Judy Wentworth, who will start the Nursing program in 2024, shared her story about presenting her research at a high-profile academic conference. She reflects on how this experience has prepared her for her studies, and how faculty and staff helped her achieve this milestone.

In the fall 2022, I was honored to be one of five students who represented the College at the Annual Biomedical Research Conference for Minoritized Scientists (ABRCMS), one of the most prestigious STEM conferences for students and faculty in the country. It was an extraordinary opportunity made possible by one of CCP’s outstanding professor/mentors, Dr. Beena Patel, as well as the College’s dedicated team of administrators.

When I started my CCP journey in fall, I had not taken a science class in 15 years. It had also been two years since I had to stop working due to my disability. For those reasons, I was not sure if I would have the stamina to succeed in my first CCP course, BIOL 106: General Biology. Little did I know I was about to discover a passion and aptitude for science—specifically biology!—that I didn’t know I possessed, as well as a culture of academic rigor and support that I never expected to find at a community college. Certainly, I could not have dreamt how all of those wonderful surprises would lead to one of the biggest academic achievements of my life: presenting a scientific poster about aquaponics agriculture in Phoenix, Arizona, at a five-day conference attended by thousands of people.

The ABRCMS conference is a flagship program of the American Society for Microbiology and is designed to position students with marginalized identities for ambitious academic and professional careers in science. Each ABRCMS participant customizes their own conference program, attending whichever panel discussions, keynote addresses and student presentations sound most intriguing. The sessions I enjoyed most focused on issues of disability justice in research labs, as well as cutting-edge work to cultivate a more diverse, equitable and inclusive ecosystem throughout academia.

Every single facet of my ABRCMS experience pushed my confidence and goals irreversibly forward. Boarding the plane out of Philadelphia International Airport and seeing other ABRCMS-bound passengers—easily identifiable by their poster tubes and “Ask Me About My Research!” pins—signaled to my nervous system that my life trajectory was changing. At that moment, it dawned on me that I was joining a vast and diverse community of emerging scientists who had all been recognized and invested in by their own visionary professors and institutions—their own Dr. Patels and CCPs.

The pinnacle of my conference experience was presenting at one of the poster sessions alongside hundreds of other students, including many from the most illustrious universities in the country. I thought I would be nervous to field questions about my poster from passersby, but I became more and more comfortable with each conversation. I was also visited by a series of three conference judges who asked very thoughtful questions and congratulated Dr. Patel and myself.

The research that I had the opportunity to present at ABRCMS is from an experiment designed by Dr. Patel and meticulously carried out by the students from multiple sections, including mine, of her General Biology course. The experiment tested the efficacy of a form of plant cultivation called aquaponics. We had one grow bed connected to an active fish tank in a closed-loop aquaponic system, and another simple water grow bed, irrigated with tap water, that we used as our experimental control.

Over the course of the five-week experiment, we measured the nitrate, nitrite, phosphate, ammonia and pH levels in the two different grow beds, as well as the size of the plants in both beds. Our findings are reflected in the title of my conference abstract: “Nutrients from Fish Waste Enhance Plant Growth in Aquaponic Grow Bed.” What this relatively simple experiment demonstrates is that this sustainable, resource-efficient farming technique can yield robust crop outputs, at least on a small scale. The next phase of this research, which Dr. Patel and Prof. Magbity will be carrying out this year in their classes, will explore the viability of aquaponic agriculture on a larger scale and in a natural environment. Aquaponic farming at an industrial scale has the potential to help combat climate change.

When Dr. Patel encouraged me to apply to the ABRCMS conference, she coached me on compiling and analyzing all the data that our classes had collected. She then mentored me through the process of writing a compelling abstract and application to submit to the ABRCMS admissions team. One of my favorite CCP classroom memories will always be the last lab session of Dr. Patel’s BIOL 241: Principles of Microbiology class. The gel electrophoresis lab was extremely cool in and of itself. Additionally, whenever there were a few minutes of downtime, Dr. Patel would say, “Judy, come with me,” and we would return to our ABRCMS submission process on the computer in the adjoining room.

Once we received the invitation to the conference, Dr. Patel advised me on creating an effective research poster and preparing for my oral presentation. It is entirely thanks to Dr. Patel’s vision, her tireless dedication to student success and her decades of experience in biology research that I had this opportunity to represent our College on the national stage. With continued support from the CCP administration, I am confident that such incredible opportunities for students will become more plentiful.

