Chapman Professor, Dr. Jason Keller, Connects Global Conditions Using Two Simple Reactions

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Chapman Professor, Dr. Jason Keller, Connects Global Conditions Using Two Simple Reactions

The Chapman Visiting Scholars Series returned to the Nicholas Academic Centers on Saturday, September 27, with Dr. Jason Keller’s presentation, “Everything You Need to Know About Environmental Science (in Two Simple Reactions).” Alongside Dr. Keller, nearly 40 NAC students explored two simple bio-chemical reactions — photosynthesis and respiration — to understand how they influence a number of environmental issues ranging from ecosystem carbon cycling to climate change.
After sharing the equations for photosynthesis and respiration, Dr. Keller challenged students to use carbon dioxide (CO2) measurements to figure out which type of organisms were hidden in three mystery boxes. Students created line graphs to monitor the patterns of CO2 concentrations measured in the boxes over time.
Before students could guess the mystery organisms, they had to understand the difference between heterotrophs, such as omnivores and detritivores (decomposers) who gain their energy by consuming other organisms (or decaying organic matter), and autotrophs, such as plants that use an external energy source like the sun to produce their own organic matter. Students learned that heterotrophs produce carbon dioxide through respiration while autotrophs consume it through photosynthesis, though they also respire. Dr. Keller noted, “If you leave here today understanding that every single cell needs to respire, and that includes plants, you will know more about ecology and environmental science than something like 95% of the world.”
Using their line graphs, students correctly guessed that box “A” housed a plant as CO2 levels went down. Because CO2 levels went up in box “B,” students correctly guessed the box contained a heterotroph, which turned out to be a handful of millipedes. Given that the CO2 levels also rose in box “C,” students were surprised when Dr. Keller revealed a plant similar to the plant kept in box “A.” How did this happen? Students soon discovered that box “C” was wrapped in aluminum foil, which did not allow the plant to take in light, thus leading to increased respiration and a higher CO2 concentration.
Dr. Keller then focused on how photosynthesis and respiration matters on a global scale, examining various ecosystems, including forests, urban areas, and wetlands. Dr. Keller looked at the role of industrialization and burning fossil fuels in the rapid rise of carbon dioxide concentration over the last fifty years using an often-cited Atmospheric Carbon Dioxide chart. Dr. Keller also considered the role of wetlands, which store 30% of all the soil carbon in the world. According to Dr. Keller, “If something happens that stops photosynthesis in wetlands, now suddenly they’re not taking up any CO2, and the world gets warmer.” Based on his own research, Dr. Keller estimates that by the year 2100, warmer weather will affect wetland areas, which in turn will release more CO2 and methane into the atmosphere, increasing greenhouse gases as well as global temperature.
With an infectious enthusiasm, Dr. Keller told students, “One of the things I enjoy about teaching environmental science, in particular, is finding connections between different ideas, and one of the things I find really exciting about being a scientist is that the more you understand the way the world works, the more you see these connections between different things where you didn’t think there should be any connections.” Considering the numerous effects of two simple reactions, NAC student Karina Trejo shared her surprise: “I learned that with the equation of photosynthesis and respiration, we [can learn] about our environment and our ecosystem and how it affects the whole world.”
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adminOct 12No Comments

Chandra Jenkins, Former Assistant Director of Higher Ed Services, Begins Engaging College Students

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Chandra Jenkins, Former Assistant Director of Higher Ed Services, Begins Engaging College Students

