Tuesday, November 17, 2020
Thursday, September 3, 2020
Dr. Shashuna Gray
Interim Vice President of Academic Affairs
Where did you grow up, and what was it like?
This is the most difficult question to answer. My father was in the United States Air Force. He worked in missile silos. We lived in obscure off the map locations. I loved living in Great Falls, Montana. In the summer we would hike to the falls and in the winter, we spent time sledding and skiing. School was never cancelled and at times the snowfall would surpass 12 inches in one day. I was born in Forestville, Maryland but attended high school in Montgomery, Alabama. In between Maryland and Montana, I lived in England as well.
If you didn’t grow up here, what brought you to Virginia?
I originally moved to Virginia because of my ex-husband’s job. He worked for PriceWaterhouseCooper at the time. Employees had to reside within a 50-mile radius of central office. There was an office in Fairfax, so we moved to Stafford, VA. I have lived in VA since August 2004.
Please tell us about your background.
I have a BS and an MS in biology. My PhD is in Community College Leadership from Old Dominion University. I have worked in higher education for 26 years. I spent 10 years at Alabama State University as the laboratory manager and laboratory instructor. I spent almost two years at Northern Virginia Community College as the laboratory manager and an adjunct biology instructor and prior to coming to Reynolds, I worked for fourteen years at Germanna Community College in Fredericksburg, VA as an instructor, department chair, and then becoming the dean of arts and sciences.
Reynolds is fortunate to have you here with us as an Interim VP. You have been here since the summer. Please share your observations of Reynolds so far.
I have developed a philosophy which matches the excellent standards set by Reynolds Community College as a provider of quality, accessible education. The values of the institution align with my own and I am excited to come to campus (even without the presence of many students) to engage in an organization committed to providing relevant programs.
What are the most rewarding aspects of your work?
This job varies greatly from my previous job as a dean. I rarely see students unless I pass them on a walk. I had to get use to this difference, I am an achiever. At the end of each day being able to help coach or mentor, ensure the quality of the courses and programs, and supporting my direct reports are the most rewarding aspects of my work. My strengths are ideation, achiever, learner, developer, and determination. I like that this position allows me to use my strengths to support the mission and values of Reynolds.
If you had one extra hour a day, how would you use it?
Honestly, with one extra hour in the day, I would either sleep or sit on my front porch. Since Covid-19, I spend more time sitting on the porch. It is hard to do this during meetings because of the outdoor noises.
What do you like to do outside of work?
Outside of work, I read, write novels, and play Pokemon Go. I am level 40 and playing the game helps keep me active. Every Halloween, the deans at Germanna created a costume experience. This was a well-planned event. I also make Christmas ornaments.
What do like most about Richmond even though you are coming here at a time when your opportunities to explore have been limited by covid-19?
I love the multiple dimension of Richmond. This is city rich in history and the city acknowledges its past, red lining. You could experience a more rural environment and within a few minutes experience city dwelling. The city is the home to multiple institutions of higher learning so to me that speaks volumes of the values of this area. With so many institutions, the colleges and universities also have the obligation to give back to the city a more educated citizen.
If you won $100 Million in the Mega Millions lottery what would you do with the money?
If I won the lottery, I would set up an educational trust fund for each of my three children. I would donate to an orphanage in China, pay off the loans at my church, establish an endowed scholarship for a former colleague at Germanna, and buy my parents a house next door to me. I would still work every day. I believe we all have an obligation to support our society. I know you are probably wondering about the orphanage in China. One of my former office mates is from China and she told me once, she was leaving her estate to an orphanage. I shared with her that if I ever came into some money, I would donate on her behalf. I might upgrade my 2012 Kia to a newer year…maybe.
American Girl dolls? Not just sparkle and shine with a headband and purse . . .
Maybe you thought American Girl dolls were all about cute outfits with matching accessories. Think again. This summer American Girl dolls wanted to create a new doll to honor frontline heroes who have risked their lives during the COVID-19 pandemic. They asked family, friends, or those who have been helped, to nominate a "Hero with a Heart", a frontline hero they felt best represented the caring and compassionate spirit of the times.