Special thanks are due to: my fellow CCP students Jessica Ha, Xhesila Abedinaj, and Rama Diallo, for helping to prepare the research findings; Dr. Beena Patel, Prof. Solomon Magbity, M.S.; and Prof. Joseph Noyes, M.S., for serving as research advisors; Dr. Vishal Shah, Dean of Math, Science and Health Careers, for providing a STEM internal grant; Dr. Linda Powell, Special Assistant to the Vice President on STEM Outreach and Engagement; Isabel Gines, Abeer Hudaihed, and Rita Pagano for lab supply and day-to-day help; Dr. Woosly Calixte, Pathways Student Success Coordinator, Title III Grant Office; and the Full-Time Faculty Travel Grant provided by the College.

—Judy Wentworth 

Twenty-one-year-old Camyra Sawyer was the first woman to complete the Welding Technology program at the Career and Advanced Technology Center (CATC) in Spring ‘23. Now the Philly native is already in the second month of her first job where she builds nuclear containers at Holtec. In an industry where women make up less than 8% of the workforce, Camyra is making her way forward with a dedication to her craft, a tenacious attitude, and a network of mentors to propel her toward her goals. 

When she first graduated high school, Camyra began working towards a degree in Mechanical Engineering at another local college. But she found the teaching style to be impersonal, and because she wasn’t having a good experience, she eventually left school. 

Unsure of what to do next, Camyra’s aptitude for technical and creative work, as well as guidance from her relatives, pointed her towards welding. Camyra excelled in her high school wood shop class, and her family told her about how rewarding a career in welding can be. “My uncle has a lot of friends that are welders, and he was telling me they really like it,” Camyra said. “He's a contractor welder, and […] my other uncle was an underwater welder.”

The next decision was where to go for formal training. For Camyra, the choice between CCP and other schools came down to affordability. The College’s program turned out to be much more affordable than other options. 

Camyra enrolled in the Welding Technology program in Fall of ‘22, taking hands-on classes during the day from October until May to receive her certification. The program started out in the classroom, where each student had to pass a test on welding safety before getting to work in the welding room. After passing the safety component, students moved on to learn principles of welding, stick, TIG and MIG welding, how to read blueprints and more. 

From the beginning, Camyra could tell she had found a learning environment where she could thrive. 

“When I came to CCP I thought, ‘I really hope I have one of those teachers that you can just have a normal conversation with,’” she said. “When I met Mr. Poe, he was so nice right off the bat.” 

Camyra was pleasantly surprised that when her instructor, David Poe, introduced himself, he shook everyone’s hands. One characteristic that really stood out, Camyra said, was “when he said ‘I have all my students’ phone numbers, and my [previous students] text me and give me updates on how they're doing at their job [or] when they get a new job, or what they bought with the money they were able to get from their welding jobs.”

This personable style of teaching created an environment where Camyra could patiently learn the craft, embracing the ups and downs that come with picking up any new skill. When Camyra started out, she was nervous to work with potentially dangerous materials like acetylene. “[Mr. Poe] was very encouraging, saying, ‘Camyra, you know you can do it. I'm going to just stay here watch.’ He watched me practice a lot of times. He never gets upset. He never gets angry. He's very patient. He was a really good teacher,” said Camyra. “It's like a one-on-one experience from him even though you're in a classroom full of people.”

Camyra found her passion in the classroom, and is now headed towards a dynamic career with many possibilities. “I like welding for a simple fact that it makes you very creative,” she said. “You can do nuclear [welding], which I'm doing now. You can make doors or railings or furniture for people. You can do underwater welding. There’s a lot of different components that you can choose from; you just don't have to stick to one thing and do that one thing all the time.”

When Camyra applied to her job at Holtec, Poe was there to help her with her resume. After two interviews and a welding test, she received a congratulatory email with a job offer in October. 

Working continuously to improve her skills, Camyra plans to add to her arsenal of welding styles through the welding school offered by her employer, with the goal of eventually working in the medical field. “[When I’m around 22], and I’ve saved a good amount of money, I want to do orbital welding classes and work in a hospital,” said Camyra.

While being a woman welding is rewarding, it comes with its own set of challenges. Camyra said that when she first started, some younger welders would treat her differently than their male co-workers since they weren’t used to working with women. “I felt like a lot of the men in there didn't really take me seriously simply because I'm a girl,” she said. 

