartNews events. 

salt.arizona.edu PAGE 3

ELCOME 

Welcome from the 

Director 

Welcome to the 2011-2012 SALT Journal! 

The SALT Center has national distinction and 30 years of triumph for students with 

attention and learning challenges. Since I fi rst walked in the doors during this 30th 

year I have seen why: The Center is unifi ed on learning. The students are engaged. 

The staff is knowledgeable and dedicated. Alumni, family, and friends believe in the 

mission. It is evident that the SALT Center is an organization committed to innovation 

and growth. 

In this issue, you will read about the innovations taking place at the SALT Center. 

Professional development in strategic tutoring, for example, centers on improving 

the learning process for 21st century students. This will take the tutors’ international 

certifi cation to new heights and will leave SALT students with maximum opportunities 

for UA courses and beyond. The strategic learning specialists will delve into 

appreciative inquiry, which capitalizes on the strengths and potential within our staff 

in order to create new possibilities for student growth. 

The SALT family also welcomes new staff. After eleven years of dedicated service 

to the SALT Center, David Cillo has been named the new Assistant Director 

of Admissions and Recruitment. Three graduate assistants join us along with 

psychologist Dr. Ken Marsh and psychology intern John Knorek. Lastly, as the new 

director, I come from a tenured faculty position in the Midwest and have worked 

as a psychologist and academic leader in public and private education. I am eager 

to lead the SALT Center in our efforts to produce sustainable growth in research, 

partnerships, and services that advance academic success. 

As the SALT Center begins a new era of academic support services, our commitment 

to empowering students is stronger than ever. It is with immense gratitude that 

I acknowledge our constituents for their continued support of the SALT Center’s 

mission, and I look forward to the opportunity to converse with each of you as we 

experience these new beginnings together! 

Warmest regards, 

ROBIN WISNIEWSKI, Ph.D. 


ONLINE 

The SALT Center’s 

New Online Application 

REMEMBER! 

The SALT Center is proud to announce that new applicants will be able 

to apply to the SALT Center online. Through the rigorous work of the 

SALT Center admissions staff and the cooperative partnership with the 

University of Arizona Student Affairs System Group, the much anticipated 

electronic application is now a reality. The new electronic application will 

be available on our website in September 2011 and is sure to make the 

application process to the SALT Center more efficient and convenient. 

HOW TO APPLY ONLINE TO THE SALT CENTER 

STEP 1 

Apply online to the University of Arizona. 

The University application can be found on the UA homepage under 

“Future Students”, at: admissions.arizona.edu 

STEP 2 

Apply online to the SALT Center at: salt.arizona.edu 

The SALT Center application can be found on the SALT Center’s homepage. 

• Fill in the background information fi elds. Some of the information will be 

transferred into the fi elds automatically from the UA application. 

• Respond to the three essay questions about your background, 

challenges, and interests in the SALT Center. 

• Provide the email addresses of two educational references. An 

automated email with an attached recommendation form will be 

sent to each reference. Your application is not complete until the 

recommenders return the form to the SALT Center via email. 

• Select whether you will send your documentation of diagnosis by 

mail or email. If you have limited documentation, complete the fourth 

essay question. 

• Answer essay question fi ve if you intend to submit FAFSA information to 

the UA Financial Aid Offi ce in order to be considered for a SALT Center 

scholarship. All SALT Center scholarship awards are based on 

fi nancial need. 

• Complete the pay fi elds using credit card information. The application 

fee is $15.00 in state and $40.00 out of state. 

• Enrollment is limited! Apply early. Applying later may delay 

your admittance or add your name to the waiting list. 

• Your application will be reviewed after the SALT Center 

receives your University of Arizona admission verifi cation, a 

complete SALT application, diagnostic documentation, and 

two recommendation forms. 

• To be considered for a SALT Center scholarship, your 

FAFSA information must be submitted to the UA Offi ce of 

Scholarships and Financial Aid. 

Planning for college is an exhilarating time for students. This fall, 

I begin my eleventh year at the SALT Center as the new Assistant 

Director of Admissions and Recruitment. I am honored to be 

associated with an academic support program that contributes 

to each student’s success. I am particularly excited to meet and 

work with prospective students, parents, and counselors. 

If you are a prospective student, plan a visit! The SALT Center 

offers “A Taste of SALT” every Friday morning for prospective 

students and their families. We hope to see you there! 

