MEXICAN AMERICAN PROFESSIONAL HALL OF FAME

sandracalles

Sandra Calles, PhD

Dr. Sandra Calles is a psychologist, educator, life coach, mentor and activist. Her passion is to advocate for causes she believes in, teach about mental health topics, and guide others, so they may achieve success in their personal and career endeavors.

She has over 11 years of experience as a mental health professional having worked at various mental health facilities. Most recently she was a therapist at Los Angeles Harbor College at the Life Skills Center. While at Harbor College, she helped many students overcome emotional obstacles so they could transfer to universities and meet their career goals. She devotes her personal and professional life to political causes, and activities that promote mental health, women’s issues, the empowerment of Latinas through education, business ownership, financial literacy and political engagement. Dr. Sandra is a graduate of California State University, Dominguez Hills, earning both a BA in Human Services and an MA in Clinical Psychology. She earned her doctorate from Saybrook University in Psychology, where she developed a treatment modality from her research on survivors of sudden cardiac death. The treatment plan known as PROSPER, is an acronym detailing a healing plan that can be applied to survivors of various traumas and is the underpinning for the work she does with her clients..... Continue Reading

Cal State to no longer mandate remedial classes and placement exams

In an executive order, State Chancellor Timothy P. White, directed Cal State to get rid of the requirement that students complete noncredit remedial classes to help prepare them for college courses — a decision which could affect about 25,000 students. The schools will also discontinue Math and English placement exams.
The policy change, which will go into . . . → Read More: Cal State to no longer mandate remedial classes and placement exams

Webster University targets drop-outs for re-enrollment

According to 2015 data reported in Forbes, 22% of Americans have attended some college without reaching graduation.
The reasons students may drop out of college or discontinue taking classes are greatly varied, but nearly half of prospective college students are concerned they may have to drop out at some point in their academic careers.
Michael Cottam, the associate . . . → Read More: Webster University targets drop-outs for re-enrollment

Number of minorities, women taking CS is skyrocketing thanks to STEM collaborations

 

Following implementation of a new type of computer science option last fall — AP Computer Science Principles, which puts real-world perspectives on coding — data from 2016 to 2017 shows the number of minorities taking a computer science exam in some form nearly tripled to 22,199, up from 8,283, while the number of girls taking it rose . . . → Read More: Number of minorities, women taking CS is skyrocketing thanks to STEM collaborations

Culturally-relevant pedagogy critical to meet needs of today’s students

Educators must work to find better ways of building culturally relevant curriculum and reconfiguring their approach to pedagogy as they work with students, says Dr. Christopher Emdin, an associate professor with Teacher’s College, Columbia University.

During a presentation at the school this week, Emdin cautioned that incorporating cultural insight into teaching could be problematic, particularly when educators utilize . . . → Read More: Culturally-relevant pedagogy critical to meet needs of today’s students

Higher ed IT still struggles with diversity

Though the field of IT in higher education has diversified during the last five years, survey data from 2015 indicates that there are still gaps in representation when it comes to age, gender and ethnicity — and only 12% are Millennials, despite that age group comprising 34% of the country’s overall workforce, according to Ed Tech: . . . → Read More: Higher ed IT still struggles with diversity