As she was determined to succeed, Camyra eventually spoke to her co-workers about these issues, expressing that this was her first industry job and she hoped they’d be more understanding. They had an open dialogue, and Camyra said she’s now close to many of her co-workers. 

For other women interested in entering this field, Camyra has a few words of advice. “You really need to speak up and stand your ground. Ask all the questions!”

If you want to learn from the best, your instructor has to love what they do. When it comes to automotives, the best instructors love cars. And trucks. And motorcycles. And anything with an engine and wheels.

That’s why Jason Barnes is the perfect pick as Community College of Philadelphia’s new Medium and Heavy Truck Technology instructor. 

“I see certain vehicles and I see beauty, I see art,” Jason said. “I see the mechanics of how they make that thing go. I flip up the hood and look at the engine. I want to see what the suspension can do. I want to see what the engine can do. I want to see what other technology is on the car.”

As Jason explained, all of the automotive instructors at the College’s West Philadelphia Career and Advanced Technology Center share that same passion for vehicles.

“We’re all geeks at heart when it comes down to this stuff,” Jason said with a laugh. “All four of us here are car guys. We love to do it. We see a car and, like most mechanics, we say, ‘how can I improve that? What can I do to change that? What can I do to make it faster?’ You've seen guys who tear apart cars, fix this, fix that, fabricate this. Yeah, I'm that dude. I just love it.”

Jason was born and raised in West Philadelphia and is a CCP alum, having started his time in the College automotive program in 90s and officially graduating in 2018. He’s married and has three grown daughters. He’s also a big motorcycle hobbyist and owns four of his own bikes. Come this fall, he’ll be teaching his first group of Medium and Heavy Truck Technology students.

In his program, students will learn to diagnose and repair various systems in large vehicles, like firetrucks, city transit buses and semi-trucks. Courses give students hands-on experience with electrical systems, HVAC, drivetrain systems and much more. 

In addition to the two-year degree path, the College offers two professional certificates in Medium and Heavy Truck Technology for those looking to gain a practical skillset and quick entry into the industry.

A lot has changed since Jason was an automotive student at CCP. For one, the Career and Advanced Technology Center didn’t exist back then. The state-of-the-art facility was built just last year and houses labs for automotive vehicles, welding, fabrication, and diesel components, as well as a dental assistant lab, medical lab, drone technology lab and so much more. The building houses numerous vehicles through partnerships with companies like Toyota and SEPTA, providing autos for students to get hands-on experience.

The high-tech facility is part of the draw for car geeks like Jason, especially considering the way today’s vehicles rely on computers, hybrid, and electric systems.

“We have a hybrid bus right here,” Jason said, pointing to the SEPTA bus that sits on the ground floor of the Career and Advanced Technology Center. “It's a diesel-electric bus. Back in the day, you’d bring your car to the mechanic, and he can listen to it and tell you what’s wrong. ‘I got one cylinder that's not firing.’ But what we learn here is diagnosing it with a computer or your laptop.”

Before Jason began his CCP teaching career, he worked at SEPTA for nearly two decades as a mechanic and, eventually, in management. 

“I was fixing the buses, putting the buses back together for 10 years,” he said. “But I think the degree I earned also allowed me to move up into management.”

As he put it, the education that comes with a two-year automotive degree gives graduates the speaking and writing skills that open up more job possibilities. On top of that, it opens up more education options, like transferring to a four-year school or university.

Ultimately, the Medium and Heavy Truck Technology program sets students up to get good paying jobs.

“If you like working with your hands and solving problems, this might be the career for you,” Jason said. “And you’ll be able to afford your toys if you want them. You'll make a good living.”

This year marks the 55th anniversary of the passage of the Fair Housing Act, which prohibits discrimination in housing.

Community College of Philadelphia has long worked to find solutions for students facing housing insecurity. In 2020, The Hope Center for College, Community, and Justice at Temple University conducted a survey of 1,183 CCP students where 57% reported experiencing housing insecurity in the previous year. The concern and efforts to assist students resulted in a partnership with the Philadelphia Housing Authority, known as the Shared Housing Program. The initiative provides low-cost housing options for students near Main Campus, with a focus on those who have been involved in foster care.

One student who found housing through the Shared Housing Program initially grappled with the idea of revealing his housing status for fear it would affect his academic reputation. At the time, in the spring of 2021, Anthony Keenan had recently moved to Philadelphia to pursue his educational journey but couldn’t lock in stable housing.