NAC Class of 2013 alum Jackie Martinez remembers the goals she had before meeting Chandra Jenkins in 2010. She wanted to be famous and rich and she didn’t know why. Now, Jackie notes, “I strive to be a strong, intelligent, independent woman who values knowledge and fights for equality. I strive to be like Chandra.” Chandra, who started working as an English tutor at the NAC in February 2010, was excited to share her love of reading and writing with high school students. It was not long before Chandra developed and led several clubs, including a reading-through-comics book club in which students analyzed the form and content of multiple genres of comic books.
Having earned her Masters Degree in English from California State University, Fullerton in 2009, Chandra was well qualified to help NAC students learn to better express themselves through written communication. “I loved working with students on their essays and getting to have discussions with them about literature,” Chandra remembers, “and I loved seeing them get excited about discussing whatever they were reading because they finally had a space where their voice mattered and had authority.”
One of the crucial areas in which Chandra assisted students involved writing personal statements. NAC Class of 2013 alum, Hector Valencia, who now attends Hope College in Holland, Michigan, is grateful for Chandra’s help. “Chandra helped me so much when it came to writing my personal statement. We went through it several times and it was very eye opening because I looked at my first draft and then my final one and really saw the improvement.”
In March 2012, Chandra accepted the position of the NAC’s first Assistant Director of Higher Education Services. Remembering her transition to the new position, Chandra notes, “I was very excited to help broaden students’ perspectives regarding their college options in a more specific way than being an English tutor allowed.” As a member of the Higher Education Services team, Chandra helped create Financial Aid workshops and develop College Knowledge curriculum for all levels of NAC students. Chandra also developed curriculum on how to talk to people in various formal settings, including college and job interviews.
Working in Higher Education Services also broadened Chandra’s understanding of various systematic intricacies in relation to U.S. Immigration, college applications, financial aid, and tax law. In particular, Chandra took note of the structural system that labels students in their mandated education as English Language Learners, or “Disabled,” or having a learning disability. In relation to the latter, the impact of these labels on a student’s prospect for attaining a college education is restrictive. Chandra states, “Frequently, students with all of those labels are not put in college prep classes, and so are unable to apply to college because they are lacking the basic requirements.”
In the fall of 2013, Chandra began pursuing her PhD in Education, with an emphasis in Curriculum and Cultural Studies at Chapman University. It is in pursuit of this degree and related research opportunities that led Chandra to resign from the NAC as of mid-August. Beginning this fall, Chandra will work with Dr. Lilia Monzo in the College of Education Studies at Chapman, and she will also serve as the Graduate Assistant for Civic Engagement in the Department of Student Engagement. As a Graduate Assistant, Chandra will be “part of the larger Student Engagement team, which works with students in numerous ways, including the Student Center, Greek Life, Cross-Cultural events, the fitness center, the University Program Board, and student government,” as well as in other capacities. Chandra expects to complete her PhD in 2017.
Before leaving the NAC, Chandra addressed the students with a general statement via Facebook: “I will miss getting to work with you all, but I will still be relatively close. It has been great getting to know you and seeing where you have gone and watching how you’ve grown. Thank you for letting me share in part of your journey! I am so glad I’ve had this time at the NAC. I wish you all nothing but the best, and I hope you continue to do amazing things in the world and for your community!”
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adminSep 10No Comments

From Junior to Freshman, Karla Atcheson Gets an Early Start

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From Junior to Freshman, Karla Atcheson Gets an Early Start

Most high school students in the United States take an average of six classes per year and graduate in four years. Karla Atcheson, a Nicholas Academic Centers’ (NAC) Class of 2014 graduate, is not like most high school students. During her freshman and sophomore years at Fullerton Union High School, Karla took seven classes, including several Honors and AP courses, and increased her academic workload to eight classes during her junior year, all while maintaining an un-weighted 3.9 GPA. Soon, she will spend what would have been her senior year in high school at Allegheny College in Meadville, Pennsylvania.
Toward the beginning of her junior year, Karla visited the NAC in downtown Santa Ana, and she decided to join.  “I was enrolled in eight classes,” Karla said, “and I found that the NAC was the best thing to happen to me when it came to managing my workload.” Monday through Thursday, Karla attended the NAC and took advantage of having access to the tutors and a place to study. “I had a goal every day to finish all of my homework by 7:00 PM (when the NAC closes), so that I could go home and have some sort of life. With the lack of distractions and the help of the tutors, I met that goal every day.”
Like other competitive students, Karla supplemented her academic workload with an extensive list of extracurricular activities and clubs, including the National Honor Society and the California Scholarship Federation, the Water Polo and Swim team (until she found out she is allergic to chlorine), and Jazz Band. Karla also participated in various community service projects.
The idea of graduating early from high school materialized during Spring Break, when Karla had a conversation with NAC Co-Founder, Retired Superior Court Judge Jack K. Mandel. Judge Mandel informed Karla of the possibility of bypassing her senior year to attend Allegheny College in the fall, but he also emphasized that she could likely attend an ivy-league school if she stayed behind to finish high school. Karla weighed her options and ultimately decided to leave early for Allegheny.
In order to earn her high school diploma before going to college, however, Karla had to enroll in the district continuation school and complete two courses, English and Government, in just six weeks. Karla noted, “About three weeks into the summer, I successfully completed government; however, that left only three weeks to finish a year’s worth of English.” Averaging four hours of sleep per night, Karla “was stuck to [her] laptop working on English from morning to night.” She kept a pace of completing 4 units per week. Karla adds, “Typically, each unit required a different book to be read.” Karla pictured herself in college to help work through the units.
At Allegheny, Karla plans to major in Biochemistry, a recommended major for a Pre-Med student. “I chose Allegheny because of its prestigious Pre-Med program and because of its small size. I wasn’t very interested in going to a large school where it would be difficult to get one on one assistance and attention.”
Karla will be the first in her family to attend college. Though her parents did not attend a university, they know and appreciate the value of an education. Karla cites her parents as a driving force behind her success, and she is grateful for their support.
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adminAug 14No Comments

