Mission Statement

Glendale Community College serves a diverse population

of students by providing the opportunities and support

to achieve their educational and career goals. We are

committed to student learning and success through

transfer preparation, certifi cates, associate degrees,

career development, technical training, continuing

education, and basic skills instruction. Dedicated to

the importance of higher education in an evolving

urban environment, faculty and staff engage students

in rigorous and innovative learning experiences that

enhance and sustain the cultural, intellectual, and

economic vitality of the community.

As part of its mission, Glendale Community College is

committed to student success by promoting:

■ communication, critical thinking, information

competency, quantitative reasoning, global

awareness, personal responsibility, and

application of knowledge;

■ coherence among disciplines and promotion

of openness to the diversity of the human

experience;

■ student services, learning support, and state of

the art technology that enable students to reach

their educational goals in an effi cient and timely

manner

Table of Contents

Message from the Superintendent/President 3

Unrestricted Support 4

President’s Circle

Building a Better Education 6

Robotics Academy

Lasting Affi nities 8

Glendale College Alumni Association

A Good First Step 10

Garfi eld Campus

This Is Your GCC

Message from theSuperintendent/President

Glendale Community College recently adopted a vision statement to serve as a guide in decision-making and a constant reminder of what we aspire to be as an organization in service to our students and communities. That vision is to be “the Greater Los Angeles Region’s premier learning community where all students achieve their informed educational goals through outstanding instructional and student services, a comprehensive community college curriculum, and educational opportunities found in few community colleges.” Each component of this statement is important.

Greater Los Angeles RegionThis is our community and we must focus on meeting the educational needs of the region. While many of our students come from our namesake city, the majority come from the region. In many instances they could attend a closer community college but they come to GCC because of its well-deserved reputation. We see it as our role to continue that outreach.

PremierWe want to be the best in our service to students. Of the seven key measures in the Student Success Report Card for California Community Colleges, GCC ranks in the top three in six of the measures out of 14 colleges in our Los Angeles region. Among the 113 California community colleges, GCC is in the top 20% in four of the seven measures. We will not be satisfi ed until we are fi rst in the region in all measures.

Learning CommunityLearning together is valued at GCC. Whether it is students helping other students, staff and faculty supporting students, or faculty members reaching out to serve fellow faculty, all employees work collegially in addressing the important decisions to be made. We value learning from each other.

All Students Achieve their GoalsWe will not have achieved our vision until all students are successful. To guide those efforts GCC has developed a Student Equity Plan focused on closing the achievement gaps and a Student Success Plan.

Comprehensive curriculumGCC offers noncredit and credit programs leading to 76 degrees and 75 certifi cates. We have community services offerings, contract education, and a curriculum that includes basic skills courses, career tech offerings, and transfer programs. Even during the signifi cant economic downturn the college chose to maintain a breadth of programs and courses.

Opportunities Found in Few Community CollegesThere is a long tradition at GCC of developing opportunities that you will not fi nd in many other community colleges. Examples include our international students program, undergraduate science research opportunities, the Baja Mexico Field Station, study abroad, forensics and debate competitions, and the Scholars Program. Our faculty and staff remain committed to developing innovative and unique opportunities to serve our students and communities.

This is an exciting and challenging vision and one we are committed to fulfi lling.

Guided by Vision

“This is an exciting and challenging vision and one we are committed to fulfi lling.”

Dr. David Viar,Superintendent/President

3

[ ]

4

Unrestricted Support

a natural source of nitrogen, and thereby use less chemical fertilizer,” Shelley continued. “It’s really promising to try to understand how this organism thrives and what characteristics help it live symbiotically with the plants.”

Although the organism’s genome has already been sequenced, the genes haven’t been fully annotated or aligned to know exactly where they are in the chromosome. “We still don’t know the function of certain genes,” said Shelley. “Our students have been able to isolate over 40 genes that appear to be important in motility and its ability to attach to surfaces. As we continue to study these genes, we hope to be able to assign them functions. Then we can name and assess them.”

Sophisticated genetic research of this kind isn’t what most people would expect to fi nd at the community college level, but it’s being conducted at GCC in collaboration with Loyola Marymount University students led by Dr. Michelle Lum, an LMU Associate Professor of Biology. “Our Bio 298 class—Undergraduate Research in Microbiology and Molecular Biology—is modeled after the LMU course, and her students are doing similar research to ours,” said Shelley.