“Everything was going well for me until an unexpected health issue had arisen,” said Anthony. “This caused me [to have to] reduce my work hours, [which made] my income drop significantly. My first-year anniversary [in Philadelphia] was celebrated with me living in a homeless shelter.” 

Anthony continued to juggle school and personal life, even running for and winning a seat on the Student Government Association as West Regional Center Senator. Although he continued to excel academically, Anthony still struggled with housing. The uncertainty threatened to affect his ability to focus on school and other academic activities. 

“That following school year was one filled with mixed emotions,” he said. “My struggles with anxiety had grown and depression had set in. Many days I questioned whether or not any of this was worth it.”

He continued, “My SGA journey started off with me not being immediately responsive, but I didn’t want this to reflect poorly on me. With much reluctance, I decided to inform my faculty advisors, Jeff Markovitz and Jenavia Weaver, about my struggles with being homeless.”

Anthony’s reluctance is not uncommon. The Hope Center study revealed 44% of students experiencing basic needs insecurity did not apply for campus supports because they did not know how. Anthony was connected to the Shared Housing Program, which provides shared housing at North 10th and 11th streets. Through the program, students are expected to pay rent based on 30 percent of their income or up to $125 a month. 

“This program has greatly impacted my life by giving me stability and shelter when I needed it the most,” said Anthony. “My involvement in this program has allowed me to regain my focus on my academic and career goals. My [two-year] anniversary of being a Philadelphia resident was celebrated with me being in my own place."

While the Shared Housing Program is only able to serve a percentage of students in need of housing, the College has released a list of additional support services and resources through its Enough is Enough initiative, which "strives to exhibit a sense of community and solidarity among the College and the City at large". 

When Liliya Luhavaya entered the Coalition of Community College Architecture Programs’ national design contest this spring, she was hoping she would be chosen as one of the top contestants. When she found out that she won first place in one of the country’s only design contests for community college students, she could hardly believe it. 

“I was so surprised...I think I read the message from Professor David Bertram five times to be sure that I understood it right," said Liliya.  

Looking at the detailed renderings of her design, it’s no surprise that Liliya earned first place. But producing such high-quality work for her class was no simple task since she only learned English in the last few years. 

Originally from Belarus, Liliya moved to the United States in 2018 after her husband obtained a green card through a diversity lottery. She explained that she “decided to leave Belarus many years ago because […] the political situation is very bad.” Liliya can even remember a time when she was young when food had to be rationed. 

When she came to America, Liliya settled down in a Russian-speaking community near Northeast Philadelphia. She first started practicing her English while working as a truck driver with a friend who spoke a little bit of English. “He always pushed me to speak with someone [the people] in the warehouses, and I was very scared, but it helped me to start to speak English,” she said.

Liliya then completed a series of English as a Second Language classes at Community College of Philadelphia before beginning her program in Architecture, Design and Construction. Although she had pursued a different career path when she was living in Belarus, Liliya had an interest in architecture since middle school, and decided to use her move to America as an opportunity to pivot. 

“In middle school we had a [hand] drafting course,” said Liliya. “We didn't have computers or cell phones. I was so impressed with hand drafting. I liked it so much that I helped all my classmates who needed help. I decided that I should be an architect and I should build my career in something like this.” 

When Liliya applied to the national design contest, her own experiences made her well-equipped to respond to the contest prompt. Contestants were tasked to create a “Center for Conversation” where people “experience community through conversation and shared experiences.” It was encouraged that the center be a space for formal dialogue, casual conversations, and individual reflection. […] to encourage a community that inspires creativity and tolerance of all.”

Liliya designed a space made of rounded, organic shapes which would symbolically smooth all the “sharp corners which exist between people and inhibit open dialogue.” The building features a library, meeting rooms, a gallery, a courtyard, a green roof, green walls for air purification, rainwater collection technology, a playground, sustainable building materials and more. She created both a detailed digital rendering (pictured right) and a physical model. 

Of her creation, Liliya explained, “My main influence is my move from [Belarus] to the United States, because in the United States, [there are] really a lot of different cultures and a lot of different people. It's important to gather them together to create communication between them.”

Liliya also described her experience at the College as an example of how a Center for Conversation should be. She credited helpful professors like Patricia Valdez for empowering her to use the knowledge she learned in her ESL classes across disciplines. When she was putting together her submission, she had a community of professors to advise and guide her, especially professor Michael Stern, professor Ariel Vazquez and professor David Bertram. 