The Nicholas Academic Centers Celebrates the Graduation of 124 NAC Scholars in 2014

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The Nicholas Academic Centers Celebrates the Graduation of 124 NAC Scholars in 2014

We’re proud to announce that we have successfully graduated another wonderful class of Nicholas Academic Centers’ Scholars! On Saturday, June 7, at the Newport Dunes Waterfront Resort & Marina in Newport Beach, the NAC celebrated the graduation of 124 students, which brings our total number of NAC graduates to 478! Of these graduates, 77% are heading to 4-year universities and the other 23% will be enrolling in 2-year colleges. More than 700 people attended this year’s celebration, including students, siblings, parents, school officials, teachers, and counselors, as well as several elected officials from around Orange County, including Santa Ana city officials.

2014 marks the 6th year that we have celebrated the accomplishments of the NAC graduates.  Over the last six years we have been incredibly lucky to work with hundreds of young women and men from the Santa Ana Unified School District and neighboring communities.  We have begun to see the larger community impact of our work as our alumni begin to graduate from colleges like UC Berkeley, Cal State Fullerton, Wabash College, Hampshire College, Colgate University, Morningside College, and Georgetown University, to name a few.

During this year’s celebration, NAC Co-Founder, Dr. Henry T. Nicholas, III, praised NAC graduates. “These students are beating the national average in terms of college retention,” he said. “And they are nearly doubling the national average for Hispanic students.”

NAC graduates maintain a 94 percent college-retention rate when attending four-year private institutions, compared with the national average of 77 percent. The national average retention rate for Hispanic college students is less than 50 percent.

Dr. Nicholas has awarded NAC graduates more than $700,000 in need-based scholarships, in addition to the more than $4.2 million in scholarships and grants earned by graduates since 2009.

Returning NAC alumnus Genesis Luviano attended the event in support of her sister, Gaby, who graduated this year. “The Nicholas Academic Centers provided me with experiences that I would never otherwise have had the chance to have. For this I am extremely grateful,” she said. Genesis Luviano graduated from Smith College in Massachusetts this year and will start work in Brazil as a Fulbright Scholar early next year.

Mariana Hernandez de Vicenzo, who graduated from the NAC in 2010, went on to complete her degree at Georgetown University this spring. “This experience has completely changed my life,” she said. “Like many [NAC students], I was the first in my family to go to college, but most definitely not the last.”

Four students were presented special merit scholarships of $1,000 by Lake Forest-based Faubel Public Affairs, led by former Southern California Edison executive Roger Faubel, as well as Costa Mesa-based law firm Rutan & Tucker.

“These students are going to be the leaders of their generation,” said NAC co-founder Judge Jack K. Mandel (ret.). “Colleges are competing against each other to get these students, and I’m so proud of them.”

Click HERE to see the full photo album on our Facebook page.

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adminAug 07No Comments

NAC Seniors Celebrate Their Successes at the NAC’s 1st Annual Senior Day

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NAC Seniors Celebrate Their Successes at the NAC’s 1st Annual Senior Day

Throughout their time at the Nicholas Academic Centers, NAC students work closely with staff, studying with tutors, planning college visits with the Higher Education Services team, learning to see the world differently through participating in field trips or community service projects, or even documenting NAC events with the Media Club. Needless to say, bonds develop, and students’ achievements become shared successes for the entire NAC family.
At the culmination of each academic year, the NAC honors its students’ accomplishments at an annual graduation celebration; however, with more than 120 students in a graduating class, and considering the formal nature of the annual affair, not all of the graduating seniors get a chance to share their stories with their peers, or with staff who have served as mentors and friends along the way. To allow an opportunity for such sharing, and to celebrate at once the outgoing graduates and the incoming class of rising seniors, the NAC held its first annual Senior Day on Thursday, June 26, at Valley High School.
During the celebration, NAC staff and students recalled memories, laughed out loud and often, and enjoyed fresh-made tacos from a taquero. Rosa Diaz, Chief Officer of Operations and Programs, noted that such celebrations are bittersweet in that outgoing graduates will no longer be around on a daily basis, but only because they have started down a new path in their educational journey, one rich with opportunity, a path staff have encouraged students to follow from the start.
Matthew Murdock, a Mentor and Academic Tutor, contemplated the general excitement that the future holds for NAC students, but asked them to take a moment to pause and reflect about the hard work they have put into making their future brighter. Matt also encouraged students to congratulate themselves for having persevered in spite of difficulties.
Many other voices joined the celebration, including Fernando Martinez, who admitted that he regularly examines the role he plays in students’ lives as the Director of Academic Services at NAC 2. Fernando mentioned that whenever he doubts himself, the success of the students he mentors gives him strength and a renewed sense of purpose.
NAC Class of 2014 graduate Marc Anthony Aguirre, who will attend UC Berkeley in the fall, gave a hopeful class address, noting that recent graduates must continue to pursue their education and prove that NAC students have what it takes to go out and positively impact the world.  Marc stated, “We must pursue what we love, pursue what we want, and we must chase, in the words of the great Thomas Jefferson, ‘the pursuit of happiness.’”
Following Marc’s class address, Maria Cortes, Director of Higher Education Services, and Chandra Jenkins, Assistant Director of Higher Education Services, shared the podium. To a cheering class of recent NAC graduates, Maria noted, “This is the last time that we can call you NAC seniors. From now on, you are officially NAC alumni.” For Chandra, the Class of 2014 marked the fifth class of NAC students with whom she has worked, and the second class of students she has known since they were freshmen. Whereas Maria commented on the NAC alums new classification, Chandra welcomed rising seniors to NAC senior status.
At one point in the evening, laughter erupted through the audience when students found out that one of the Academic Mentors had eaten 25 tacos on a dare, and students soon created a makeshift dance floor to participate in an impromptu line dance. Later, as the celebration wound down, several students and staff played family-style board games.
Indeed, it was a NAC family affair, one that will likely become a tradition in years to come.
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adminJul 11No Comments