By David Cillo 

Assistant Director, Admissions and Recruitment 


UCCESS 

Preparing for College Success 

What High School Students Can Do 

As students with learning and attention challenges 

transition from high school to college, informative and 

continuous academic planning plays a critical role in their 

college success. From our experience at the SALT Center, 

students who are most successful at the University of 

Arizona come to us with particular knowledge and skills. 

These are described below along with advice for what high 

school students can do to prepare for college success. 

1. Knowledge of the instructional differences between high 

school and college. 

In high school, instructional time is more structured; students have 

more contact with their teachers, and student effort or improvement 

may be taken into consideration in grading. Generally speaking, 

that is not the case in college. College grades are often determined 

by two or three test grades and a major paper. To help with these 

differences, students need opportunities for strategic learning, time 

management and organizational skills, independent reading, critical 

thinking, and analytic writing skills in preparation for college. 

2. Documentation needed to qualify for accommodations. 

In college, the student is responsible for disability self-disclosure 

and submission of disability documentation to the appropriate 

offi ce. Each institution’s disability resource offi ce has specifi c 

requirements for the age and type of documentation. For example, 

some colleges and universities accept documentation no more 

than three years old, while others may accept documentation 

up to fi ve years old. The type of documentation may also vary; 

some institutions might only accept diagnostic information 

recorded on a psychological report while others may accept 

an individualized education plan. While visiting colleges and 

universities, asking about documentation requirements will 

assist the preparation for reasonable accommodations. 

3. Skills in self-determination. 

Self-determination is related to achievement in college. Selfdetermined 

students can describe their disability, know how 

to learn, compensate for their weaknesses, advocate for their 

needs, choose goals that match their interests and skills, 

develop a plan to attain their goals, evaluate their performance 

and make needed adjustments, and function without direct 

parental involvement. In high school, a way for students to 

develop self-determination skills is by participating in and 

ultimately leading their IEP meetings by senior year. 

4. Assistive and instructional technology. 

Until now, the primary emphasis of transition planning 

and technology has been on technologies for access and 

accommodations. Students, teachers, IEP teams, and high 

school transition coordinators must now add readiness 

for postsecondary instructional technologies to students’ 

transition portfolios. Awareness and development of 

skills and strategies for tech-blended and online learning 

is imperative if students with learning and attention 

challenges are to become successful college graduates. 

5. Background in a rigorous high school curriculum. 

Courses taken in high school can have a signifi cant impact 

on whether students make it to college, particularly a 

college of their choice. Admissions offi cers are particularly 

interested in challenging courses that have been attempted 

by students in high school. The opportunity to demonstrate 

preparedness for the academic rigors of college in a college 

preparation curriculum has to be weighed against a reduced 

grade point average. The rigor will help students develop 

better study skills necessary for college success. 

High school preparation often infl uences how successful 

a student will be at the college level. Following this advice 

will assist students in informed, continuous planning that 

will help ease the transition from high school to college. 

By Nancy Singer, Ph.D. 

Former Assistant Director, Admissions and Recruitment 

LD&ADHD 

REFERENCES 

Banerjee, M. (2010). Technology trends and transition for students with disabilities. In 

S.F. Shaw, J.W. Madaus, & L.L. Dukes (Eds.), Preparing students with disabilities 

for college success (pp. 115-136). Baltimore: Brookes Publishing. 

Konrad, M., Fowler, C.H., Walker, A.R., Test, D.W., & Wood, W.M. (2007). Selfdetermination 

interventions on the academic skills of students with learning 

disabilities. Learning Disability Quarterly, 30(2), 89-113. 


Pilot Program 

to Assist First Year Students 

This academic year the SALT Center is piloting an early intervention 

program to identify and support underperforming fi rst year students. The 

goal of this proactive approach is to reduce the number of freshmen on 

academic probation. The program is designed with fl exibility in services so 

that the interventions match the type and scope of each student’s needs. 

The interventions include both academic skills workshops and individual 

sessions. Individual sessions are meetings with the academic skills 

coordinator, tutors, graduate assistants, or student ambassadors whose 

additional roles will be as peer mentors. Student ambassadors will provide 

a unique level of support to students for campus navigation, familiarity 

with clubs and organizations, and SALT Center services. 