In fact, when her tutor recently asked Liliya what place feels like home to her in the United States, the College was the first place to come to mind. "For me nowadays, it's CCP because it's a really friendly atmosphere,” she said. “There are friendly people, friendly professors, friendly students, and I always find someone to [talk to]. It's something like the Center for Conversation. It gets people from different generations [and] from different cultures together and creates something that they can do together and [a place where they can] grow together.” 

Meet Dr. Vance Gray, the College’s associate provost of Academic Affairs and Workforce Development. Dr. Gray comes to the College from Olive-Harvey College, City Colleges of Chicago in Illinois as dean of Instruction and Academic Affairs. He started at the College in January 2023 as the associate vice president for Academic and Student Success before assuming his current role. Here, he discusses his experiences thus far and his hopes for students.

Q: Welcome to the College, Dr. Gray! Please tell us a little about yourself. Specifically, we really want to know how you’re liking Philadelphia since moving from Illinois!

A: I am so excited to be here at Community College of Philadelphia. This city is rich with tradition and history that is rooted in a struggle about freedom and agency. Philadelphia is still a research center for the study of African American society. I am beginning to venture out of just coming and going to work, and now enjoying this first summer in the city after 23 years. I did live here during the attacks on the World Trade Center briefly while working in the chemical industry.

Q: You’ve been with the College for a few months now, so you’ve had a little bit of time to get acquainted with the College and its regional campuses. What are your favorite things about CCP so far?

A: By far, it’s the faculty and staff. I’ve seen so much passion in the work of my colleagues and a level of appreciation for educating students at a community college. I’ve worked with committed department heads, faculty and staff before, but this campus feels different. Maybe it just the location in Center City–or it’s the trusted environment where innovation leads. I’ve been embraced at all levels of the College, and it feels great despite having to make really tough decisions about the future of bringing two worlds together in Academic Affairs and Workforce Development.

Q: The College is excited to have you join the Lion’s Pride and participate in all that happens on campus and with our students. Is there anything that you’re looking forward to most within your division or at the College in general?

A: For me it’s graduation. It’s one time each year that faculty, staff and administrators get to congratulate students and their families all day. There’s no talk of budget or meetings, just congratulations and reservations at some of the best restaurants in town.

Q: Can you name at least three (3) items that are most important to you as you assume your new leadership role as associate provost of Academic Affairs and Workforce Development?

A: Closing achievement gaps, advancing equity, and cultivating a great work environment.

Q: Can you tell us how your previous experience will aid in advancing and supporting CCP’s plan for academic, student and workforce success?

A: I was just talking with Dr. [Alycia] Marshall, [the provost and vice president of Academic and Student Success,] about being hired as the associate vice president for Academic and Student Success in February, and how I had prepared for that role over the course of many years. Moving through failures and tough times. I shared with the CCP community that life has had its more than fair share of interruptions in my life. I was a first-generation college student from Oakland, California, so I’ve seen a lot. My mother was only able to attend my high school graduation. She passed away before my first year of college, so achievement is hard for me emotionally. But these experiences, hard as they are, allow me to better understand learners. The opportunity to bridge the gap between workforce and traditional education as the associate provost is humbling. But I bring my corporate experience, and educational experiences as a former dean of instruction, dean of Social Sciences and Humanities, and professor of Political Science to the arena to advance and support CCP’s students and administrative practices.

Q: How important are connection and relationships to you in your new role, as well as to the student experience?

A: Connection, mentorship, and relationships are important to human progress. In my new role I rely on connections at the College to do the work that is required to close achievement gaps and advance equity.

Q: What would success look like from your position?

A: This is a great question. To answer it wisely is to say that success looks like the world. I think we have to say that success is defined very differently, depending on the goal that each student is trying to accomplish. I’ve begun trying to understand that success principally focused on students has to be viewed by understanding one’s purpose. As a learning institution, we have to fit 15,000 students’ stories into a few performance indicators– like retention, progression, persistence and graduation measures. Success is dynamic.

Q: Do you have a message to students? What would you like them to know?

A: Community College of Philadelphia can really help students be successful. It’s possible at this institution of higher learning, this College, to change the trajectory of their lives, family and community.