"Whether you’re providing healthcare, keeping families stocked with food and supplies, or making sure cities keep running," the American Girl website said, "we owe you a huge thanks."
April O’Quinn, a Reynolds alumna and an EMT with the Richmond Ambulance Authority, was nominated by her niece, Lacey. In July, American Girl notified Lacey that her nomination was one of five winners from around the country. Her aunt April was going to be an American Doll. Lacey was sobbing when she called her aunt with the news.
“We’re thankful American Girl held a contest to recognize our frontline heroes," said RAA CEO Chip Decker, "and are thrilled to have one of our employees represent EMS.”
Wednesday, September 2, 2020
The Writing Studio: A Year of Building
An Interview with Apryl D. Prentiss
Assistant Professor of English &
Writing Studio Coordinator
You have been at Reynolds a little over a year now. Please tell us where you were and what you were doing before you came here.
I've been teaching at Reynolds full-time since 2017. Before that I was an adjunct at Reynolds and teaching full-time at Virginia State University. I absolutely loved teaching at VSU, but when a full-time opportunity to teach at Reynolds opened up, I knew I had to try to get it because I love the students here so much. There's something really special about our students. They are always on their way to another place, whether that's the workforce or another school. I find that there's a unique and powerful perspective that comes with that. It's also important that our students get a high quality education while learning how they can affect their communities. I really believe in the community college mission, so returning here for full-time work was an easy decision. I came on as the Writing Studio Coordinator in 2019 and have spent the past year working with the Studio team to develop the Studio and get it up and running.
Please tell us what’s kept you really busy this past year.
Besides teaching, I would say my PhD work kept me incredibly busy this year. I finished up my coursework in June and am currently studying for my candidacy exams. I'm studying Cultural Studies and Writing, Rhetoric and Discourse. My research concentration is pop cultural expressions of protest, It's a great time to be studying that with all of the cultural pressure for real structural change in our society. I love it! I mostly center on what our pop culture productions say about the heart of our society and about what kind of change we're longing for. It's pretty cool that I get to research and write papers about Beyonce', Kesha, Game of Thrones, hashtags, etc. and how they are both constructed by our society and how they, in turn, construct and contribute to our collective consciousness.
The Writing Studio. Please tell us more about it. How does it work? Where is it?
I'm so excited that it's almost time to open after a year of preparation! We'll be offering services remotely via Zoom for Fall 2020, starting in Week 4. We're operating under a studio model, which means that students don't even need to make an appointment to get help. We're providing a virtual space for them to come in and work by themselves or with a consultant for short spans of time. It's a collaborative effort, so we're there to support and aid the students in developing the critical skills they need to contribute to the academic conversation at Reynolds.
How is the Writing Studio a different learning model?
The Studio acts a third space for students to work in (aside from their classroom and their home). That's how it works in theory, anyway. Obviously, all of these spaces are blended right now with the pandemic. What we offer is a different type of collaboration and support. It's not directive or even corrective. We work with the students to build a self-awareness of what they, as writers, need to better express their thoughts, arguments, etc.
The model also mirrors how we write in the real world. We write a little, run it by some colleagues, adjust and then finish writing. The focus is on recognizing how the writing process proceeds for each individual and providing support to them at a crucial stage of their process.
How does the Studio work for students? Is it open to everyone?
Yes! Absolutely! Students and faculty can find information on how to access and prepare for their sessions on our website: http://reynolds.edu/writing-studio when we are up and running. It's a very simple process. Students simply submit an electronic form to gain access to the Studio hours and then jump right in.
How are the Studio’s operations different now with Covid-19 than originally planned?
This has been quite a journey. Much of the processes and plans that we spent the 2019/2020 academic year creating have needed revision or to be put on hold due to Covid-19. The main difference is that we are offering primarily Studio hours and workshops as services, and that all services will be offered remotely via Zoom. I'm grateful to have such a skilled and talented team to work with in planning around and adapting to Covid-19.
What are your goals for the Studio?