Dr. Lori Cox Han Talks Politics with NAC Students at Chapman Visiting Scholars Series Presentation

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Dr. Lori Cox Han Talks Politics with NAC Students at Chapman Visiting Scholars Series Presentation

On Saturday, March 22, Dr. Lori Cox Han gave her presentation, “Politics and the Millennial Generation” to Nicholas Academic Centers’ students as part of the Chapman University Visiting Scholars Series. Dr. Han, a professor in the Wilkinson College of Humanities and Social Sciences at Chapman University, is an accomplished author whose area of expertise includes American government, with research interests in the presidency, women and politics, media and politics, and political leadership.
To open the lecture, Dr. Han outlined the scope of the discipline of political science, noting that in addition to talking about states, nations, and government, political scientists raise awareness about political issues and inform citizens. Dr. Han noted, “As citizens, we need to take a very active role in our government and in policy making.” One of the ways in which citizens can take an active role is voting, an act Dr. Han encouraged students to register to do as soon as they come of age. Dr. Han added, “It’s one of the most important ways you can have a voice and get involved in our system of government.”
Students learned they are often grouped in what is known as the “millennial” generation, which supposes they share some common traits, including being socially connected, technologically inclined, likely to have tattoos, and more likely to identify themselves as “liberals.” After describing “millennials,” Dr. Han asked students what they consider important, and she challenged students to consider the role politics plays in their lives. One student, Denise Beltran, expressed concern about having to “clean up the mess of previous generations.” Many students said they value education, and Dr. Han noted that experts claim it may be the next economic “bubble” to burst, considering the high number of college graduates with extensive debt and minimal job opportunities.
At one point during her lecture, Dr. Han asked students if they think they’ll see a woman president in their lifetime, and she also asked about the significance of such an election and what it would change about the office of the presidency. Through discussion, students noted the symbolic significance, claiming the election of the first female president would represent diversity in the oval office. Several students shared that President Barack Obama’s election changed their minds as to what is possible. Concerning how the office would change, Dr. Han suggested it would depend on the person elected. Hilary Clinton, for example, stands as someone more interested in foreign policy as opposed to domestic issues, which in some ways sets her apart. As a “Clinton,” she would also bring a larger history to the position. Regardless of whether the President is male or female, the duties of the President would remain the same. The biggest change, it seems, would be from having a first-lady to instead having a first gentleman.
The trend over the last few years, however, sees women moving away from politics.  Dr. Lori Cox Han claims that it would help to get more women into lower level political positions, from city council to the office of the governor. This would help pave the way to someday get a woman into the presidency.
According to Dr. Han, the approval rating for the President has dropped to around 44%, while the approval rating for Congress sits around 10%. Do these approval ratings matter? Dr. Han affirms that they do. Low voter turnout, especially during midterm elections, often contributes to the reelection of politicians who continually serve with low approval ratings. Why is this? We have too many elections & choices; the U.S. has over 500,000 elected officials, and millions more campaigning.  Voting on Tuesdays might also factor in to low voter turnout. The basis for Tuesday voting goes back to early agrarian days and people coming back from market. What about online voting? Given the high potential for hacker interference, online voting will not likely happen anytime soon. Another reason people might not vote is that potential voters are likely uninformed and more often feel their votes won’t make a difference.  Dr. Han predicts that an increase in millennial voting would result in drastic policy priorities.
Dr. Han also talked about the role “new” media and “news” media play in politics. Many students chose Youtube as a favorite site to watch media. Dr. Han noted that a politician’s actions could have a significant impact, both positive and negative, if a video were to go viral. Dr. Han suggested that Obama’s success, in many ways, stems from his successful use of these social networks. When asked if he trusts the news media, NAC student Mark Aguirre responded, “Somewhat. I don’t always feel they give the full story.” Dr. Han supported Mark’s response, noting that the public in general maintains a “healthy skepticism” of the media. The media, after all, is profit driven. As a result of current media trends, people likely know more about politicians’ personal lives than their political platforms. The paradox exists that despite innovations in technology and the availability of information, people are more often overwhelmed, and as a result, under informed.
Enter the ESPN-effect of politics. Political coverage seems to be modeled on sports broadcasting, including the build up to “the big game,” for an event like the State of the Union Address. Follow-up commentary works similarly as well. Dr. Han notes that commentators often speculate, “Did Obama’s speech hit a homerun?” Dr. Han reminded students, “This is our government. This is not a game.” Partisan politics work much like sports, with an “us vs. them” mentality.  There should be more room for compromise as opposed to defining a clear winner and loser. Dr. Han believes that this style of broadcasting continues because people find it more “interesting.” As a result, politicians are treated more like celebrities than politicians. According to Dr. Han, “We don’t get what we need to know; instead, we get what is more profitable.” Dr. Han asked students to consider who’s to blame? Media outlets for following this format, or audiences for not getting more involved?
Before closing her presentation, Dr. Han reminded students that news sources often provide more entertainment than information. While NPR tends to go more in depth, other networks like CNN, MSNBC, and FOX, contribute more to the “echo chamber,” which only serves to reinforce the partisan ideals of the audiences who tend to follow these networks. The current scope of information available from the media is narrow in focus, which works for specialization, but is less helpful for understanding the bigger picture. Dr. Han encouraged students to register to vote, to do their research to stay properly informed, and lastly to get involved, whether at the ballot box or beyond.
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adminApr 17No Comments