The referral and follow-up process is managed by a designated graduate 

assistant. First, the strategic learning specialists will refer students who 

demonstrate academic risk to a program coordinator. Once reviewed, the 

graduate assistant will meet with the student, assess the current situation, 

and collaboratively plan the interventions to help the student get back on 

track. The graduate assistant will follow-up with the student for feedback 

on the interventions, assess SALT Center service utilization, and assist the 

student with consistent monitoring of his or her academic performance. 

It is our hope that through these additional layers of individualized support 

and attentiveness, our new students will make the best possible transition 

to the University of Arizona. 

By Laurel Grigg Mason 

Coordinator, Strategic Learning Specialist 

Scan this code to fi nd out how current 

SALT Center students defi ne success. 


E 

INSPIRE. 

EXCEL. 

LEARN. 

By Rudy Molina, Assistant Director, External Relations and Research 

Rhonda Burnett, Assistant Director, Student Programs and Services 

PAGE 8 

The professional development program “Inspire. Excel. Learn.” 

is a new initiative at the SALT Center designed to integrate staff 

expertise and best practices across disciplines, particularly 

those from higher education and special education. As a result of 

investigation into research-based practices within higher education 

and learning organizations, we determined Appreciative Inquiry 

and Strategic Tutoring as main components of Inspire. Excel. Learn. 

These components are directed toward those who most often work 

directly with SALT students, with Appreciative Inquiry embedded into 

the work of the strategic learning specialists and Strategic Tutoring 

infused into tutor training. 

Appreciative Inquiry has an extensive history in organizational 

change focusing on collaboration and learning. Recent studies 

expanded AI into and advising context to include: 

• intentionality on behalf of the professional, 

• collaboration between the professional and the student, 

• strategic approaches with active, open-ended questions, and 

• goal-direction with a focus on student potential. 

The University of Arizona ® In other words, the strategic learning specialists trained in 

Appreciative Inquiry use specifi c questions to guide students 

toward achieving the goals that they plan together. 

Similar to the strategic learning specialists in Appreciative Inquiry, 

tutors in Strategic Tutoring also follow an intentional framework. 

Tutors teach specifi c strategies that students will then be able 

assess, select, and use independently for the course at hand 

for other future tasks. Strategic Tutoring follows over 15 years 

research using specifi c strategies with young adults and students 

who are underprepared for college learning. With Strategic 

Tutoring, tutors in the SALT Center will gain a specifi c framework 

that will enhance their College Reading Learning Association 

(CRLA) international certifi cation training. 

A convergence of three factors spurred the design of Inspire. 

Excel. Learn. First, continuous improvement keeps the SALT 

Center as a premier model for students with learning and 

attention challenges as a growing number of peer institutions 

are offering programs for diverse learners. Second, best practice 

professional development works directly toward our continued 

goal of maintaining and increasing SALT student retention and 

to 

and 

of

graduation rates. Lastly, the SALT Center prides itself in 

honoring our staff’s individual set of professional skills and this 

professional development program provides the team with an 

organizational direction for strategic implementation of those 

skills in their daily work with students. 

We designed Inspire. Excel. Learn. in three phases that spans 

over summer, fall, and spring of the 2011-2012 academic 

year. This summer we launched session one for the Education 

and Learning Services (ELS) team. The ELS team is made up 

of nine strategic learning specialists, three coordinators of 

Student Programs & Services, one coordinator of Learning 

Support Services, two summer tutoring staff, four graduate 

assistants, a senior offi ce specialist, and two assistant 

directors. The ELS team experienced both small group 

activities and large group discussions during two hours of 

Appreciative Inquiry training each morning and two hours of 

Strategic Tutoring each afternoon for 16 days. Our emphasis 

was on role plays and real session observations, collegial 

feedback, and video recordings to reinforce desired behaviors 

and encourage the self-evaluation process. 

The second and third phases focus on professional 

development for the strategic learning specialists and tutors 

embedded into their work with students during the academic 

year. This semester, strategic learning specialists began using 

Appreciative Inquiry techniques in their student sessions and 

engaging in evaluations that include observations and biweekly 

meetings with their supervisors. Approximately 80 peer tutors per 

semester will engage in learning the Strategic Tutoring framework, 

practicing strategies with students, and evaluating their progress 

with the graduate assistants and tutor coordinator alongside their 

formal CRLA certifi cation training. 