This past April, Dr. Shelley Thai accompanied seven of her Glendale College students to the West Coast Biological Sciences Undergraduate Research Conference in San Diego. It’s one of the oldest and most prestigious conferences of its kind, commonly attended by students from major universities across the country.

The GCC students were there to present fi ndings from research they conducted on the genetic makeup of a microorganism that is able to convert atmospheric nitrogen into a biologically useful nitrogen compound. “Our cells require a nitrogen source for our DNA and for protein synthesis and energy production,” explained Shelley, Associate Professor of Biology at GCC. “Every living cell that we know of requires some source of nitrogen, and although it comprises about 80% of our atmosphere, very few organisms have the ability to change it into a useful form.”

The microorganism—or bacterium—that the GCC students are working with lives symbiotically with plants, typically in the root system, where it supplies nitrogen to the plant and promotes plant growth. In return, the plant gives it food—like plant sugar. “The idea is to provide food crops with these microorganisms to produce

President’s Circle

Every year, the Foundation holds a reception for President’s Circle members so they can see fi rsthand the impact of their contributions. This year, the event was held in the campus Art Gallery—which was recently refurbished using President’s Circle funds—during an exhibit of architectural and interior design student work that was also funded by a Foundation grant. “Unrestricted donations are a terrifi c way for our supporters to have a signifi cant impact,” said Lisa, “and to know their contributions are being put to the best possible use.”

5

While the courses are very similar, there’s one major difference: funding an undergraduate research program at a university like LMU is a routine matter, but a professor at a community college has fewer resource pools at her disposal. Fortunately, in 2011, GCC was awarded a U.S. Department of Education Title V grant that’s dedicated to enhancing experiential learning environments and increasing collaboration with universities in STEM education (Science, Technology, Engineering and Math). In other words, it’s intended to help develop exactly this type of program.

“I teach the students how to set up their experiments and work effi ciently, so they’re not being wasteful,” said Shelley. “They understand that this is not a cheap class, and they see how much work it is to get funding.” The students pay a standard lab fee, but it’s not a lot, so the major source of funding for the specialized equipment and materials has been the Title V grant—with one notable exception. When Shelley needed laptop computers for her students to do data analysis, she turned to the organization that raises funds to support programs and student success at GCC: the Glendale College Foundation.

In 2010, the Glendale College Foundation created the President’s Circle—a strong and growing core of its most consistent supporters who donate $1,000 or more to the college annually. “A lot of the money raised by the Foundation is tied to specifi c purposes at the donors’ request,” explained Lisa Brooks, Foundation Executive Director. “It goes to scholarships and to various departments, and it is all wonderful. But at the same time, it’s important to build an unrestricted fund that’s more fl exible—one that allows us to be responsive to the needs of our amazing faculty and staff who are constantly innovating new ways to serve our students. That’s what the President’s Circle has enabled us to do.”

“We’ve been able to open up access to the whole campus community,” said Lisa, “so any faculty or staff member can apply for a Foundation grant.” The grants committee reviews all the applications and selects the projects it can fund, depending on the amount of unrestricted money raised that year.

“It started out pretty small, but it continues to grow,” said Patricia Crouch, Glendale College Foundation Board President. “When someone sends us a donation and says ‘Use it wherever it’s needed,’ we add it to our unrestricted fund.” You don’t have to be a President’s Circle member to contribute to the fund, but according to Patricia, “It has been our best vehicle for building it up to the point where we are able to award grants.”

Opposite: Dr. Shelley Thai (standing) oversees genetic research in the GCC biology lab.