Simply put, we want to construct a space where students feel comfortable to create and compose their academic writing. We want to relax some of the restrictions of traditional tutoring and work to build students up as confident and adept writers through collaboration with our consultants. We aren't a "fix-it" service. It's more like come on in and compose and let us help you discover how you write best, why you write the way you do, and how to adapt all of the above to the assignment in front of you. Ultimately, we want students to see that they have an important voice and that their writing contributes to the important academic conversations we're having at Reynolds. We want them to find, craft, and express their unique and powerful voices!
Monday, August 10, 2020
“This is the time to innovate . . . .”
Reynolds Receives $250,000 Grant from Truist
The J. Sargeant Reynolds Community College Educational Foundation received a $250,000 grant from Truist Financial Corporation to open the doors of The Kitchens at Reynolds, providing workforce training at a pivotal time for the Richmond area. The grant comes through Truist Charitable Fund, a donor-advised fund at The Winston-Salem Foundation, and Truist Foundation.
The Kitchens at Reynolds is among the new community resources located at 25th and Nine Mile Road. While it houses the college’s culinary, hospitality, and entrepreneurship programs, it also provides families in and around Church Hill with enrollment support to access the dozens of workforce and academic programs offered by Reynolds.
“One of the reasons we chose to support this project is its ability to transform through a partnership with the community,” said Dan O’Neill, Virginia East regional president at Truist. “We’re committed to Truist’s purpose to inspire and build better lives and communities. Reynolds Community College has a vast toolbox to help individuals create the futures they see for themselves, their families, and neighborhoods.”
With many Richmond's East End families devastated by COVID-19 and their loss of jobs and wages, an already-high rate of poverty is expected to climb. Truist’s support is helping workers reskill and upskill to land jobs that pay a family-sustaining wage. “We’re in this work to help students reach their goals,” said Bess Littlefield, executive director of the J. Sargeant Reynolds Community College Educational Foundation.
“In fact, Truist helped us with our own. With the bank’s gift, we met our fundraising goal of $10 million to open the doors of The Kitchens at Reynolds. We’re so grateful to Truist and all of the public and private partners who made this happen for our college and our community,” said Ms. Littlefield.
Serving over 13,000 students annually, Reynolds Community College is the youngest and third-largest of 23 community colleges in Virginia. Reynolds operates three campuses serving residents in the City of Richmond and the counties of Henrico, Hanover, Goochland, Powhatan and Louisa. Learn more at www.reynolds.edu.
About Truist Charitable Fund
The Truist Charitable Fund is a donor-advised fund created by Truist and administered by The Winston-Salem Foundation.
About Truist Foundation
The Truist Foundation is committed to Truist Financial Corporation’s (NYSE: TFC) purpose to inspire and build better lives and communities. Established in 2020, the foundation makes strategic investments in nonprofit organizations to help ensure the communities it serves have more opportunities for a better quality of life. The Truist Foundation’s grants and activities focus on leadership development, economic mobility, thriving communities and educational equity. Learn more at www.truist.com/truist-foundation.
Friday, August 7, 2020
Katelyn Eden – Counselor, First Year Initiatives
Thursday, July 16, 2020
Reynolds Students Awarded Scholarships for High Academic Achievement
Outstanding Reynolds Community College students Abbygail Harris, Jamal Henry, and Makayla Simmons have been awarded scholarships by the Richmond Chapter of the Association for Corporate Growth (ACG).
These students were selected on the basis of their high academic achievement, leadership, and commitment to community service. As recipients this year they had the additional challenges of finishing their spring semester, and completing their scholarship applications during the COVID-19 shutdowns. They will each receive a $1,900 scholarship.
Read what how these funds will help them achieve their educational goals:
“I am a very committed student and plan on graduating in 2021 and thanks to this scholarship, I am one step closer to reaching that goal. I will use the knowledge, skills, and expertise I gain during my time here at Reynolds to contribute to our community in the business field. Getting selected for this scholarship allows me to focus on the more important aspect of school, learning.”
"This scholarship will provide me the opportunity to take more classes a semester, while allowing me to reduce my work hours. You all have put your faith in me, and I will make sure this opportunity does not go to waste. My goal one day is to start a scholarship foundation for young business minds like myself. No business student should worry about the financial burden of school. The ACG allowed me to focus on my studies and other students one day will feel how you all made me feel with this amazing opportunity."
