To help students improve their reading skills, Steven Maison of Wanke Elementary’s Learning Tree after-school care program has partnered with Northwest Vista College (NVC) to bring fun to reading. For a service-learning project, NVC Plus+STEM students designed the “Egg-O-Matic Chicken Coop," a prize dispenser with a farm and chicken coop theme, working under the direction of NVC faculty members Mark Jurena and Thomas Pressly. The Wanke Elementary students can then use the prize dispenser to earn small rewards in the form of prize eggs for their reading (for example, receiving a book after reading a book). Maison recently visited the NVC Makerspace to receive training on the prize dispenser, speak with NVC students, and take the device back to surprise students at Wanke Elementary, which is part of the Northside Independent School District. The Makerspace is a collaborative space where students explore and design innovative projects, particularly those that bridge STEM (Science, Technology, Engineering, and Math) with the arts. The Egg-O-Matic Chicken Coop was born in the summer of 2024. NVC student teams met with Maison and designed several small-scale options. The students used AutoCAD once Maison greenlit a specific design to create a 3D model assembly. They then created a lightweight frame, applying engineering principles of truss design, and added fascia as needed to support the electrical and mechanical systems. The students then designed the robotic mechanisms used in the dispenser (adapted to dispense plastic prize eggs, using ideas from a small candy dispenser). An Arduino controller, along with high-torque servos, was used. The students initially 3D printed the dispenser part to use rapid prototyping in their development of a final design. Then, they used a CNC mill to cut the final part out of plywood for the combination of heat resistance, strength, and durability with the plywood (over that of the printed plastic). This past spring semester, students completed and protected the wiring and programmed the controller. Additionally, a speaker was added to play farm-themed music during the power-up and dispensing functions. In the final stages of the project, students completed all final priming, painting, and applied a UV-protectant clear coat, ensuring that the aesthetic matched the farm theme. They also carefully tested the performance and worked to identify faults and errors, and made numerous minor adjustments to ensure the Egg-O-Matic Chicken Coop could withstand the use of elementary schoolchildren. All of the work was completed in the NVC Makerspace and would not have been possible without the tools, equipment, and assistance and expertise of the Makerspace staff. Items and materials were purchased with the support of the Department of Education Title III NVC Plus+STEM grant. The students and faculty were also supported through the Plus+STEM grant. The faculty, student team, and Maison express their gratitude to the Makerspace staff, Richard Crabb, James Sosso, and Marco Konradi, as well as to the NVC Plus+STEM Team, Prakash Nair, Claudia Chagoya Verdin, Thomas Pressly, Roxanne Penaloza, and Crystal Zapata. The following NVC students participated in this project: Summer 2024: Kevin Frias Fabian Hernandez Fall 2024: Tristan Cortez Brandon Diaz Lauren Fowlks Sophia Granados Anthony Morales Abraham Murillo Spring 2025: Diego Chavana Rayna Gomez Joanna Carla Purugganan Tomas Rodelo

Dr. Tafesse Borena’s journey to Palo Alto College began in 2022 when he joined as a part-time instructor in the Industrial Technology Department. A lifelong passion for manufacturing engineering and a deep belief in the power of hands-on learning brought Dr. Borena to PAC, and in 2024, he became a full-time member of the PAC Familia to assist the college in launching its experiential learning partnership with TX FAME. Originally from Ethiopia, Dr. Borena developed an interest in manufacturing early on. Fresh out of high school, he entered the trades before deciding to earn a degree in mechanical engineering and later a Ph.D. in computer-integrated engineering. Once he began teaching, Dr. Borena quickly realized his true calling was in practical, hands-on instruction that brings technical concepts to life for his students. In the Advanced Manufacturing Technology (AMT) program, Dr. Borena teaches students in a model he fully believes in: “learn by doing.” Thanks to the college’s partnership with TX FAME and Toyota, students split their time between classroom instruction and hands-on work experience at the Toyota manufacturing plant just down the road. This balance between theory and practice is central to Dr. Borena’s teaching philosophy and a cornerstone of the AMT program. “What sets our program apart,” Dr. Borena explains, “is our focus on innovation and forward-looking industry trends. Our students aren’t just learning how things work today; they’re preparing for what’s coming next.” The AMT curriculum is shaped by industry feedback and emerging technologies, ensuring students gain real-world exposure to robotics, AI, and the evolving tools of modern manufacturing. Beyond technical instruction, Dr. Borena takes pride in forming strong connections with his students. He believes that understanding a student’s strengths and weaknesses allows him to better guide their growth, not only academically, but personally. “I want my students to feel confident, even in areas where they struggle,” he says. “They should never be afraid of trying something new or embracing change. That’s how lifelong learners are made.” That love for innovation is also why Dr. Borena advocates for diversity in manufacturing. He proudly notes the growing presence of women in his classes, which are now nearly 50% female. He has seen how this shift has positively impacted classroom dynamics, encouraging creativity and collaboration. “This is one of the most important fields in our country right now,” Dr. Borena shares with students who are considering a future in AMT.  “The demand is high, the wages are strong even at the entry level, and the skills you gain here build a foundation for everything from logistics to engineering.” Dr. Borena is quick to challenge outdated assumptions about manufacturing work that might discourage any incoming students. “People think these are heavy labor jobs,” he says, “but today’s manufacturing relies on technology, innovation, and problem-solving. We don’t just need laborers; we need creative, adaptable thinkers who can lead.” Since joining Palo Alto College, Dr. Borena has made sure the Advanced Manufacturing Technology program produces students who exemplify just that. His commitment to hands-on, industry-driven education has strengthened the college’s efforts to prepare a highly skilled, innovation-ready workforce. Through his leadership, the AMT program continues to evolve with the needs of the industry, opening doors for students and advancing the college’s mission to empower every learner for success.    

College Promise and the Alamo Colleges District proudly hosted a national convening focused on advancing data-driven support and best practices for student fathers. Held on May 29, 2025, at the Alamo Colleges District’s ACCESS Building, the event brought together higher education leaders, policy experts, and practitioners nationwide to address student fathers’ unique challenges in accessing, achieving, and advancing through postsecondary education. The convening opened with remarks from Dr. Mike Flores, Chancellor of the Alamo Colleges District, and Rosye Cloud, Interim CEO of College Promise. Both emphasized the importance of elevating the voices of parenting students, an often-overlooked population in higher education. “At the Alamo Colleges District, we believe in meeting students where they are and designing pathways that reflect the realities of their lives. Student fathers are a vital part of our college communities, and too often, their experiences go unseen in higher education policy and practice. This convening represents a critical opportunity to share data, elevate voices, and create actionable solutions to ensure student fathers and all parents can thrive in college, career, and life.” In response to declining college enrollment rates among males nationwide, College Promise has identified male students, specifically fathers, as a critical subgroup of interest. This project is designed to (1) conduct a comprehensive landscape analysis of national and regional data, (2) share best practices to enhance student-father outcomes, and (3) increase the impact of existing supports through targeted technical assistance, outreach, and awareness campaigns. The initiative focuses on six states that collect student parent data: Michigan, Illinois, Oregon, California, Minnesota, and Texas. This initiative, announced earlier this year, aims to expand targeted interventions and wraparound services across key states, with a long-term goal of implementing these findings across College Promise programs nationwide. Through targeted discussions and workshops, the event will highlight effective wraparound services, financial aid innovations, and institutional policies that can be scaled across key states and, ultimately, replicated nationwide. Through efforts like AlamoPROMISE, the Alamo Colleges have eliminated cost as a barrier to higher education for thousands of students. Since its launch in 2019, AlamoPROMISE has enabled more than 23,000 students – many of them student parents and first-generation college-goers to enroll and persist in college. “When we support student fathers to achieve their potential, we uplift entire families and communities. That’s why College Promise is working nationwide to connect student fathers with career opportunities through education and training,” said Rosye Cloud, interim CEO of College Promise. “Higher education remains one of the most effective strategies for achieving long-term economic prosperity. The Alamo Colleges District stands out as a model for how institutions can drive economic mobility by offering student-centered support, financial resources, and career-connected programs.” Throughout the day, attendees engaged in data sessions, peer learning discussions, and workshops highlighting institutional policies and programs that can be scaled nationwide. From on-campus childcare and flexible scheduling to financial aid innovation and faculty engagement, presenters underscored the power of collaboration to drive meaningful change for student fathers. Taking place during College Promise’s 10th-anniversary year, this convening is part of a broader celebration of the National Promise movement’s growth and evolution, underscoring the importance of equitable access and support for all students.