Winners of the Lindback Award for Distinguished Teaching give a presentation each spring to the Community College of Philadelphia community. Recipients are announced at Commencement each year. This year’s Lindback Lecture, “The Little Big Things,” from 2022 winner Dr. Faye Allard, discussed the importance of kindness, and how we can make a difference in the lives of others through our actions. To put this into practice, you are encouraged to share your acts of kindness at Littlebigthingsproject.com and at @littlebigthingsproject on Instagram. 

Campus-wide Research Project

Faye is embarking on a campus-wide research project on the Little Big Things to see how these acts can improve communications, connections and our working environment. For this initiative, she is working with Dr. Generals, president; Danielle Liautaud-Watkins, special assistant to the president; and Dr. Lynsey Madison, coordinator of Curriculum Development and associate professor of Tourism and Hospitality Management. Dr. Madison is also the 2023 Lindback Award winner.

Seeing what acts of kindness are being performed, and the eventual research results, can help instill the idea of giving, uplifting, and validating students, which will enhance their learning, educational and customer service experiences at the College.

Title III Academic Pathways Mini-grant Opportunities

Faye has won a professional development grant to produce six workshops each semester for the College community on the benefits and progress of the Little Big Things project. Learn more about Title III office, and how we can all help expand Guided Pathways and boost student success.

Free How-to Guide to Help Others

Details about the project, the results and what was accomplished will be available online to others so they can launch a similar project at their organization.

Faye’s lecture has also received accolades in guest articles in The Philadelphia Citizen:

• Applause for CCP Teachers 
• Can Local Colleges Please Just Work Together?

What does it mean to you to win a Lindback Award?

When I first started teaching here, I would have never imagined that I would receive this award! Receiving the Lindback Award to me is an honor, and joining the ranks of other Lindback winners is a very humbling experience. More importantly, it is a recognition of my students’ success because it is my students who have constantly inspired me to strive toward excellence. This award has inspired me to continue to pursue excellence in teaching and never doubt what my students can accomplish. 

What is a "growth mindset," and why is it important? How can we cultivate a growth mindset? 

“Growth mindset” is a concept formulated by Carol Dweck, and when this idea was introduced it was in relation to students’ learning and success. It was important for students to develop a “growth mindset” so they focus on their efforts and not consider failure as a reason to give up but rather to renew their desire to learn and strive toward success. In recent years, Carol Dweck has helped us to examine the same concept in relation to educators and how it is equally important for all educators to practice a “growth mindset.” Over the span of my teaching career, I have learned the importance of acknowledging my “fixed mindset” toward my teaching and my students’ learning, and to develop a “growth mindset” for the benefit of my students. Practicing “growth mindset” is necessary for all of us who are associated with an educational institution as it enables us to accept all students and believe in them, in order to guide them toward their path to possibilities! We all can cultivate “growth mindset” by constantly reflecting on our practices, acknowledging our “fixed mindset,” and keeping students’ success front and center of all our intentions. 

What do you want people to have taken away from your lecture?

My lecture was a personal narrative about my journey in developing a “growth mindset” and how my students were mainly responsible for my growth. I sincerely hope my lecture inspires not only faculty members, but also everyone at the College to practice “growth mindset” for the sake of our resilient and brilliant students. Our students deserve this from us. 

In January 2023, the College welcomed Dr. Brad Kovaleski as the new dean of students. 

Dr. Kovaleski comes to CCP from Penn State University’s Brandywine campus, where, as the senior student affairs officer, he worked toward and saw an increase in retention and graduation rates as well as student affairs programming and services outreach. He also served in leadership positions for the Chief Student Affairs Leadership Council, Strategic Planning Transforming Education Committee and Student Conduct Task Force. 

Maybe you’ve seen him around Main Campus at an event or in the halls. It wouldn’t be surprising since Dr. Kovaleski makes it a priority to get to as many activities as he can! 

We gave Dr. Kovaleski a bit of time to get acclimated at the College before we sat down to ask him a host of questions about his new position and what to expect from his arrival. Let’s see what he had to say: 

Q: Welcome to CCP, Dr. Kovaleski! Please tell us, the CCP community, a little about yourself.

A: I am a Pennsylvania native with a background in student affairs that has now worked, lived, and learned in all four corners of the state. I have had the privilege of serving in a variety of positions over the past 19+ years. Most recently, I worked at Penn State University’s Brandywine campus, where I was able to contribute my expertise in organizational learning and leadership while serving as the senior Student Affairs officer and director of Student Affairs. 