"I am ecstatic and appreciative of the scholarship that will help with my upcoming fall semester to reduce my financial burden. The award motivates me to keep pushing academically to have a chance at my dream to be an entrepreneur. In the future, I would hope others would have the opportunity to receive financial support. I cannot express the gratitude in my heart, and I am very thankful for your kind gesture."
ACG Richmond is part of a global network of Association for Corporate Growth (ACG) Chapters, which connects local Richmond members to over 14,000 ACG members across the US, Canada and Europe. ACG serves 90,000 investors, executives, lenders and advisers to growing middle-market companies in its mission to drive middle-market growth.
Wednesday, May 27, 2020
On Monday, April 13, about a month into our new virtual world, First Year Initiatives Counselor Katelyn Eden sent an email to faculty and staff about the new "virtual" SOAR sessions.
She and New Student Orientation Coordinator Cara Luyster, had worked feverishly to create a new experience for students that would be hosted on Zoom. Their first session was only days away.
The newly designed Orientation was still required for new students, it still had two parts, students still had to register through Reynolds website, and the same material - directions, Financial Aid, resources, success tips, advising - would be covered. But, all of it virtually.
Now, three months later, the new normal, is, well, becoming normal.
Katelyn gives this report about the accomplishments of the virtual SOAR sessions to date:
Alongside Cara Luyster . . .
- We made 1,500 SOAR seats available from our start back on April 15th through August 14th. So far, we have had 214 students attend as of Friday, May 22nd.
- SOAR will remain virtual for the remainder of the summer through August, and we are working on a plan to extend SOAR into the fall semester for 12 week start students and beyond.
- SOAR is mostly on Wednesday and Fridays, however there are several Tuesday sessions and Wednesday evening sessions to increase the number of seats that are available and flexibility for students who have other obligations during the daytime hours.
- Reynolds is one of the first in the VCCS to have a live virtual orientation, and we have had other schools and staff shadow our innovation!
- SOAR is composed of a 30 minute welcome, 30 minute “How to Pay for College” session with financial aid staff, a 30 minute advising appointment and assistance with registering for courses and identifying any next steps.
- Overall, virtual SOAR has been very positive. We are truly bringing SOAR to the comfort of the student's living room, and we have had several memorable moments including students who have joined orientation from their bed in a fuzzy robe, pets making a guest appearance, while driving in a car, a student joining us from the break room of their job, and a whole family appearance including grandparents and significant others.
- Students and families have expressed that in a time of losing a lot of important moments (like graduation, prom, etc), it has been nice to have a live program to attend and have some of that excitement of senior year return. Our non-traditional students are also appreciating the flexibility of virtual SOAR. Below are a few response from our SOAR eval survey:
From Katelyn Eden,
Lessons Beyond the "Sandbox"
Thanks to Pam Ratliff, Human Services Program Head & Professor in Reynolds
Kevin: I work as a Senior Emergency Services Clinician for Chesterfield County. Most people refer to us as Crisis Clinicians. Crisis work is 24/7 – 365 days a year just like police, fire, and EMS. At work I answer crisis phone calls as they come into the call center. I pre-screen individuals for psychiatric hospitalizations when they are having a mental health emergency, whether they are voluntary or involuntary. I provide crisis counseling to individuals and families. Chesterfield Jail is a partner with us so I conduct risk assessments for the people there. I participate in court hearings for “commitments” and “re-commitments” that determine if a patient needs to stay involuntarily at the hospital for additional psychiatric treatment, stay voluntarily, or can be discharged. The job comes with a fair amount of documentation and clinical charting that needs to be completed on a daily basis. In my profession of social work, especially in the Human Services and Mental Health courses I teach, students learn Surveyor’s Rule #1 – “If it hasn’t been documented, it hasn’t been done.”