Class of 1999: Grad Story: Ruben Castillo Do you have a 30 Year story to share? Please send a short summary of your story idea to NVC-News@alamo.edu. We will contact you for more information. VISIT NVC'S 30 YEAR CELEBRATION WEBPAGE

Growth & Discovery (1999-2002) Northwest Vista College (NVC) celebrated its grand opening on October 8, 1999, with the completion of the Learning Center and College Commons. The festivities, held near the bridge entrance to the Academic Building, brought together District Board members, employees, and students and featured NVC English faculty member Cluster Byars, who captivated attendees by reading a poem he had authored specifically for the occasion. (See the poem here.) These foundational facilities enabled classrooms, labs, and faculty offices to establish their permanent homes within the Academic Building. Rapid Campus and Program Growth The first floor of the Learning Center became the administrative heart of the college, housing key offices and the Student Success Center. The NVC Learning Resource Center (library) occupied the second floor, quickly gaining recognition for its extensive digital collections – a forward-thinking approach for its time. The College Commons building served as a vibrant hub, accommodating the bookstore, the college’s Kinesiology and Multimedia Technology programs, the Office of Student Engagement, and the college’s main dining hall. Building on its initial momentum, NVC rapidly expanded its academic offerings. In 1999, demonstrating early innovation, NVC launched courses in both Geology and Chemistry in the up-and-coming online format. Soon after, the college program catalog expanded to include new, specialized programs such as Semiconductor Manufacturing Technology, Teleservice Technology, Health Administrative Services, and Computer Information Systems. Notably, programs like Community Health Worker and Pharmacy Technology, introduced during this period, continue to be offered today, underscoring their enduring relevance. The Wildcat Mascot Emerges As the student body grew, reaching 4,056 by 2000, a unique aspect of the campus’s character began to emerge, leading to the unexpected discovery of what would become the college mascot. During the 2000-2001 academic year, employees observed large paw prints belonging to a mountain lion on campus. The area just outside the Commons Building, where the bridge and stairs now lead to Juniper Hall, was aptly named Wildcat Cove. On Graduation Day, signs proclaiming “Beware of the Wildcat!” added to a touch of campus lore. Initially, it was suggested to trap and relocate the mountain lion, which had taken up residence in the backwoods of the NVC campus, to give birth to a cub. Instead, all students and employees received training on how to react if they encountered a mountain lion, with the directive to “Look Big!” This particular she-cat became a significant part of the college’s early identity and ultimately evolved into the college mascot – The Wildcat. Accreditation and Expanding Impact A pivotal moment in NVC’s early history arrived with the achievement of initial accreditation by the Southern Association of Colleges and Schools Commission on Colleges in 2001. This significant milestone demonstrated the college’s adherence to its mission, the quality of its programs and services, and its commitment to integrity. As a direct result, NVC gained the crucial ability to support essential student functions, including access to federal financial aid and grants, and ensured transferability of its credits by other accredited colleges and universities. In that same impactful year, NVC received its first Title V Grant, totaling $1.9 million. Concurrently, the NVC Workforce Education & Training department forged key partnerships with 15 businesses and organizations, successfully training over 2,500 individuals, further solidifying the college’s role in community development. By fall 2002, enrollment had reached 7,099. In a testament to its innovative spirit, NVC became the first community college in San Antonio to offer a CISCO Certified Networking Associate Certification. Also in 2002, NVC earned nationwide recognition as a leader in student growth from Community College Week. This distinction marked the first of many accolades NVC received throughout the years. Beyond