With Appreciative Inquiry and Strategic Tutoring together in the 

Inspire. Excel. Learn. professional development model, staff and 

students alike will truly gain inspiration from working together, 

excel in their professional and academic achievement, and learn at 

new levels. The initiative exemplifi es our dedication to excellence: 

the professionals and para-professionals will guide students with 

learning and attention challenges with the newest approaches 

while the students will reach their goals, mature as young 

professionals, and become life-long, strategic learners. 

REFERENCES 

Bloom, J. L., Hutson, B. L., & He, Y. (2008). The Appreciative Advising Revolution. 

Champaign, IL: Stipes Publishing. 

Bushe, G., Kassam, A. (2005). When is Appreciative Inquiry Transformational? 

A Meta-Case Analysis. Journal of Applied Behavioral Science 41, 161-181 

Hock, M.F., Brasseur, I.F., & Deshler, D.D. (2008). Comprehension instruction in 

action: The at-risk student. In C.C. Block & S.R. Parris (Eds.), Comprehension 

Instruction: Research-Based Best Practices (2nd edition) (pp. 271-293). New 

York: Guilford Press 

Hock, M. F., Deshler, D. D., & Shumaker, J. B. (2000). Strategic Tutoring. 

Lawrence: Edge Enterprises. 

Hock, M.F., Schumaker, J. B., & Deshler, D.D. (1995). Training strategic tutors 

to enhance learner independence. Journal of Developmental Education, 

19(1), 18-26. 

. EXCEL. LEARN 


SALT Center Usage 

A Closer Look 

Tutoring 

Strategic Learning Specialist 

Computer Resource Lab 

Psychological Services 

Academic Workshops 

Visit frequency of 

SALT Center Services 

Hours spent on 


Students using 


Usage is over a two year span 


“ 

COREY SCHNEID, Interdisciplinary Studies 

SENIOR from Morganville, NJ 

My strategic learning specialist is like my second mom, 

my tutors help me better understand class material, 

and the facilities made me feel at home. 

SALT tutoring visits: 53 

Strategic Learning Specialist visits: 25 

” 

“ 

LAUREN BRESSICK, Psychology 

JUNIOR from Agoura Hills, CA 

I received a 3.5 my freshman year and I know that 

is because of the SALT Center. I have been able to 

succeed in college thanks to my strategic learning 

specialist and tutors. 

” 


Strategic Learning Specialist visits: 27 

“ 

KELLY GROSS, Journalism 

2011 GRADUATE from Piedmont, CA 

My strategic learning specialist and tutors 

have been a huge support system and helped 

me become more independent. 


” 

Top Nine Courses Supported 

by SALT Center Tutoring 

SALT students ask for the most help in these 

nine courses at the UA. Therefore, these courses 

account for most of the tutoring visits during the 

2010-2011 academic year. 


As students begin their journey at the SALT Center and the University of 

Arizona, a vast amount of growth and self-discovery transpires. The SALT 

Center encourages students to discover their passions and follow their 

dreams, resulting in a goal-oriented mindset. 

In the following article, you will read interview excerpts highlighting the 

ways in which SALT Center alumni and current students 

follow their dreams and share similar 

career aspirations. 

DREAMS 

Blake Leeds, Junior 

Major: Business Finance 

Hometown: San Diego, CA 

Q: How has the SALT Center helped you progress 

since your freshman year? 

A: My strategic learning specialist and tutors are 

extremely helpful and keep me focused on my 

goals. My tutors help me fully understand class 

material, and my strategic learning specialist keeps 

me informed of how I can get involved in campus 

activities. The SALT Center helped me discover my interests; I am 

a member of the SALT Ambassador program, VP of my sorority, 

and was accepted into Eller School of Management. 

Q: What are your goals after receiving your degree? 

A: My goal is to have a career in fi nancial planning and to 

eventually open my own real estate business. 

Jessica Marriott, ‘95 

UA degree: B.A. Philosophy 

Current Residence: Scottsdale, AZ 

Previous Experience: 

Retail and Pharmaceutical Sales 

Employer: 

Tantrum Bags 

Position: 

CEO/Owner 

Q: How has the SALT Center played a role in your success 

as a professional? 

A: The SALT Center services contributed to who I am today 

because I was able to feel safe and comfortable with myself and 

consequently, succeed in my classes and ultimately in life. The 

tutoring services pushed me to learn material in new ways, such 

as taking notes on my computer, which is something I do to this 

day. This is an example of how SALT promotes self-advocacy and 

encourages students to be problem solvers. 