Before COVID-19, my typical day would start with going into the office and logging in so the phones would ring in the office and no longer to the on-call clinician. Then I would post the schedule on the walls and door of the roles that clinicians would have throughout the day. I would make sure the fax machine and printers all were filled with paper since we do a lot of faxing and printing throughout the day/night. Then I would check work emails and just wait for the crises to start coming in. If a jail or hospital evaluation was needed, I would drive to the jail or the hospital. If the magistrate issued an order or the police picked somebody up that needed an evaluation, I would meet them at the police station (during late nights, weekends, and holidays). If this occurred during the day, police would bring them to the center to be evaluated. COVID 19 changed all that.
Q: How has your job changed now? What is your daily experience in this pandemic?
Kevin: My job has vastly changed now because I’m only in the office one or two days a week so the rest of the time I’m working from home providing tele-behavioral health services. The crisis calls come in via software that is installed on my work laptop. The face-to-face evaluations are conducted using video conferencing. The person being evaluated might be at the hospitals, jail, police stations, or juvenile detention. The time it takes to complete the work is still about the same, but there is no travel time involved now since I’m using this technology. Although travel time has decreased, I believe the volume of calls and evaluations has increased, unfortunately.
Q: What is the situation in the areas you are serving now? What do you see?
Kevin: A lot of people are hurting emotionally and feel isolated. Sometimes people feel isolated even if they are not the only ones living in their house. This has lead to an increase in suicidality, emotional disturbances in children and adolescents, as well as depression and anxiety in all populations. Psychiatric hospital beds are filled to capacity so people are spending hours and sometimes days in emergency rooms, waiting for a psych bed to become available. This is bad for the patients because being in an ER for that long can be over-stimulating and increase their anxiety. This is bad for the police that often times have to stay with the patients because that’s two police officers that are no longer on the road keeping the public safe.
Q: What does the community need the most?
Kevin: The community needs more inpatient psychiatric beds for children, adolescents, and the geriatric populations. There is a severe shortage of psych beds. We need more therapists providing individual and group telehealth services in the community, in private practice and in public mental health. The community needs equal access to adequate technology to allow for the provision of these services. That includes hardware (devices and laptops), software, and high-speed reliable internet connections. This pandemic has exposed the digital divide that our community has been experiencing for many years.
Q: Will your experience impact what you share with your students? How?
Kevin: Absolutely! I share as many of my experiences with students as time permits because they need to know what they are getting themselves into and prepare for these situations in the “sandbox” known as my classroom so they can competently navigate these experiences while out in the real world. Students tell me they appreciate the case scenarios and are often shocked to find out that the scenario was something I actually experienced in the field. I plan to share my telehealth and overall work experiences in this pandemic because part of my experiences will become their new normal once they graduate and are in the workplace.
“I was happy every day I was at school . . . .”
We all start out with dreams. Of necessity, many of us set those dreams aside, “put them on the back burner” as the saying goes. Life gets in the way. Time goes by. The back burner gets turned down low. Then lower.
But for some of us, like Maureen O’Donnell, dreams are still dreams. For a time they might be lukewarm, but the hope of reigniting them is always there, just waiting for the spark of opportunity.
“I always knew I wanted to be a nurse,” Maureen said, “and I knew I wanted to work in Hospice back when I was 20. But I got married. I had children. Then I made a home for ten foster children. Then came a divorce. Life really did get in the way. My dream was always there, but the opportunity wasn’t.”
“Six or seven years ago my dream turned up again when my father went into hospice,” Maureen explained. “My experience during that time prompted me to volunteer, and I knew then, that’s what I wanted to pursue. I wanted to become a hospice nurse.”
Two years ago Maureen finally got her spark of opportunity, and started pre-nursing classes at Reynolds. At the time she still didn’t know how she would pay for the classes, or if she was up to the task after so many years. “I was very nervous going back to school at my age. I didn’t know if I could get my brain working again. I didn’t know if I would be able to study. I didn’t know what was going to happen. All I knew was I was taking the first step.”
“I was happy every day I was at school,” Maureen recalls, “the support I got from Reynolds faculty was amazing. They didn’t just teach the material. They taught me how to get the work done, and how to be successful. All the professors went above and beyond. They always helped me to get past the roadblocks, they always stepped in and worked things out if I had a problem with a class or a requirement. And, it’s not just me saying this. My classmates said the same thing. Reynolds is a wonderful, and inspiring learning environment.”