The Busiest Girl in School Biz: NAC Class of 2013 Alum Marilynda Bustamante Engages UCLA

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The Busiest Girl in School Biz: NAC Class of 2013 Alum Marilynda Bustamante Engages UCLA

When the sun rises over DeNeve Plaza at UCLA, NAC Class of 2013 alum Marilynda Bustamante is already off and running, sometimes literally, through a day comprised of classes, meetings, workshops, work, and – on occasion – hanging out with friends. It is not uncommon for days like these to slide into one another, when sleep waits until 3:00 AM and another busy day begins shortly after.
In the second quarter of her freshman year, Marilynda is learning to master the balancing act that is her schedule. She is currently taking three classes (Calculus, Poverty and Health in Latin America, and Mindful Learning: Exploring Your Own Perceptions, Emotions, and Thinking) and maintaining active memberships in no fewer than six campus clubs and organizations, including the Peer Health Exchange, where she teaches pregnancy prevention and sexual education to students in low-income charter schools across Los Angeles. With pride, Marilynda notes, “I taught the second-highest number of workshops last quarter, teaching 12 times in the classroom, and I only missed being first by one workshop!”
While Marilynda strives to be a leader in her extracurricular programs, the competitive culture on campus has also fueled her drive to succeed academically. “It’s extremely competitive here in the science department, so although students genuinely want to help each other succeed, there is an underlying pressure for everyone to feel the need to be the best.” Marilynda supplements her study schedule with tutoring sessions through UCLA’s Academic Advancement program. One of Marilynda’s most surprising discoveries at UCLA was finding that others, including students and faculty, value her contribution to the academic community. “What was surprising to me as I transitioned to college was the high level of respect and intrigue I received from the adults here, as well as my peers.” She adds, “I was shocked that they were concerned with hearing my voice.”
Although Marilynda remains sharply focused on her academic pursuits, she also makes sure to spend time with friends and family. Marilynda’s family usually visits her on campus at least once per month, and with each trip they make an effort to explore a new part of Los Angeles or the campus. During a recent visit, Marilynda took her family to the UCLA Challenge Course. According to Marilynda, “The course consists of outdoor activities that test physical and mental strength.” Course challenges include tightrope walking, climbing, and swinging on a trapeze. Marilynda adds, “Although I don’t see my family as often as I used to, when we do get together, we bond, grow, and learn with each other, creating lifelong memories along the way.”
Looking forward, Marilynda plans to major in in Gender Studies and double minor in Civic Engagement & Planning and Public Health. She credits the decision to her experience volunteering and working with community leaders, which allowed her to realize her interest in outreach and education. She is also currently involved in the interview process to become a gender and sexuality coordinator for MEChA at UCLA, where she will plan events to help Latino students gain a greater sense of self and serve as a resource for future freshman to express their challenges and seek help in regards to gender and sexuality. This summer, Marilynda will work as a camp leader for Unicamp, and help fundraise $500 for low-income students to attend the camp.
Whether in the classroom, meeting hall, workplace, or dorm, or moving quickly from one to the next, Marilynda will continue to expand her horizon and engage UCLA, and like she did for the Nicholas Academic Centers, leave it a better place for having shared her company.
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adminMar 07No Comments

