Palo Alto College is excited to introduce PAC Leads, a dynamic leadership development program designed to allow local professionals and community members to build their leadership skills, engage with industry experts, and grow their networks—all without restrictive costs or time commitments. Led by Palo Alto College administrators Esteban “Steve” Sosa, the Dean of Academic Support Services, and Amanda Harrison, the Academic Program Coordinator, PAC Leads was established with a specific mission: to provide accessible, flexible, and practical leadership development. Steve and Amanda have extensive experience in higher education and team management, which influenced their decision to avoid a traditional lecture-based program. Instead, they created a dynamic environment where participants could learn from one another, reflect on their leadership styles, and gain new perspectives on how to make a greater impact in their communities. The idea for PAC Leads began when Steve and Amanda took a deep dive into the existing leadership programs in the area. They discovered that while many offered valuable insights, some were lengthy or cost-prohibitive for many individuals. As professionals with busy lives and limited resources, many aspiring or current leaders simply didn’t have the time or financial flexibility to attend these programs. Recognizing this gap, Steve and Amanda set out to create a leadership training program that was affordable, flexible, and impactful for leaders at all stages of their careers. With this goal in mind, they created the PAC Leads Institutes, which currently include three key modules: Inspire, Engage, and Empower. Each module is designed to provide a rich, hands-on experience that combines leadership principles with real-world examples, award-winning results, site visits, and dynamic guest facilitators. “Your leadership style will change throughout [your career] as you gain experience, but starting early with a good foundation will help you avoid any major regrets,” shared Amanda. The Inspire Institute, launched in Fall 2024, is designed for leaders at all levels to reflect on their leadership styles, ideas, and aspirations, whether they are just starting their careers or are seasoned professionals. “A lesson I learned from an old professor is, ‘Why would I ever dismiss something that I could learn from?’” Amanda says. “Even when we think we’ve got it all figured out, someone else’s perspective can shift everything.” Participants in this module will engage with industry leaders, participate in group activities, and gain insights into motivating others and fostering a positive and productive team environment. Looking ahead, the Engage Institute, scheduled for Fall 2025, will build on the lessons learned in Inspire. This module will focus on broadening participants’ reflections to include their teammates and how to work effectively with others by leveraging individual strengths. The goal is to create a collaborative and supportive atmosphere where attendees can practice what they’ve learned and begin applying these skills in their work environments. Finally, the Empower Institute, scheduled to launch in Fall 2026, will help participants take their leadership skills to the next level. This module will focus on implementing what has been learned on a broader scale, connecting with the community, and learning how to drive impactful change. PAC Leads not only supports seasoned professionals but also encourages the growth of emerging leaders. Steve offers advice for those just beginning their leadership journey, “Don’t underestimate what a chance encounter can do for you. It’s okay to take advantage of opportunities that come your way.” He also emphasizes the importance of continuous growth. Steve explains, “You never stop learning, so it's important to keep an open mindset because it’s never too late to learn a new perspective.” Through PAC Leads, Palo Alto College is reimagining the future of leadership development, empowering the community to lead with purpose, confidence, and impact. To learn more or to register for an upcoming session, visit alamo.edu/pac/leads.