Q: What message do you want to share with incoming 

SALT students? 

A: College and life can be challenging at times, but during those 

challenges focus on the positive. Trust your positive instinct 

and imagine everyone is cheering you on. At Tantrum Bags, one 

business slogan is “fearless focus”, which means allowing yourself 

to reach out for what you want to accomplish, focusing on the end 

result, and believing your dreams can truly come true. 

ENCOURAGING 

By Lindsey Griffi n, Assistant to the Director 

Corey Schneid, Junior 

Major: Interdisciplinary Studies 

(Sports Management, Sociology, Communication) 

Hometown: Morganville, NJ 

DREAMS 

Q: What were your expectations of the SALT Center as 

an incoming freshman? 

A: I expected it to be hard to get tutoring, which is certainly not the 

case. I also didn’t expect to come to the SALT Center more than 

once a week; however, I am at the SALT Center at least 2-3 times a 

week for tutoring, to meet with my strategic learning specialist, and 

for the SALT Ambassador program. The SALT Center has played a 

signifi cant role in helping me with my academics and college life. 

Q: What is your dream job after graduating? 

A: I want to work in a sports department. 

Nate Ratey, ‘05 

UA degree: B.A. Journalism 

Current Residence: Tucson, AZ 

Employer: Citadel Broadcasting 

Position: Sports Studio Engineer & Producer 

Q: What skills did you acquire while at the SALT Center that you use 

as a professional? 

A: During my time at the SALT Center, I learned how to ask for 

help and that it’s ok to ask for help. A skill I learned at the SALT 

Center which has carried over into my professional career is time 

management. It is critical that I get to work on time and start 

projects in advance to be able to review my work. 

Q: What is your dream job? 

A: I am currently working on my elementary education certifi cation 

at Pima Community College. My goal is to work with students who 

face similar challenges as I did and inspire them to accomplish their 

dreams. I will defi nitely mix sport expressions into my teaching, 

using such themes as determination and perseverance. 

“You miss 100% of the shots you don’t take.” – Wayne Gretzky 


Christine Day, Senior 

Major: Spanish, Translation Interpretation 

Minor: Latin American Studies 

Hometown: Indianapolis, IN 

Q: How has the SALT Center added to your success? 

A: The SALT Center services have helped me throughout college. 

I use the tutoring services on a regular basis as well as the 

Writer’s Lab. My strategic learning specialist has been my mentor 

since I was a freshman and I can talk to her about anything. The 

SALT Ambassador program has also given me the opportunity to 

develop my leadership skills. 

Q: What is your dream job? 

A: To be an interpreter for the United Nations or to work for an 

international company. 

Amanda Grant-Rose, ‘03 

UA degree: B.S. Education/Special Education 

Master’s degrees: University of Pennsylvania, 

Clinical Social Work & Harvard Graduate School 

of Education, Int'l Education Policy 

Current Residence: Boston, Massachusetts 

Employer: Lift Up Africa 

Position: Director of Marketing and Programs 

Q: How did the SALT Center play a role in your pursuit of two 

Master’s degrees? 

A: The SALT Center helped me identify my learning patterns, and 

I took that skill set with me throughout my education at UPenn 

and Harvard. The SALT Center’s support provided me with the 

reassurance that I could work through any challenge. Whether 

through technology, a professor, or taking extra time, I knew there 

was a way to achieve my goals. The SALT Center gave me the skills 

to succeed and allowed for self-discovery and refl ection. 

Q: What words of advice would you like to share with current 

SALT students? 

A: Refl ect on the skill set that you are receiving at the SALT 

Center and know those skills will help you in all aspects of your 

life. The SALT Center is able to provide the necessary support and 

experiences for success in any career path. Therefore, take pride 

in your work and enjoy your experience at the SALT Center. 

Mark Mechles, Senior 

Major: Media Arts, T.V. and Film Producing 

Hometown: Tucson, AZ 

Q: What do you fi nd most benefi cial about the SALT Center? 

A: The tutoring and Writer’s Lab. I use the Writer’s Lab often to 

have my papers edited, which has drastically helped me improve 

my grades. The SALT Center has given me the confi dence to 

achieve great things. For example, one of my proudest moments at 

UA was when I won the SALT Student Achievement Award. 

Q: What are your plans after receiving your degree? 