Above: Architecture students exhibit their projects in the newly-refurbished GCC Art Gallery.

www.glendale.edu/foundation

Sample Foundation Grants2010–2015

L.A. Writers Series

Multimedia Room for Music Department

Anatomy Models for Biology

Biology Research Project: Laptop Computers

Hospitality Business Series

Edible Community Garden

Fresh Fruit & Vegetable Smoothie Bar

Disabled Students High-Tech Center: Adaptive Technology for Reading

Choral Music Library Storage

El Vaquero Digital Archives

Library Digital Archives

Dietary & Mental Health Counseling Computers

Milky Way Pop-Up Restaurant: Cooking Equipment

Academic Senate Grants

Piano for Dance Department

Sartoris Field Sound System

Music Classroom Update

Mobile Field Classroom for Baja Photography Classes

Architectural Student Projects Exhibition

Refurbishment of Art Gallery

Model United Nations

Library Space Redesign

Study Abroad Scholarships for Low-Income Students

Visiting Artist Lecture Series

6

Building a Better Education

ver the course of just a few decades, technology has transformed nearly every fi eld imaginable, from the arts to medicine, from transportation to communications. If you want to have a hand

in creating the technology that is shaping our lives, you’ll need to understand how all the pieces fi t together. And what better way to learn than by building a robot?

A robot is more than the sum of its parts. When the motors, gears, circuits and structures are purposefully assembled into a cohesive

unit, it becomes a dynamic tool that can be used to accomplish many things. As an educational tool, building a robot

provides a connection between the academics of math, physics and computer science and their real-world

applications. It sparks motivation and enables the acquisition and development of highly

desirable soft skills: communication, budgeting, scheduling, teamwork, confl ict resolution and delivering a project.

“I’ve watched students work on robotics projects, and I compare that with their level of motivation in my math classes,” said Tom Voden, Associate Professor of Mathematics and Robotics Academy Director at GCC. “Even on my best day of cheerleading, with optimal caffeine

consumption, I can’t match it. Somehow, robots are inherently cooler.”

The Glendale College Robotics Academy grew out of the desire of

a handful of math students to have a summer project. “I suggested they start a

robotics club and I became their advisor, with the understanding that I knew nothing about

robotics,” Tom recalled. After experiencing his students’ enthusiasm for robotics, Tom took advantage of a summer

externship at JPL (NASA’s Jet Propulsion Laboratory) where he met Richard Ohanian, an electronics engineer who works on fl ight communication systems. “When Tom and I met, we had a conversation about the role of education and how something needs to change,” said Richard. “Traditionally, a student who wants to be an engineer has to go through a long, abstract process of math, physics and chemistry prerequisites, and they can become cold to it before they see any real engineering.” Tom and Richard were on the

same wavelength. “You’re effectively separating them from the very reason that they came to school,” said Tom, “so we decided to try to solve what we saw as a structural defi ciency in the traditional way that engineering education has evolved.”

The Robotics Academy at GCC is funded through a U.S. Department of Education Title V Institutional Development grant. “The idea for these grants is to develop something that becomes institutionalized within the college,” Tom explained. “For us, that means, largely, curriculum and facilities. We’re working on a number of lab and curriculum redesign projects across the campus, most of which are tied with the underlying thread of experiential and active learning. We’re trying to provide students with a meaningful experience as they learn, instead of just using the memorize/regurgitate model. There’s a role for both, but it’s about balance, and about rethinking how you can engage a person. When is lecture the appropriate tool, and when would it be better to put a kit of parts on the table? If you balance those two things, you create an experience that’s memorable, one that resonates with the students.”

Community colleges have a dual mission. There’s the transfer/academic mission, where students complete their fi rst two years of a baccalaureate degree, and there’s also the career, technical education/workforce development mission, where students come to get job skills, earn certifi cates and enter the workforce immediately. “Too often, those things are very separate,” said Tom. “It can be like two different schools sharing one facility. But the dual mission is an advantage for a program like this. Because of our CTE mission, we have access to equipment and facilities that a lot of universities don’t have, so we’re building a program that lives in the intersection of the two.” Teaching in this crossroads allows students to think about their theoretical development as they prepare to transfer while simultaneously building their workforce skills—how they function with tools in their hands, how they get something done. “This is where you create motivational feedback loops between classroom theory and hands-on practice, with each one supporting the other,” said Tom.

This merging of missions also creates a better understanding of the real world. The way that schools traditionally do business—where funding and personnel are allocated within institutional silos—creates an artifi cially skewed view, in the minds of the students, of how disciplines relate. “When they leave college they think that mathematicians do their thing in one room and physicists are in another, while engineers are someplace else entirely,” said Richard. “But in real life, there’s a lot more mixing going on, and that’s at the core of what makes this program different.”