At Palo Alto College, the mission to provide accessible education for all students comes to life through inspiring stories like Jeremy Pelegreen’s, a talented student on the autism spectrum. Jeremy's story begins with a dream shared by many students but uniquely important to him: attending college. He wanted to experience college life alongside his peers, but for a long time, his family faced challenges finding an educational path to meet his needs.  "My dream was to go to college like everyone else," Jeremy shared. “My cousin and all of my friends were going, and I wanted to do that too.” Luckily, Jeremy’s family found Project Access through his high school counselor. Project Access is a specialized program at Palo Alto College that supports students with intellectual disabilities. The program offers students the chance to earn certificates that enhance their career prospects while equipping them with the skills necessary to succeed in the workforce.  “We tried, we really tried to look for opportunities for Jeremy all across town, " shared Robert Pelegreen, Jeremy’s grandfather. “ And we found the opportunity here at Palo Alto with the help of Cindy Cook and Project Access.” Through Project Access, Jeremy earned his General Office Level 1 Certificate, gaining a strong academic and life skills foundation. But for Jeremy, music was always his true calling, and it was at PAC that he met Professor Castillo, a faculty member in the music department, who introduced him to the world of college-level music classes.  Jeremy’s love for music is a lifelong passion." Jeremy didn’t speak his first words—he sang them," said his mother, Lilian. "From that moment on, he’s always had a passion for music.” His mother, Lilian, took on the role of his piano teacher until he was ten, fostering his early musical abilities. Later, as Jeremy pursued formal education in music at Palo Alto College, Lilian returned to school and began taking courses at PAC alongside her son to help him navigate his classes and ensure his success. Jeremy has become a fixture of the campus music scene throughout his time at PAC, showcasing his talents in everything from jazz to mariachi. He plays piano, drums, xylophone, and more and has participated in several on-campus performances. For Jeremy, performing brings immense joy—unlike many, Jeremy rarely feels nervous on stage. When asked, Jeremy said, “No, I don’t feel nervous. I know I’m going to do a good job, and it’s fun to be on stage.” Perhaps the most touching chapter of Jeremy’s journey unfolded in December 2024 during PAC’s Merry-achi Christmas performance, when Jeremy and his mother, Lilian, took the stage together for a heartwarming duet. The moment was made even more special with the addition of Jeremy’s grandfather, who played Santa Claus during the performance. This powerful family bond, strengthened through music, illustrates the close-knit support system crucial to Jeremy’s success at PAC. In addition to the unwavering support from his family, Jeremy has thrived thanks to the inclusive and accommodating environment at Palo Alto College. Jeremy has made many friends and is just months away from walking across the stage in recognition of his musical accomplishments. Jeremy and his family attribute his success to the dedication of PAC’s staff and faculty, who have gone above and beyond to ensure his educational experience is enriching and achievable. Robert expressed his gratitude to faculty and staff, saying, “They are nothing but supportive; I think they’re among the best teachers I’ve ever seen.” Jeremy’s journey is a testament to the power of inclusive education and the transformative resources available at Palo Alto College. Thanks to Project Access and the commitment of faculty and staff, Jeremy has found his academic and professional path and discovered the joy of musical expression. Jeremy’s story serves as an inspiration to all students, showing that with the right support, anything is possible.

The Northwest Vista College Psychology Department attended the meeting of the Southwestern Psychological Association (SWPA) from March 28 to March 30 in Little Rock, Ark. NVC Professor of Psychology, Dr. Don Lucas, along with seven NVC Psychology students, attended workshops, invited talks, research symposia, poster sessions, and research paper sessions. NVC students presented two original research studies to standing-room-only audiences. NVC students Suzzie Olvera, Christopher Sauceda, Robin Pritchard, Mel Cordero, Jax Silva, and Abril Martinez presented two studies. One study was titled, “Is Neurodivergence Associated with ‘Failing’ Tests of Reliability and Validity on Scientific Surveys?” The second study was titled “Prevalence of ADHD and Autism in Community Colleges.” Dr. Lucas chaired a session on Health Psychology, and, with the help of NVC student, Eriq Gomez, presented a theory paper titled, “A ‘Happy’ Part of Life: Wonderments.” Dr. Lucas said the SWPA audiences were particularly interested in the “Prevalence of ADHD and Autism in Community Colleges” study as its results directly relate to ‘implicit’ causes of less-than-ideal graduation rates in community colleges. The study found that few community colleges know exactly how many neurodivergent students are on their campuses because they rely on general statistics about neurodivergent populations. For example, according to the Centers for Disease Control, in the U.S. population, the rate of Attention Deficit Hyperactivity Disorder (ADHD) is 6%, and the rate of Autism Spectrum Disorder (ASD) is 2%. Instead, the NVC study measured the prevalence of students with ADHD and ASD and scientifically found that between 4% and 33% of students enrolled in community colleges had ADHD traits, while 19% of these students were diagnosed with ADHD. Between 17% and 40% of community college students had ASD traits, while 3% of these students were diagnosed with ASD. Dr. Lucas added that finding that a third or more of higher education students have neurodivergent traits can have vast ramifications on learning and staying in college. Christopher Sauceda and Robin Pritchard will be attending The University of Texas at San Antonio and The University of Texas at Austin, respectively, in the fall, where they plan on continuing their studies of neurodivergent student populations. NVC students have been attending and presenting at the annual meetings of the SWPA with Dr. Lucas since 2005.  