A: To work as a producer or director in feature fi lm. My goal is to 

move to the Los Angeles area and work for a fi lm studio or work 

as an independent fi lm maker. My current internship is at a local 

T.V. station with a show called “The Lucky Break”; it’s a spinoff of 

American Idol, and I work as a production coordinator. 

Jason Grey, ‘08 

UA degree: B.A. Media Arts 

Current Residence: Beverly Hills, CA 

Employer: Talent Management Firm 

Position: Executive Assistant 

Q: What did you fi nd most benefi cial about the SALT Center? 

A: The sense of community and the support I received during 

my fi rst two years of college. Personally, I was not prepared for 

college, and therefore, I had a diffi cult transition my fi rst year. 

Throughout my fi rst two years of college, a critical time of selfdiscovery, 

the SALT Center provided the necessary tools to guide 

me in the right direction and the resources to help me excel. 

Q: What life lessons have you learned from your time at the SALT 

Center and as a professional? 

A: My fi eld is extremely callous, competitive and fast moving; you 

only have one shot. Professionals in the real world are going to have 

expectations of you. From my experience in the workforce, you 

cannot and should not use your learning disability as an excuse for 

mistakes. The SALT Center taught me how to be a self-advocate 

which gave me the confi dence to overcome any obstacle. My time at 

the SALT Center allowed me realize my strengths and weaknesses, 

which has greatly contributed to my success as a professional. 


The SALT Center has a strategic goal of access to 

our innovative services for all students regardless of 

the ability to pay our fees. We understand that our 

economic challenges as a nation directly impact the 

parents and families of our applicants and enrolled 

students. In addition, the rising costs of a college 

education, tuition increases, and the program 

fees associated with the SALT Center make it a 

necessity for us to provide scholarships to students 

with fi nancial need. 

We are fortunate to have a large network of parents, 

alumni, and friends that make consistent and 

ongoing gifts to the SALT Center on an annual basis. 

Whether the gifts are small or large we appreciate 

every donation made to our program because 

it opens the door of opportunity for deserving 

students. This current academic year the SALT 

Center awarded a record number of scholarships to 

more than fi fty students, thanks to the generosity of 

our Director’s Circle and other donors. 

Our development outcomes from the last fi scal year 

exceed $190,000 and almost half of those dollars 

were used to support student scholarship awards. 

The SALT Center generates these gifts through our 

Family Weekend and graduation events, an end 

of year appeal, and through membership in our 

DEVELOPMENT 

Director’s Circle, which is a leadership group dedicated 

to enhancing the mission of the department. 

We are incredibly grateful to all of our supporters as 

they are truly ambassadors for the SALT Center. Their 

generosity enables us to enhance student opportunities 

for a successful life and their ability to reach academic 

and personal goals. 

If you would like to learn more about the many 

creative ways to include the SALT Center within 

your philanthropy, please feel free to contact: 

SALT Center, Director 

Robin Wisniewski, Ph.D. 

520.621.1427 

rwisniewski@email.arizona.edu 

OR 

Student Learning Services, Executive Director 

Jeff Orgera, Ph.D. 

520.626.8745 

jorgera@email.arizona.edu 

OVERVIEW 


in 

APPRECIATION 

The SALT Center gratefully acknowledges the 

generous contribution of the following friends from 

July 2010 through June 2011. We feel fortunate 

to receive these expressions of respect and 

appreciation for our program and will use these gifts 

in support of both programming and scholarships. 

Ms. Diane Adair 

Mr. & Mrs. Augusto Aguas 

Megan Aja 

Ms. Mary Jo Alderson 

Mr. & Mrs. Robert Alexander 

Ms. Carol C. Allen 

Mr. Eric Anixter 

Arizona Community Foundation 

Mr. & Mrs. Michael Armstrong 

Atlantic Trust Company, N.A. 