Two years have passed and Maureen has just finished her pre-nursing studies at Reynolds. She has been accepted into a nursing program with a faith-based approach that will give her the opportunity to do mission work. She currently volunteers each week in their hospice unit and will begin pursuing her BSN in August. “For me nursing is more than a job, it is a mission.”
“My experience at Reynolds was incredible! After returning to college at a much older age, I was nervous about whether I’d be able to, not only complete the required courses, but do well. I was able to maintain a great GPA. I can honestly say the support I received from my professors and the curriculum offered at Reynolds was exceptional, and set me up perfectly for a successful start to accomplishing my career goals. I couldn’t be happier! This dream, my dream, has been a long time coming.”
Wednesday, April 15, 2020
Helping When You’re the Ones Who Need Help
“It's been a huge challenge for our ESL students to learn remotely,” says Reynolds ESL Reading and Writing Instructor Judi Moy. “Many lack technology skills and come from countries where they never had computers or keyboarding.”
But that minor detail didn’t stop Judi, or her students from continuing their classes to complete the spring semester online. Knowing she needed help to move to an online format, Judi asked for volunteers to be “Tech Reps” in her ESL 52 reading and ESL 41 Writing classes.
Help came immediately from three students.
|Sara Isaac Hanna|
“I am ineffably grateful for their kind assistance in helping to ease the transition into online learning. These students are outstanding academically and possess the qualities of a model Reynolds student: perfect attendance, being team players, respectful, courteous, mature, and responsible.”
Judi is right. These are some special students, and Reynolds is pleased to call them ours.
Tuesday, April 14, 2020
Reynolds Faculty Serve the Commonwealth
During COVID-19 Crisis
Reynolds ASL&IE adjunct faculty Laura Hill takes over from previous interpreter, Reynolds ASL&IE faculty Carrie Humphrey (featured in the last edition of Reynolds Cares - read her story here). Laura and Carrie are part of an interpreting team serving the Commonwealth during the COVID-19 crisis.
Laura moved to Richmond last summer and joined Reynolds for the fall 2019 semester.
In case you were wondering why interpreters are present during important press conferences, Reynolds ASL&IE faculty Carrie Humphrey put together some background information detailing how the interpreting teams program got started and how it works. She writes:
The 5-decade old profession of ASL-English (sign language) interpreting continues to grow and mature. A relatively recent innovation is the incorporation of Deaf-Hearing interpreting teams. These teams are typically of two interpreters:
- one interpreter is what the public is used to seeing - a person who can hear that is trained in working between the ASL and English to convey content and spirit; and,
- one interpreter who is Deaf (DI = Deaf Interpreter) - who is a native user of ASL.
While this is not a new concept, the "how, when, and where" a team is used has gradually expanded. Initially, teams were used in legal situations to ensure a Deaf person's rights were protected. The use was expanded to life or death situations, particularly in the medical or mental health settings.
As far as televised announcements during public safety emergencies, the trend to shift to incorporating Deaf-Hearing teams, where the DI is on camera, occurred in the wake of SuperStorm Sandy coverage (fall 2012).
The "hearing interpreter" continues to do his or her job, and the DI accesses the information by interacting with the "hearing interpreter". As a native/primary user of ASL, the DI has crafts "a particular set of skills" intended to convey critical information, particularly in instances where the broad and diverse Deaf audience (some native ASL users others with varying ASL fluency) has limited time to comprehend critical and complex information and direction.
Initially, the interpreters at Governor Northam's press conferences were limited to adhering to "Social Distancing" protocol. Over the last several weeks, the plan was formulated to conform this public safety message to the norm of these interpreting teams. Hence the new face ...
She's Like Water Moving Around Rocks
Left to Right (facing): Marcus Dansou, Dr. Pando,
and Margaret Aquino, at Dr. Pando's
January 8th visit with ECA students at DTC.
ECA Career Coach/
Early College Academy - DTC
Whew that's a full plate! Margaret is a go-getter, to say the least. When she learned her high school would be closing on Friday, March 13th and that all Reynolds classes were moving to the virtual space the following week, Margaret knew she had a challenge ahead of her.