A Triumph of Talent: NVC Repertory Dance Ensemble Shines at ACDA South-Central The Northwest Vista College community felt a surge of pride as the NVC Repertory Dance Ensemble returned from the American College Dance Association (ACDA) South-Central regional conference. Over the Spring Break, these dedicated dancers committed to an intensive experience, traveling to the national festival that brings together premier dance programs from institutions across the nation. This annual event, encompassing 11 regions, provides a platform for knowledge sharing, networking, and artistic exchange. Northwest Vista College, San Antonio's only participating community college and one of the few in Texas, consistently attends this large national dance event. While the NVC dancers have always gained valuable experience, this year's achievements are exceptional. NVC Repertory Dance’s performance of "TECHTOPIA," a captivating piece choreographed by NVC instructor and former NVC Dance student, Brittany Lopez, was selected for the coveted Gala Concert. Performing in the Gala Concert is a historic milestone for NVC, as it is believed to be the NVC team’s first-ever selection for the Gala Concert. Out of nearly 60 dances presented throughout the conference, "TECHTOPIA" was chosen as one of the 12 standout performances. This achievement is particularly significant as NVC was the only community college represented in the Gala Concert, sharing the stage with renowned dance programs from institutions such as the University of Texas - Austin, Texas A&M University, and many more. Congratulations to our NVC dancers. Their achievement is a shining example of the talent and dedication thriving within Northwest Vista College.

The Palo Alto College campus is bursting with talent, and among the standout students is Rebecca Valdez, an award-winning artist, a graduate of Palo Alto College, and a continuing education student. Rebecca spends much of her time in the art department ceramics room, working on her latest pieces. Her passion for ceramics and art has recently led her to an incredible opportunity: after submitting her work to a competitive residency application, Rebecca was selected to receive the inaugural Southside Living + Maker Spaces Residency. This prestigious award granted her the use of her very own studio space—completely free of charge—for six months, providing her with the perfect environment to cultivate her creativity.  Rebecca’s relationship with art has been a lifelong journey. Growing up, art became her trusted outlet for self-expression. “I think that if I ever stopped doing art, I’d go insane,” Rebecca shared. “I’ve always worked on some creative activity, even before I was any good at it.” Art took a more focused shape during her time at South San High School, where she joined the school’s art program. There, she discovered ceramics—a medium that would become her artistic foundation. “My first pieces weren’t great, but that’s how I fell in love with the medium,” shares Rebecca. “There is something so satisfying about seeing my ideas come to life as three-dimensional objects.” The tactile nature of ceramics and the transformation from raw clay to finished artwork captivated Rebecca, and she soon realized that ceramics would become a key part of her creative identity. Over the years, she also embraced digital art as a complementary form of self-expression. Working with digital tools on her phone, she develops her ideas for her ceramic pieces through her digital art. “I use a free app on my phone,” Rebecca recalls. “I don’t think art is about having all of the fancy tools—it's about getting your ideas out there.” Rebecca credits this simplicity as part of her growth as an artist, showing that creativity isn’t limited by expensive equipment or fancy software. It’s about resourcefulness and finding new ways to express yourself. For Rebecca, her digital pieces guide and inspire her clay creations, blending the best of both worlds to make pieces that are uniquely her own. “Digital art helps me visualize my ideas before I even touch the clay,” she explains. “It’s a way for me to map out my vision, and then I bring it to life in the studio.” Encouraged by her ceramics professor, Cakky Brawley, Rebecca applied for the Art Residency, an opportunity that had never been offered to a student before. Brawley saw the potential in Rebecca’s work and urged her to submit her pieces, knowing that the experience would be invaluable for her artistic growth. “I was a little nervous, to be honest,” Rebecca says. “But Professor Brawley really believed in me, and that gave me the confidence to apply.” With the guidance and encouragement of Brawley, Rebecca submitted several pieces that showcased her talent and unique vision. To her delight, Rebecca was selected as the recipient of the residency. Winning the residency was a major milestone in Rebecca’s artistic journey. “I was completely in shock when I heard that I had won—this is a huge opportunity, so it was also a bit intimidating,” she says. As the first student to receive the residency, Rebecca became a trailblazer, a role she embraces with humility. The award granted her access to her own studio space on campus, free of charge, for six months—a rare privilege that allowed her to immerse herself in her work entirely. For Rebecca, the residency is more than just a physical space; it’s an opportunity to nurture her artistic expression without limitations. “The studio is amazing—it’s cool and industrial-looking, which suits my style,” she says. The open, airy environment gives her the freedom to explore new ideas, experiment with different materials, and bring her creative visions to life. Despite the excitement of having her own space, there were initial challenges. “At first, it felt a little overwhelming,” Rebecca admits. “I’ve never had my own