Ms. Diana Aycock 

Ms. Erin E. Bailey 

Ms. Sharon Ben-Mayer 

Mr. Gordon Benzie 

Mr. Saul Berkowitz 

Mr. & Mrs. Scot Berlinski 

Ms. Denese Biggane 

Ms. Melanie Blake 

Ms. Lore Blanchard 

Ms. Bari Block 

Ms. Rona J. Borre 

Mr. Robert A. Bowlsby 

Mr. & Mrs. William Boyd 

Brad Lemons Foundation 

Ms. Kimberly A. Braun 

Ms. Jean M. Breininger 

Mrs. Dorothy Briggs 

Ms. Susan Bronstein 

Mr. & Mrs. Frederick Brown 

Mr. & Mrs. James Brown 

Ms. Rhonda Burnett 

Mr. & Mrs. Gabriel Bustamante 

California Community Foundation 

Mr. Robert Carasik & Ms. Mary Dryovage 

M. Dombrowski Carter 

Mr. Marty Cathcart 

Mr. & Mrs. Bill Chauvin 

Mr. Ron Cherney 

Ms. Meg H. Clark 

Ms. Randi C. Coblenz 

Ms. Darcy M. Cohen 

Mr. Steve H. Cohn 

Mr. Roberto C. Constantiner 

Mr. Melvin C. Cooper 

Mr. Antonio Cucalon 

Mr. & Mrs. Peter Chernis 

Evelyn & Herbert Chernis Foundation 

David D. Cone Foundation 

Mr. Walter Cook & Ms. Elisa Kapell 

Ms. Janet Davis 

Ms. Deborah A. Dawkins 

Mr. Wayne E. Dawson 

Mr. & Mrs. Kyle Dei Rossi 

Ms. Jacki DeLanders 

Mr. Aaron Diamond 

Ms. Julie S. Diedrich 

Mr. Angelo DiMichelo 

Mr. & Mrs. Pat Divver 

Do All Company 

Dr. & Mrs. John Dowdle 

Mr. & Mrs. Anthony Drypolcher 

Mr. Jeff A. Duncan 

Ms. Erin Dunnion 

Mr. & Mrs. Gerald Dusbabek 

Mr. Mark Endicott 

Mr. & Mrs. Andrew Ernst 

Mr. Craig H. Erwich 

Ms. Deborah S. Evano 

Dr. Donald Ferris 

Mr. Stephen M. Ferris 

Fidelity Charitable Gift Fund 

Mr. & Mrs. Ivan Field 

Mr. & Mrs. James Fijan 

Mr. & Mrs. Jonathan Fox 

Ms. Anna A. Franzoia 

Mr. & Mrs. Bruce Frazin 

Ms. Lee Gilbert 

Mr. Sanford L. Goldeen 

Mr. Seth D. Golden 

Ms. Cynthia H. Goralnik 

Ms. Janet Gray 

Ms. Sharon Greenthal 

J. S. Greer 

Mr. & Mrs. Benton Gross 

Ms. Elana A. Grossman 

Mr. & Mrs. David Gruber 

Dr. & Mrs. Jay Grusin 

Mr. Barry L. Guterman 

Mr. John Haas, Jr. 

Edward Habermann & Susan Koehn 

Foundation 

Ms. Kathy Hawkes Smith 

Mr. Jeff Heavirland 

Mr. Randall M. Highley 

Houston Jewish Community Foundation 

Ms. Liz Huebner 

Mr. & Mrs. Jon Iha 

Mrs. Marsha Izumi 

Mr. & Mrs. Earl Jackson 

Ms. Rena Jacobs 

Mr. Michael Jacobs 

Mr. & Mrs. Stuart Jacobson 

Jewish Community Foundation 

Jewish Endowment Foundation 

Dr. & Mrs. Gregory John 

Ms. Karen L. Johnson 

Mr. Timothy Johnson 

Mr. & Mrs. Michael Kaiserman 

Ms. Amber R. Kasbeer 

Mr. Melvin Kay 

Mr. Richard Kenney 

Mr. & Mrs. Brian Kesluk 

Mr. & Mrs. Lawrence Kinet 

Mr. Richard T. King 

Mr. Paul S. Kingsbury 

Mr. & Mrs. Scott Kobren 

Mr. Walt Krumbach 

Mr. Neale A. Kuperman 

Ms. Iliana T. Kurfess 

Mr. & Mrs. Robert Laity 

Mr. Harold P. Laves 

Lawrence group 

Mr. Jeffrey M. Lesser 

Mr. & Mrs. Gary Lindon 

Ms. Cathy Lines 

Mr. & Mrs. David Lonner 

Ms. Patricia Lord-Miller 

Mailender Inc. 