Chapman Professors Explore the World of Pharmacy and Inspire NAC Students

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Chapman Professors Explore the World of Pharmacy and Inspire NAC Students

Nearly 30 Nicholas Academic Centers’ students gathered for the return of the Chapman Visiting Scholars Series on Saturday, February 1, with a presentation from Dr. Lawrence Brown and Dr. Nancy Alvarez. The presentation, entitled “How to Excel in a World of Pharmacy You Never Knew Existed,” explored various roles that pharmacists play in the healthcare field, examined the academic requirements for earning a pharmacy degree, and considered the importance of preparation and the power of positive thinking.
To open the lecture, Dr. Brown asked students what they think of when they hear the word “pharmacist.” Most of the students’ answers were limited to CVS, Walgreens, and medical prescriptions. The scope of jobs that pharmacists actually perform surprised the students. Dr. Brown notes, “When you look at where pharmacists work, it’s actually in a lot more areas than most people think about.” In addition to chain, independent, and mass merchandise pharmacies, pharmacists also work in hospital pharmacies, doctor’s offices, health insurance companies, academia, and more. A 1998 analysis of URI alumni jobs reports “a Pharmacy degree can lead to about 180 different career choices.”
After sharing the diverse settings in which pharmacists work, Dr. Brown talked with students about the future of Pharmacy, a field expected to grow as an increasing number of people suffer from chronic diseases like cancer, diabetes, obesity, arthritis, heart disease, and stroke. According to the organization, Partnership to Fight Chronic Disease, “nearly half the U.S. population will suffer from a chronic disease by 2030.” The current percentage stands between 47-48%.
Because of added healthcare coverage that accompanied the Patient Protection and Affordable Care Act, which saw “7 million new coverage cards issued in California alone,” the demand for pharmacists will reach new heights. One slide credited to the Bureau of Labor Statistics, U.S. Department of Labor, claimed “there are about 275,000 pharmacists in the U.S., and this number is expected to grow 25% to 345,000 by 2020.” Dr. Brown, however, expects more growth, stating that 345,000 “does not take into consideration the need for pharmacists to work in doctor’s offices to help manage medications, or in counter-care organizations or care transition organizations.”
To give students a better idea of what it takes to become a pharmacist, Dr. Brown discussed the academic requirements for entering a Pharmacy program. The average minimum college GPA is 3.0, with a 50 percentile on the PCAT, at least 65-70 pre-requisite credit hours, and a successful interview. While it’s unusual for students to begin a Pharmacy program directly out of high school, such opportunities do exist. Chapman University’s Freshman Early Admission Program is available for “highly qualified High School students.” In the program, students complete 2 years of pre-requisite courses and then 3 years of coursework at Chapman University’s School of Pharmacy. While pharmaceutical studies tend to attract students interested in math and science, Dr. Brown suggested that students look more into the field before they dismiss pharmacy as a potential career.
Immediately following Dr. Brown’s lecture, students and guests enjoyed a buffet-style lunch before Dr. Alvarez began the second half of the presentation. While she did focus in part on pharmacy, Dr. Alvarez also encouraged students to prepare themselves for success, whether in the field of pharmacy, or elsewhere. One way, she suggested, is to use failure to drive success: “It takes effort when things are not going your way, but it’s also important to take those failures and turn them into success.”
In addition, Dr. Alvarez suggested that students “seek to understand [themselves], prepare for opportunity, and weave a connection web.” Students were encouraged to volunteer, develop leadership skills in school clubs and other organizations, stay informed about the careers & programs they are interested in, and “grow an attitude of gratitude.” Dr. Alvarez insists, “Keeping an attitude of gratitude will help you keep a positive mindset. In whatever it is that you do, you can affect your outcome if you have a different frame of mind.” Dr. Brown echoed Dr. Alvarez’s sentiments: “Just take a second to think about all of the things that are going right when you’re worried about the things that are going wrong. It’s so important, in terms of your personal philosophy, to allow yourself to move on.”
Dr. Alvarez warned students to avoid “Maxwell’s Common Behaviors” in relation to failure, which include blaming others, repeating mistakes, expecting to never fail again or expecting to always fail, blindly accepting tradition, being limited to by past mistakes, thinking of oneself as a failure, and quitting. When NAC student Amber Rivero shared how she navigated her way through a number of transferred calls to a college admissions office to ask them to reconsider her application after it had been rejected, Dr. Alvarez commended her perseverance. The school agreed to reconsider Amber’s application, and smiling, Amber added, “There’s still hope!”
Before closing her presentation, Dr. Alvarez reminded students to pay attention to their interests and follow their passion, even if they have to be flexible in how they do it. “You’re preparing yourself every single day, in all that you’re doing, even if you’re not realizing it. You’re preparing yourself for whatever’s going to happen next. So, be prepared, have an idea of what you want, and give yourself the flexibility to change that.”
NAC student Cindy Ramirez, the Founder and President of the Children’s Cancer Club at the NAC, a group formed to raise money to help fund cancer research, found inspiration in Dr. Alvarez’s words. “The Chapman lecture today was very meaningful to me,” remarked Cindy, “because I learned that I have to be passionate about what I want to learn.” Cindy added, “You’ve got to contribute to the community and help people, and that’s what I want to do. I want to be passionate and help people, too, in the major I want to study.”
The next Chapman Visiting Scholars Series presentation is scheduled for Saturday, March 22, 2014, with Dr. Lori Cox Han.
Click HERE to see more photos in our Facebook album.
Click HERE to watch a video recap of the event on our YouTube channel.
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adminFeb 06No Comments