studio before, and it’s a lot of space to fill up with ideas. But little by little, I’ve started making it my own. It feels like it’s really becoming a part of me.” One of the biggest obstacles for Rebecca has been transportation. “I don’t have a car, so getting to the studio can be difficult sometimes,” she explains. “I usually only make it three days a week, which isn’t as much as I’d like.” Despite this, Rebecca makes the most of her time in the studio, balancing her creative work with her academic responsibilities. Her persistence and passion for art shine through in her ability to overcome these challenges. “It’s all about making the most of the time I have,” she says. “When I’m in the studio, I’m fully immersed in what I’m doing, and that makes it all worth it.” A unique aspect of the residency is that, at the end of her six-month period, Rebecca will leave a piece of her work behind as part of the residency’s history. This gesture is a way for Rebecca to leave a lasting mark on the space that has allowed her to grow. “It’s a great feeling knowing that my work will be part of the residency’s legacy,” she says. “I get to leave something behind that represents my time here.” Despite her passion for art and the success she’s found as a student artist, Rebecca has no plans to turn her artistic endeavors into a full-time career. “I love art, and I always want it to be part of my life,” she explains. “But I don’t want to turn it into a job. It’s a passion, not something I want to rely on for income.” Instead, Rebecca is focused on her finance studies, hoping to combine her love for art with a professional career. “My goal is to work as a financial manager for a museum,” she says. “That way, I can stay involved in the art world without losing the joy I find in creating.” Rebecca plans to continue sharing her work through exhibitions and her online store, but she hopes to always keep art as a personal passion rather than a job. Rebecca Valdez’s story is a testament to the power of perseverance, creativity, and the importance of finding a supportive community. From her early days at South San High School to being the first student to receive the Southside Living + Maker Spaces Residency, Rebecca has proven that hard work and passion can take you far. As she continues to grow as an artist, her unique blend of digital and ceramic art will leave a lasting mark on the PAC community. Whether she’s creating in her personal studio or sharing her work with the world, Rebecca remains committed to her art while balancing her aspirations for a career in finance—proving that creativity and professionalism can coexist.

Demonstrating its continued commitment to supporting education and fighting hunger, H-E-B announced a $400,000 donation to the Alamo Colleges District and its Student Advocacy Center Network during an event at St. Philip’s College on Wednesday, March 26. The donation will support scholarships and strengthening resources available to students across the district who face food insecurity and other critical needs. The contribution from H-E-B, through its Hunger Relief program, also included a refrigerated truck that will enhance food collection and delivery in partnership with the San Antonio Food Bank, along with pantry equipment, food supplies, and emergency assistance to help students at all five Alamo Colleges. “Across the Alamo Colleges District, we know that supporting our students’ basic needs is essential to their success inside and outside the classroom,” said Dr. Mike Flores, Alamo Colleges District Chancellor. “Thanks to H-E-B’s generous investment, we’re expanding the capacity to support our students and our Advocacy Centers to ensure that food insecurity and other barriers don’t stand in the way of our students achieving their academic and career goals.” Each advocacy center across the district serves as a one-stop hub where students can access food pantries, benefits navigators, and emergency aid. Through partnerships, the centers host pop-up markets and maintain fully stocked campus food pantries, providing fresh, healthy food, and supplies directly to students and their families. “At H-E-B, we’re committed to helping our partners in education provide opportunities to the next generation of leaders who will shape the workforce in San Antonio and Texas,” said Monica Garza, H-E-B Senior Manager of Public Affairs. “Hunger impacts so many across our communities, and this gift will help give students access to food and other necessities, so they can focus on their academics and not where their next meal will come from.” According to a national study, nearly 40% of community college students experience food insecurity, which can impact their ability to stay enrolled and complete their education. H-E-B has more than a 30-year history of supporting the Alamo Colleges District and investing in initiatives and scholarships that make a difference in the lives of students. In 2024, H-E-B announced a $1 million donation to St. Philip’s College for the construction of the H-E-B Black Box Theater, further providing opportunities that drive creativity and innovation. For more information about the Alamo Colleges District Advocacy Centers, visit alamo.edu/advocacy.  ### About H-E-B H-E-B, with sales of more than $46 billion, operates over 435 stores in Texas and Mexico. Known for its innovation and community service, H-E-B celebrates its 120th anniversary this year. Recognized for its fresh food, quality products, convenient services, and a commitment to environmental responsibility and sustainability, H-E-B strives to provide the best customer experience and low prices. Based in San Antonio, H-E-B employs over 160,000 Partners in Texas and Mexico and serves millions of customers in more than 300 communities. For more information, visit heb.com and the H-E-B Newsroom.