“ This is where you create motivational feedback loops between classroom theory and hands-on practice, with each one supporting the other.”[ ]

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Robotics Academy

7

In all, Tom was able to recruit three JPL engineers to serve as GCC faculty for the Robotics Academy. In addition to Richard, there’s Armen Toorian, a mechanical engineer, and Garen Khanoyan, an electronics engineer. On any given day at JPL, they work on a variety of fl ight and non-fl ight projects, including satellites and rovers. Then they impart all that incredible experience to their students at GCC. “We don’t call ourselves instructors,” said Richard. “We’re mentors. We show them the door and let them walk through it, but if they get stuck, we’re here to help.”

“You don’t get this level of hands-on, project-based experience in a traditional college environment until your senior year—maybe,” said Armen, “and depending on what school you go to, you might not even get it. But these days, from our experience, industry is expecting you to come out of school and hit the ground running. They don’t want to teach you anything. You have to have experience so you can be productive from day one.”

“JPL is like a small city of very sharp, competitive people,” Armen continued, “so to build a reputation and be in demand for the interesting projects, you have to develop skills beyond your engineering discipline. Often, the people who are recognized are those who can make teams work effi ciently. So we’re trying to teach our students here—in addition to the engineering—how to be successful in that type of environment. Those skills are transferable anywhere.”

Ernest Hovhannisyan was one of the academy’s inaugural students and he recently transferred to Cal State LA to pursue a bachelor’s degree in

electrical engineering. “Before I joined the Robotics Academy, I was planning to major in mechanical engineering, but there were already too many people on the mechanical team, so I joined the electronics team instead. I had done some electronics projects in high school, so I knew I would like it, but doing it in the academy made me realize how much I really love it—more so than the mechanical side.” Ernest was taking the typical math and physics classes so he could transfer as an engineering major, but “I didn’t even know about the electronics classes at GCC until I got involved with the academy, and taking them has defi nitely been a big help.”

“I’ve had two internships and three jobs, so far, all of which have been accomplished because I was able to talk about what I’ve done at the Robotics Academy. Every time, in my case, the employer has been impressed with what they see—the experience has made me very employable.”

Ernest is still involved in the academy, serving as a volunteer teaching assistant. “This whole thing was like a networking explosion. You meet so many people who are involved in the fi eld; some of them are looking for employees and some are looking for your help. And even when you’re helping someone out, you’re having fun too. It’s really fantastic, and I think all the previous academy students would agree; once you get started on it, you really get hooked.”

www.glendale.edu/robotics7

as a keo

tics

Dr. John Davitt was especially signifi cant. “He became a kind of father fi gure to me,” she said. “He followed my career and helped me all along until just recently, when he passed away.”

As an attorney and superior court judge, Suzi has had a fulfi lling career, and when her own mother passed away in the 1980s, Suzi and her husband established a scholarship at GCC in her honor. “Mom had attended the college in the 1930s, when the country was still in a depression. She was just 18—right out of Franklin High School—but she had to leave school during her second semester to help support her single mother and younger siblings. But years later, she went back to Glendale College and earned her AA degree because she really loved it.”

Every year, Suzi and her husband interview students for the scholarship, and according to her, “It’s been a real insight into the quality and promise of students who are at the college and what they are capable of achieving. We have by far been the benefi ciaries of this. There are many scholarship recipients that we stay in touch with. We recently were able to attend the law school graduation of one gentleman, and to be able to help these individuals succeed is really a thrill!”

Glendale Community College stands for opportunity. For many, it’s a way to get a quality education at an affordable price. For others, it’s a chance to explore, grow, and fi nd their passion. Still others come seeking advancement in their careers, or even a starting point for a new career. Whatever their motivation for attending, most people would agree that their time at GCC has had a signifi cant impact on their lives. But there are some people who continue to fi nd opportunities at GCC, even decades after they fi nished their last class.

“I really can’t put into words the extent to which the college has benefi tted me,” said Suzi Clover, a GCC alumna and Glendale College Foundation Board Member. “I’ve had the opportunity to benefi t more than some of my classmates who haven’t stayed quite so proximate. The college has been part of my life since I enrolled in 1972.”