Janae Dimick, Former Director of Higher Ed Services, Takes NAC Experience Back to College Classrooms

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Janae Dimick, Former Director of Higher Ed Services, Takes NAC Experience Back to College Classrooms

When she moved to Santa Ana in September 2007, Janae Dimick divided her time between attending classes in her second year of graduate school at Cal State Fullerton, and working as a tutor in the University’s Writing Center. Drawn by the prospect of working in the community for a non-profit organization, Janae answered an ad in January 2008 in Craigslist for a tutoring job at the Nicholas Academic Centers (NAC). Janae remembers, “I felt that the NAC’s mission was vital, and I wanted to be a part of that.”
During the NAC’s first year of operation, with a senior class of 24 students, the Directors of Academic Services also handled the Higher Education Services, helping seniors with college applications, financial aid, and more. As the NAC’s student body grew, it soon became apparent that the demand for higher education tasks would require a full-time, dedicated position. On August 1, 2009, after earning an M.A. in English from Cal State Fullerton, Janae accepted the role and responsibility of becoming the NAC’s first Director of Higher Education Services. Charged with the task of developing the Higher Education department, Janae had her work cut out for her, especially considering she was also working as an adjunct professor, teaching writing classes at Chaffey College in Rancho Cucamonga.
Graduating seniors of the NAC Class of 2009 went on to attend schools like Denison University, UCLA, Morningside College, and Allegheny College, among others, but the NAC, in its newness, was relatively unknown. While Janae developed the Higher Education Services department, creating college knowledge and college transition workshops and reading books like Loren Pope’s Colleges That Change Lives and other research publications for both information and inspiration, she also focused on contacting schools and attending conferences like the National Association for College Admission Counselors (NACAC) annual conference. “I think the first time I knew we had ‘made it’ on the college scene,” Janae recalls, “was when Rosa Diaz (NAC Chief Officer of Operations & Programs), Clint Gasaway (of Wabash College in Crawfordsville, Indiana), Gerry Oxx (of Godinez Fundamental High School in Santa Ana), Andre McWell (of Morningside College in Sioux City, Iowa), and I presented at NACAC in Denver. Hundreds of people came to hear us speak about what the NAC does, which, for me, was a highlight of my time at the NAC.”
Over the years, the NAC’s student body continued to grow, as did the demands on Janae’s department. In June 2010, after Janae’s first year as the Director of Higher Education Services, the NAC graduated a class of 65 seniors. Three years later, the senior class grew to 124 students. The Higher Education Services department added Chandra Jenkins, Assistant Director of Higher Education Services, as well as Ivana Villarreal and Maria Cortes, Higher Education Services Coordinators, to the roster. The additional staff allowed Janae to focus more on maintaining relationships with NAC alumni, a contributing factor to their retention rate, which remains at 94% for students enrolled in private 4-year institutions, and 87% for students enrolled in 4-year public institutions. Janae notes, “Many of our students’ parents are not able to travel to visit their kids, so, in this way, the NAC acts as an extended family. Being a college student is challenging; you’re experiencing culture shock, academic shock, and sometimes weather shock. Simply seeing a familiar face can make all the difference in the world for our students, so we try and be that familiar face.”
Alexis Rodriguez, who will graduate from Wabash College this spring, is thankful for Janae’s familiar face: “When I applied to Wabash College, I was invited to a college visit. Janae decided to come along in order to network with Wabash’s personnel, which later became a key component to get more Santa Ana students accepted into Wabash.” Alexis adds, “Overall, Janae has been there for me every time I have needed her, whether it was concerning a college question or if I just wanted to talk to someone.” Ana Rodriguez, a junior at Georgetown University in Washington, D.C., also appreciates Janae’s willingness to offer support, even from over 2,000 miles away: “She helped me gain the peace of mind I needed to make it through a very difficult internship experience. She’s the kind of person who will give it to you straight, but won’t be frightening. In fact, it’s quite the opposite. I always felt very empowered after conversations with Janae.”
This winter, Janae announced that she would be leaving the NAC to continue pursuing her PhD in Education, with an emphasis in Culture and Curricular Studies, at Chapman University, and she will return to teaching at local community colleges this spring. In the near future, Janae expects to get a book published that she co-edited and co-authored with fellow graduate students and Barry Kanpol (of Purdue University). Peter Lang Publishing will publish the book. After earning her PhD, Janae intends to pursue a tenure-track position at a four-year or two-year college, as well as pursue a career in writing. Janae claims that regardless of the direction she goes, she’ll take the NAC with her. “I strongly believe that my experiences at the NAC have made me a better person and educator, and I think that what I have learned here will help me better understand my future students.”
On Monday, January 13, 2014, Maria Cortes succeeded Janae as the new Interim Director of Higher Education Services.
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NAC Students Learn How to Find Happiness at Chapman Lecture with Dr. Gail Stearns