academic and enrollment achievements, NVC fostered a deep connection with its natural surroundings, a characteristic that remains a point of enduring pride. NVC received the Texas Master Naturalist Award for preservation from the Texas Master Naturalist program, acknowledging its commitment to environmental stewardship. Thirty years later, the NVC campus continues to be celebrated for its natural beauty, a hallmark of its identity and a testament to its commitment to both education and environmental stewardship. Stay tuned for next month’s Retrospective: 2003 – 2006. Do you have a 30 Year story to share? Please send a short summary of your story idea to NVC-News@alamo.edu. We will contact you for more information. VISIT NVC'S 30 YEAR CELEBRATION WEBPAGE

National Mentoring Month is observed in January, but mentoring students is something Northwest Vista College Business Instructor Dr. Chunnisee Jackson does year-round. Dr. Jackson began teaching at NVC in 2024. She had previously been a teacher at John Marshall High School in San Antonio. That’s where she first met NVC student Ivette Hernandez, who was a freshman in her business class at Marshall. At that time, Hernandez and her classmates were attending Jackson’s class online because of the pandemic. Neither one of them could have predicted that their online introduction would grow into a lasting friendship and blossom to a mentorship beyond high school, and continue at NVC. Jackson was the only business teacher at Marshall and students, such as Hernandez, who chose to earn the business administration endorsement, took her classes from freshman to senior year. “Throughout that time, we built a relationship. I saw Ivette progress through her high school career, and she was very inquisitive,” said Jackson. “We discussed a lot of things in regard to what she was going to do after high school.” Hernandez, who graduated from Marshall in 2024, said Jackson was always there when she needed someone to talk to – both as a teacher and friend. “I find it really like a mother/daughter relationship,” said Hernandez. Jackson, who was working on her Ph.D. in Education back then, still found time to assist Hernandez and her other students with their college applications, sign up for orientations, and more. She also made sure her students knew about the benefits of AlamoPROMISE and encouraged them to enroll in the program. Hernandez took her teacher’s advice and is now an AlamoPROMISE student attending NVC. When Jackson first learned that Hernandez wanted to go to NVC, she showed her how to start the FAFSA application that Hernandez then completed with her parents. “I helped her get through that process and then she found out she was admitted, which was crazy because that’s when I started my interview process with Alamo Colleges,” said Jackson. “As my students were getting accepted into Northwest Vista, I was also going through my interview process and throughout the summer I got hired.” Since becoming an instructor at NVC, Jackson has run into several of the students she taught at Marshall, including Hernandez, who to her surprise, was in her 2025 spring semester business class. Hernandez said just as in high school, now at NVC, Jackson is there for her as a mentor and a friend. She believes it's important to have an older person’s perspective, someone other than a parent who might have a different point of view. “Having Ms. Jackson as my mentor has helped me view college differently because she’s gone through the college experience.” As many students have done over the years, Hernandez chose to give her mentor a small, but meaningful gift to show just how much she values their friendship. During one of the visits to her office, Hernadez brought Jackson three, little rubber ducks to add to her collection. Jackson, who also has a mentor, believes that mentorship and relationship-building are very important. “I always tell students the things that you do now can impact your decisions later. And so, you want to be able to have healthy relationships, you want to be able to communicate in a healthy way,” she said. “You want to value yourself, believe in yourself, and know that you are capable of anything you put your mind to.” For information about NVC’s Faculty-Student Mentoring program, click here: https://www.alamo.edu/nvc/fsm