Suzi was the student body president at Glendale College and went on to attend USC. “I loved USC,” she said, “but as a freshman and sophomore, I wouldn’t have worked my way up through student government, and I certainly wouldn’t have been the ASB president. I was the student liaison to the Glendale College board, and I even made lasting contacts there.” Among the individuals at the college who infl uenced Suzi’s life, former GCC Superintendent/President

Lasting Affi nities

Miryam (Orellana) FinkelbergAttended GCC: 1975 – 77

Transferred to: CSULA

Now: Runs a law offi ce

“Two of my three sons attended

Glendale College. My oldest

was in the honors program and

transferred to CSUN. My middle

son is still attending, taking pilot

training classes, and hopes to be

able to fl y solo after the next

semester. He also was

able to do the Baja

Field Studies trip

last summer and it

was a wonderful

experience for him.

“I still have several

good friends from

my days at GCC.”

T.J. DentonAttended GCC: 1980– 82

Transferred to: San Jose State

Now: Runs a trophy business

“I started dating my wife at GCC.

I had known her since fi rst grade,

but we were in different social

groups. Then we sat next to each

other in a college astronomy class

and took outings up on Angeles

Crest to look at the stars, and the

rest is history. We’ve been married

for 29 years and have three kids.”

The college was one of our fi rst

customers back in 1979. I’ve

gotten to know several

faculty members

over the years and

it remains near and

dear to me.”

“ We created a survey that was sent out to this group to ask them where they are, what they have been doing, and fi nd out if they’d be willing to share their stories with us.”[ ]

Glendale College Alumni Association

The scholarship has been a vehicle that connects Suzi and her husband with the students they help, and she thinks there are others who would enjoy having similar opportunities. “We just need to provide them more avenues to connect,” she said.

Four-year universities tend to have very well organized alumni associations, but that’s not typically the case at the two-year level. Considering the impact an active alumni community could have on its current students, the Glendale College Foundation has undertaken a campaign to help build one. “Our fi rst step is to reach out to alumni and try to reengage them with the institution,” explained Jennifer Aries of The Armistead Group, a consulting fi rm that has been contracted by the Foundation to assist in the effort. Having had previous success in building alumni associations for other community colleges, Jennifer has seen fi rsthand how alumni can contribute. “As professionals—having gone on after college to work in the community—they have some incredible skills, and we have found that a lot of them have the time to potentially mentor students,” she said. “They can bring such a rich history and store of knowledge back to the college.”

With over 85 years of history to draw from, alumni of the 1960s through 1980s were chosen to receive the fi rst contact. “We created a survey that was sent out to this group to ask them where they are, what they have been doing, and fi nd out if they’d be willing to share their stories with us,” said Jennifer. The response was quite good, and a number of the respondents mentioned specifi c professors who played a signifi cant role in their development—not only

academically, but also as people. “That made us think that maybe we could bring some of these people together,” said Jennifer, “so we’re working on contacting some of the faculty who were identifi ed, and we’re soliciting their stories as well. We’ll be putting these faculty, alumni and even some current students’ stories together in a newsletter format, and hopefully through this type of sharing, we’ll begin to build a community.”

Ultimately, the goal is to bring alumni, former faculty and current students together in person, since that’s the best way to transfer knowledge and provide inspiration. “The college already has a lot of events that alumni could be included in,” said Suzi. “There are a lot of really interesting and thought-provoking things that the professors and students are doing, and if we can give alumni a way to participate, I think everyone will benefi t.”

When it comes to inspiration, there is no shortage of need. Many students at the community college level are fi rst-generation college students who don’t have anyone to advise them. “There are a lot of people in the community who would love to help these students succeed,” Suzi asserted. “You could be a lawyer, but have ideas that can help someone who wants to go into politics or medicine. Just having a general knowledge of what’s out there, you can be incredibly benefi cial.”

www.glendale.edu/alumni

Suzi CloverAttended GCC: 1972 – 74

Transferred to: USC

Now: Superior Court Judge

“I had some wonderful mentors

at Glendale College and I’ve done

a fair bit of mentoring myself. I

think that mentoring is particularly

important at the community college

level and it’s been incredibly

rewarding. We’re trying to build

an organization that will help

potential mentors who have

lost touch with the college to

connect with the students

who need them.”

Linda Taix-PacconeAttended GCC: 1980 – 81

Transferred to: USC

Now: Owner, Extreme Boot

Camp, Taix Workout Studio

“I still keep in contact with

Joe Puglia, my GCC counselor.