One of the things that motivates me most in my work is my passion for helping students learn, grow, and succeed. Students truly give me energy and motivate me every day! When I'm not working, I enjoy spending time outdoors hiking and exploring nature. Spending time with family and friends is always a top priority for me. I also enjoy some quality time decompressing through video games. Unfortunately, I spend most of my time gaming losing to all my friends at Madden, FIFA and 2K.

Q: The College is excited to have you join the Pride! What are you most excited about now that you’ve officially joined the College and have started as dean of students?

A: I am most excited about the opportunity to interact with students on a daily basis. As the dean of students, I am looking forward to working with students in various stages of their CCP experience. It's a privilege to be able to celebrate, educate and support students no matter what their needs are. I must admit that I am both humbled and excited by this opportunity. The students are the heart of our mission, and I cherish every moment spent working with them--even when things may get hard.

Q: What top three (3) things are most important to you as you assume this new leadership role?

A: As I step into this new leadership role, there are three key things that I will prioritize above all else: that I am present, visible and approachable. It is important to be available to students and my colleagues to ensure we are connecting people and resources to best support our students to succeed. I want to be present, both physically and mentally, by showing up to events, meetings, and discussions with a focused and engaged mindset. By being visible, I hope to foster a sense of transparency and accountability. And by endeavoring to be approachable, I hope all members of the College community feel comfortable coming to me with their questions, ideas and concerns.

Q: If there was one event you could have attended here at the College prior to your arrival, what would it have been and why?

A: If I could have attended one event at the College prior to my arrival, it would have been orientation. As someone who has worked in higher education for over 19 years, orientation is my favorite program. This is where the student collegiate experience truly starts to feel real. The energy, the excitement and the celebratory nature of this experience is almost always awe-inspiring. Seeing a student walk away with a schedule in hand and proudly showing it to their family members as they embark on this journey is quite amazing. The student is excited, their family is excited, the College is excited! What a wonderful event and kick off their CCP experience!

Q: What can the College expect to see or feel as you grow into your role and maybe even a year from now?

A: As I grow into my role, the College can expect to see me focused on building relationships with students and colleagues alike. I believe these relationships are the foundation of a strong and successful institution. This includes transparency and availability in the programs and services we provide, the resources available online and the rationale and intention behind the creation of these things. The student and their success are always at the center of why and how we operate. 

I look forward to fostering a team that works collaboratively with students, colleagues, and community members to cultivate a welcoming, inclusive, and student-centered culture. We will be strong advocates for the inclusion of learning outcomes and using systematic ways to assess, improve, and renew services. We will be looking at ways to measure student engagement, students’ sense of belonging, and the impact of what we do on student success. We will use benchmark data to measure programs against peer institutions and utilize best practices to enhance organizational impact and success.  

Q: As we know, students are the center of why and how the College operates. Can you explain why and how student affairs and student engagement and interaction affect operations around the rest of the College?

A: Student affairs serves as a bridge between departments and divisions, a mediator between students and the College, as an advocate for students and so much more. Something I find myself continually reminding colleagues (wherever I work) is, students are here to learn and grow. Sometimes that means they’ll make mistakes and it’s incumbent on us to ensure we embrace those mistakes as learning opportunities, NOT purely with punitive measures.

Research has demonstrated time and time again that one of the most, if not the most, impactful strategy for ensuring a student is successful is if they can develop high-quality, relationship-rich interactions. Student affairs creates opportunities for those interactions to take place, and help make this large place feel more personal for the students. This all contributes to a greater sense of belonging, enhancing collaborative learning opportunities and builds bridges across divisions by providing opportunities for faculty and staff to then engage with students in a variety of ways. 

Q: Student success: What does that mean and look like to you?

A: This is a complicated and simple question...so I'm going to stick with the simple response. Student success means we’ve helped the student achieve their greatest potential. That could be attaining credits to help them continue their education elsewhere, completing a certificate program, and/or graduating from CCP. Answering these questions, ‘Where does a student want to go?’ and ‘How do we help them get there?’ will lead to student success.

Q: If you have a message to students, what would you like them to know?

A: I am here as a resource and an advocate, and I am so very excited to work with you!

During our conversation, Dr. Kovaleski expressed excitement about joining the College and fostering relationships with students, his colleagues and others throughout the College community. He’s really interested in getting to meet everyone. We also found out this fun fact: CCP Lions can call him Dr. Brad or Dean Brad! 

Interested in meeting with Dean Brad? He’s located in Winnet Student Life Building, Suite S1-10A.