Ms. Bonnie B. Marantette 

Mr. & Mrs. George Marinelli 

Dr. & Mrs. Edward Marshall 

Mr. & Mrs. Jeffrey Marshall 

Marvy Finger Family Foundation 

Mr. & Mrs. Gary Mayman 

Mr. Frank Mazanec 

Ms. Kara A. McBride 

Ms. Diana M. McCarthy 

Ms. Kirsten H. McCarthy 

Ms. Ana M. McCrory 

Dr. & Mrs. Russell McDonald 

Mr. & Mrs. Dan McGee 

Mr. & Mrs. Joseph McKay 

Ms. Elizabeth McLain 

Mr. & Mrs. Peter McRoskey 

Mr. Walter & Rev. Virginia Menezes 

Mr. David A. Millett 

Mr. Rudy M. Molina 

Morgan Stanley Matching Gift Program 

Mr. & Mrs. Jaime Moriguchi 

Mr. Mark A. Mundon Kistner 

Ms. Dorothy B. Myrick 

Ms. Sherry Nevins 

Mr. & Mrs. Richard Noren 

Dr. & Mrs. Robert Olmstead 

Dr. & Mrs. Jeffrey M. Orgera 

Ms. Michelle M. Pappas 

Mr. & Mrs. Andrew Perellis 

Mr. George Perkins 

Ms. Georgene E. Petri 

Mr. Kenneth A. Plevan 

Mr. Mark S. Polen 

Mr. Glenn Polin 

Mr. Daniel Powers 

Ms. Amy A. Price 

Ms. Debra Puccio 

Mr. Brian H. Quint 

Raytheon Company - Matching Gifts 

Mr. Howard E. Reich 

Rhode Island Foundation 

Mr. & Mrs. Michael Ricci 

Ms. Nancy Richgels 

Mr. & Mrs. Donald Robertson 

Ms. Carmie P. Robinson 

Rockefeller Group International Inc. 

Mr. Paul M. Roesser 

Ms. Julie Romero 

Ms. Jennifer S. Rosenbaum 

Mr. & Mrs. Arthur Rosenbloom 

Mr. Jake Rosenzweig 

Mr. Steven Ross 

Mr. David A. Rowney 

Mr. Stephen Ryan & Ms. Kelley Stokes-Ryan 

Ms. Susan M. Scerbo 

Mr. & Mrs. Darren Schackman 

Mr. Bart Schenone & Ms. Sandra Margulies 

Mr. Robert Schibel 

Ms. Lauryn M. Schuman 

Ms. Jaclyn Schwartz 

Mr. Thomas R. Schwarz 

Mr. Bryan Scott 

Mr. Robert J. Segal 

Mr. & Mrs. Richard Seidel 

Mr. & Mrs. Ondre Seltzer 

Ms. Daphne Semet 

Ms. April E. Shearer 

Mr. Scott R. Silberstein 

Dr. Nancy Singer 

Mr. & Mrs. Mark Slugocki 

Ms. Giselle Small 

Mr. Steven M. Somers 

Ms. Patricia Spector 

Mr. & Mrs. Ken Spence 

Michael & Michelle Spithogiannis 

Mr. Steven Steinberg 

Ms. Annette Stier 

Mr. Marc S. Stier 

Ms. Barbara Stokes 

Ms. Julie M. Sweet 

Ms. Margaret Tanaka 

Ms. Ava N. Taussig Weinstein 

The Pegasus Foundation 

Mr. Brian Thereault 

Dr. & Mrs. Edward Thompson 

Ms. Lupe Thompson 

Ms. Barbara J. Tucker 

Ms. Marilyn K. Tucker 

Ms. Fredericka Veikley 

Mr. & Mrs. Tadeo Vitko 

Mr. & Mrs. Thomas Vozzo 

Ms. Joni Wald 

Mr. & Mrs. Samuel Waldman 

Mr. Michael Walton 

Mr. & Mrs. Michael Weaver 

M. Maureen Whitham 

Ms. Debbie Wills 

Ms. Kim C. Wilver 

Ms. Deborah Wiss 

Mr. Daniel Wohlfarth 

Mr. Ira Weisberg & Ms. Debra Klugman 

Dr. & Mrs. Samuel Wolfson 

Ms. Michelle W. Woolfolk 

Mr. Leland Zulch & Mrs. Cindy Samuel-Zulch 

Mr. & Mrs. Daniel H. Shooster 

Honorable & Mrs. Robert D. Krause 

Lindsay M. Krause 

ION 


SALT Center 

P.O. Box 210136 

Tucson, Arizona 85721-0136 

170530 

NON-PROFIT ORG 

US POSTAGE PAID 

TUCSON, ARIZONA 

PERMIT NO. 190 

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