He was the athletics counselor,

and since I ran track, he

was assigned to me. He

has always inspired me—

motivated me to reach

higher. Plus, he’s just an

all-around really nice guy

who likes to keep in

touch with all of

his athletes.”

“Thanks for the

opportunity to

travel down

Memory Lane.” 9

A Good First Step

“I never dreamed it would work out like this,” said Adrine Babian, a former student of the Glendale Community College Garfi eld Campus. “I took my fi rst class here when I was new to this country and I just wanted to change my career.” A friend had told Adrine about Garfi eld’s free classes for adults but she didn’t know what to expect. “The quality was amazing; I got a lot of knowledge and information from this place. I was so impressed with my fi rst instructor, Annette Amirian, and her excellent teaching method. With her encouragement, I found that I had the potential to become an accountant.”

After obtaining six state-approved accounting certifi cates from Garfi eld, and several business certifi cates too, Adrine still wanted to achieve more. She moved on to take credit classes at GCC’s main campus and did well there too, earning accounting and bookkeeping certifi cates with a high GPA. This eventually helped her get a volunteer position at a CPA fi rm. “My philosophy is, if there’s an opportunity to gain experience—even by volunteering—you have to take it,” she said. “But eventually they paid me.”

Adrine continued to build her experience, and as a result of her persistent pursuit, she got an offer from Los Angeles County as an Accountant I. “This was such a huge achievement for me,” she said, “because usually you get hired in a government job in an entry-level position, and then you can move up. But I was able to apply and get hired into a professional position, and after only a year and a half, I’ve already received a promotion.”

Despite her hard-earned success, Adrine still has some goals she wants to achieve. “I completed enough accounting courses at GCC to be able to sit for the CPA exam, and I obtained a management certifi cate so I can advance to be a team leader or supervisor. I also really love teaching, so I’d eventually like to be able to do that part time and help other people achieve their goals.”

The California Education Code establishes that adult basic education is the responsibility of the local unifi ed school district, or by mutual agreement, the responsibility can be assigned to a community college district. Such is the case in Glendale, where the primary source of adult education has long been Glendale Community College’s Garfi eld Campus, located in South Glendale.

All the programs at the Garfi eld Campus are noncredit (i.e. not for college credit) and all are tuition-free with the exception of the fee-based Community Services Education classes. “Besides books and supplies, there are no fees of any kind for our noncredit/continuing education courses,” explained Dr. Alfred Ramirez, Administrative Dean for Workforce Development, Continuing and Community Education at GCC.

Since over half of Glendale’s total population was born outside the U.S., it stands to reason that the most popular courses at the Garfi eld Campus are English as a Second Language (ESL). The Garfi eld Campus offers courses for all types of English learners. “People take ESL classes for a variety of reasons, all of which improve our community,” said Alfred. “Our ESL classes are designed for students who want to enter the workforce, or continue their education on the credit side.”

1010

The Garfi eld Campus

Opposite: Adrine Babian visits the Garfi eld Campus.

www.glendale.edu/garfi eld

0

500

1000

1500

2000

2014201320122011

Noncredit Students Who Enrolled in Credit

Spring

Fall

One program in particular—created by the Garfi eld Campus ESL division—has been very successful in preparing students for placement in higher-level credit English classes. It’s called College Readiness ESL, (CRESL) and the curriculum includes an additional measure of academic writing. In fact, CRESL students have been achieving signifi cantly higher rates of success once they enter the credit program.

The Garfi eld Campus is also home to a variety of other programs, from Parent Education and Older Adult Lifelong Learning classes to Basic Skills / High School Equivalency. There’s also the Business Division, which offers classes in computer and offi ce skills, medical and dental front offi ce and accounting. Like Adrine, a good number of these students decide to continue their studies at GCC’s main campus.

“One of our most successful groups has been our accounting certifi cate graduates,” said Jan Young, Division Chair for Business and Life Skills at the Garfi eld Campus. “According to GCC Market Research, 25.6% of all students who completed a credit degree or certifi cate at GCC began their studies in noncredit. Furthermore, 35% of those students who completed an AS degree fi rst started out in noncredit, with the most frequently awarded degree being an Accounting AS.”

Statistics like those imply that the Garfi eld Campus is doing something right. “This place is a blessing, said Adrine. “Everyone here teaches with their heart and you’re always welcome to ask your questions.”