Not only would she need to continue to head out to work, while others were sheltering at home, she quickly realized how hard things would now be not having internet access in her home.
Her parents tackled the logistics of getting things set up with a local carrier, but Margaret had assignments due...but she found a way to make it all work. Since then, she has been going in early or staying late after a shift at work, using the free wifi at her job to complete online quizzes, post to a discussion board or upload a paper completed offline. Her supervisors were and are supportive and make sure she puts her school work first.
COVID-19 may have placed some barriers in her path, but Margaret's indomitable spirit and focus on her future has triumphed. Like water moving around rocks in a stream, she has discovered new ways to accomplish work and stay motivated. She can see beyond this health crisis to the next phase of her life and she knows the effort she makes now will pay off in the future. Since learning of her connectivity challenges, her school system and Reynolds ECA coaches have been updating her with new information and potential solutions, including the "hot spots" at Reynolds' downtown campus and our laptop loaner program.
While many things may still be uncertain during this time, what is for sure is that solution-minded students like Margaret give us hope for a brighter future.
Monday, April 13, 2020
Reynolds at Work - Virtually
Student Loaner Laptops
Reynolds Parking Lots are Hot!
Student Resources Virtual and Expanded
Here are the web stats as of Friday, April 10:
6,575 Sessions (Session = when a user is active on the page)
Average Time on page: 2:24 minutes
Most used resource:
- Latest Updates
- Student FAQs
- Virtual Academic Resources
Monday, April 6, 2020
Reynolds Respiratory Therapy Program
Steps Up With Equipment Loans
The request was this: The Respiratory Care Director from HCA CJW wanted to borrow three of Reynolds mechanical ventilators used for training. COVID-19 had been projected to “ramp up” in the next two weeks, and the hospital was calling for Reynolds’ help to prepare.
Nakia was okay with the loan. Dean Lawson was okay with the loan, too. If the college was able to reopen in the summer for hands-on classes, the ventilators still wouldn’t be needed until later in the session. They’d worry about that later.
Next in the email chain were Vice President of Academic and Student Affairs, Kim Britt and Vice President of Finance and Administration, Amy Bradshaw. The loan of a Fixed Asset would have to be arranged.
By 9 a.m. the next morning, the necessary approvals were in, and Nakia had the “okay” to process the paperwork and set the loan in motion.
The following day the ventilators were packaged and ready to go. They were picked up at 11:30 a.m.
Every moment counts in a crisis, and Reynolds faculty and staff didn’t waste a second of it.
Wednesday, April 1, 2020
What's Happening Virtually
Reynolds Faculty Serve the Commonwealth
During COVID-19 Response
"I am humbled by your interest in my interpreting," Carrie Humphrey wrote at the beginning of her email.
As part of the Commonwealth's COVID-19 Response, Reynolds ASL&IE Faculty and Program Head, Carrie Humphrey is one of two interpreters chosen to stand on the podium with Governor Ralph Northam as he delivers his video news briefings during the COVID-19 crisis.
Carrie took time to answer a few questions by email about what it's like to serve as an interpreter during a crisis situation. Read her answers.
to Meet the Commonwealth's Desperate Need
If your classes have been moved online, and your labs are now conducted virtually, what do you do with your unused resources?
Resources that are urgently, no desperately, needed NOW to battle the COVID-19 crisis that's daily closing in on our community.
You pack them. And, you send them. Read the whole story.
Reynolds Culinary Arts Department Empties the Kitchen to Help Meet the Needs of the Richmond Community
With classes going online, Reynolds Culinary Arts program had a host of items on hand . . . eggs, cheese, fruits, vegetables, bread . . . so they quickly got in touch with FeedMore and emptied out the kitchen.
Within one day, the items were sorted, counted, boxed, and delivered. See a list of what was sent.
During the COVID-19 crisis Assistant Professor of Paralegal Studies Melissa Ansley Brooks has been keeping an audio diary that was recently featured on VPM.
VPM is Virginia Public Media, the local PBS station.
Read an excerpt from Melissa's audio diary.