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NAC Students Learn How to Find Happiness at Chapman Lecture with Dr. Gail Stearns

The final presentation of the Chapman Visiting Scholars Series in 2013 ended the year on a happy note. On Saturday, December 14, in a presentation entitled, “How to Find Happiness,” Dr. Gail Stearns, Dean of the Wallace All Faiths Chapel and Associate Professor of Religious Studies at Chapman University, engaged students in a variety of exercises, each one designed to make them more mindful and aware of the present. According to Dr. Stearns, new research suggests that learning to be mindful and present brings greater happiness and contentment.
Dr. Stearns admitted during the lecture that while it’s unlikely anyone will find themselves completely happy all of the time, they can at least practice a few simple exercises aimed at anchoring themselves in the moment, releasing unnecessary stress and increasing happiness.
To help students find happiness, or at least temporarily lower their stress level, Dr. Stearns suggested they STOP: Stop, Take a breath, Observe, and Proceed. Focused breathing, a common “anchor” used in mindfulness practices, allows the body to relax while it reduces the “noise” caused by scattered thoughts. Dr. Stearns claimed that people who do not “live in the present” instead live in a “story.” She went on to explain, “We create these stories, but the other thing that happens is we tend to move towards the negative, and there’s a lot of evidence showing that we tend to think more negatively than positively when we’re projecting ahead.”
To better illustrate the effectiveness of the STOP exercise, Dr. Stearns asked students to hold either a piece of chocolate or a raisin in their hand. Then, with their eyes closed, students were asked to focus on the weight and feel of the object, noting the texture of its surface, as well as its scent. When students were instructed to eat the chocolate or raisin, they were also asked to focus on the flavor and note whether it lingered or not. NAC student Gabriel Piñon remarked, “I didn’t realize that when we eat our food there’s so much going on.” Other students shared that the raisin had more flavor than they anticipated, to which Dr. Stearns replied, “One of the things that happens when you’re present is that it’s like life is just richer.”
In addition to increasing one’s happiness, the ability to focus also allows people to work more effectively. To demonstrate, Dr. Stearns asked students to write the alphabet in one column on a piece of paper, and then write the numbers 1-26 in a second column. Then, on the opposite side of the paper, students were asked to write the letters & numbers consecutively (A, 1, B, 2, C, 3, etc.). Most students finished the single columns more quickly than the mixed column; the latter assignment forced students to multitask, writing numbers and letters as opposed to just writing one or the other. The exercise showed that it is harder to be mindful when multitasking.
Later, students watched a video, “The Science of Happiness: An Experiment in Gratitude,” from soulpancake.com. The video looked at people’s responses to giving gratitude to important people in their lives. According to the video, people who expressed their gratitude saw an increase in happiness between 4 and 19 percent. Dr. Stearns suggested that because people have “mirror neurons,” they are able to empathize with others and can be motivated to help others and share their happiness.
After spending the day participating in mindfulness exercises and learning what it means to be present, NAC students walked away from the presentation with a new understanding of happiness and how to find it.
Click HERE to watch a short video of the lecture on our Youtube channel.
Click HERE to see the full picture gallery on our Facebook page.
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adminDec 24No Comments