Coming back to visit the Garfi eld Campus conjured up some strong emotions for Adrine. “At fi rst I was taking the bus here,

then driving back and forth in rush hour—in hot weather and cold. But now I’m very glad that I took this fi rst step; it was a great investment in my future.”

“I feel like this place is my home,” Adrine continued. “Some of the faculty here are very important people in my life. They went way beyond their job descriptions for me. Cindy Pollack, who teaches 21st Century Employment Strategies, met me here at 7:00 a.m. to help me prepare for a job interview. How many people do you know who would do that without getting paid extra for it? I worked extremely hard to achieve what I have, but they have a share in my success.”

“ According to GCC Market Research, 25.6% of all students who completed a credit degree or certifi cate at GCC began their studies in noncredit.”[ ]

11

Glendale Community College1500 North Verdugo RoadGlendale, CA 91208-2894

NONPROFIT ORGU.S. POSTAGE

PA I DGLENDALE, CAPERMIT NO. 1

HOW DO you GCC?

ART GALLERYLocated in the library building, the Glendale College Art Gallery presents several

exhibitions every year featuring accomplished area artists and students. Details

can be found at www.glendale.edu/artgallery.

ATHLETICSSixteen men’s and women’s intercollegiate athletic teams all host exciting

competitions at GCC. Check the Vaquero athletic department web site for

season schedules: www.glendale.edu/athletics.

CAMPUS TOURSA campus tour is a great way to learn about the college and its programs.

Prospective students and parents can call Student Outreach Services (SOS) at

(818) 240-1000, ext. 4505. Community members, donors, alumni and friends

should contact the Glendale College Foundation at (818) 551-5199.

DANCEIf you are inspired by the art of bodies in motion, attending a dance

performance at GCC will surely move you. For information and a list of upcoming

performances, go to: www.glendale.edu/dance.

MUSICThe Glendale College Choir, Vocal Jazz Ensemble, Concert Singers, Community

Orchestra, Jazz Band and Chamber Music Ensembles all stage public

performances throughout the school year. Schedules and information about

each group can be found at www.glendale.edu/music.

SCIENCE LECTURE SERIESGCC’s outstanding science program hosts monthly public lectures on topics

as varied as “The Biology of Cancer” to “Artifi cial Intelligence: Where’s My

Robot Companion?” For details, go to www.glendale.edu/sls.

HILLTOP FLEA MARKETHeld from 8:00 a.m. – 3:00 p.m. on the third Sunday of every month, the

Hilltop Flea Market features more than 70,000 square feet of antiques,

furniture, dolls, jewelry, tools and other items for sale in the upper parking

lot off Mountain Ave. Parking is free, admission is $2 per vehicle.

www.glendale.edu/swapmeet.

THEATREStaging as many as six productions per year, the Theatre Arts department

is where great stories come to life! Find schedule and ticket information at

www.glendale.edu/theatre.

For a monthly calender of events, visit: www.glendale.edu/events.

GCC is on TV!Gateways to Glendale College television show broadcasts to the greater

Glendale area on Thursday evenings at 7:00 p.m., Saturdays and Sundays at

12:00 p.m. on Charter Cable channel 15 and on AT&T U-verse channel 99. Join

Gateways host Deb Kinley as she presents the many exciting faculty, staff,

events, news, and offerings at Glendale College.

Superintendent/PresidentDr. David Viar

Board of TrusteesAnita Quinonez GabrielianDr. Armine HacopianDr. Vahé PeroomianAnn H. RansfordAnthony P. Tartaglia

Published byThe Offi ce of Communications and MarketingDr. Paul Schlossman, Interim Director

Main Campus1500 North Verdugo Road, Glendale, CA 91208(818) 240-1000

Garfi eld Campus1122 East Garfi eld Avenue, Glendale, CA 91205(818) 240-1000, ext. 5678

Community Services Education1122 East Garfi eld Avenue, Glendale, CA 91205(818) 240-1000, ext. 5015

Professional Development Center2340 Honolulu Avenue, Montrose, CA 91020 (818) 957-0024

www.glendale.edu

Glendale Community College

Not a student? Don’t let that stop you! There are many wonderful events you can enjoy at GCC throughout the year.