"We Want to Tell You" A She Said Anthology Through funding from the SLCC Community Relations Office, the Community Writing Center (CWC), published "We Want to Tell You." This is an anthology of about 75 women's stories, arts, poetry, and much more. The anthology came from a series of workshops that were a collaboration of The Community Writing Center, The Salt Lake Tribune, and Amplify Utah during fall 2022 and spring 2023. The purpose of these workshops was to encourage womxn in Utah to articulate and tell their stories, to write unapologetically, and to acknowledge the importance of womxn’s stories which often remain untold or are silenced. The stories and art shared in this anthology seek to change the dominant narratives that are not typically inclusive of womxn’s voices. The funding allowed us to print enough, full-color copies for each of the womxn to have their own copy + a few additional copies for stakeholders and other interested community members. The CWC held a reading gala in honor of the publication on June 3, 2023, so that the womxn's whose voices, stories, and experiences were published in the anthology could gather in community to share their phenomenal and brave works.

30 Poems in 30 Days is a community wide competition during the month of April, or National Poetry Month. Participants will be given a prompt each day of the month around which they will write a poem. At the end of the month, all submissions will be judged, and the winning submissions will be published. This competition will serve to get the community excited for and involved in developing and writing poetry.

This is a writing group partnering with Artes de Mexico en Utah that meets once a week for a year and is given poetry prompts. Each participant writes one poem a week for a total of 52 poems. We designed a published a poetry book for each of the 8 participants.

The National African American Read-In (AARI) is a groundbreaking effort to encourage communities to read together, centering African American books and authors. It was established in 1990 by the Black Caucus of the National Council of Teachers of English to make literacy a significant part of Black History Month. This initiative has reached more than 6 million participants around the world. The SLCC Student Writing Center has sponsored the AARI since 2016 in order to celebrate contributions to literature by African American writers.

The CWC created and facilitated two webinar writing workshops in collaboration with the American Conservation Experience’s “ACE Learns” Program, which is a nationwide conservation organization funded by a range of federal and state nonprofits as well as the National Forest Foundation and National Park Foundation. We facilitated a “Creative Nonfiction Writing Basics” workshop for this program. This workshop explored how creative nonfiction (memoirs, profiles, lyric essays, and more) has been used throughout history to shape cultural identities, open minds, encourage social action, and offer insider views into the writer's world. Participants learned about and tried out a few forms and elements of creative nonfiction to discover how to write stories about our world and lives. The second workshop covered professional writing. Participants took what they learned about creative nonfiction writing from the first workshop and applied those skills to writing about their work in professional contexts, genres, and formats. The workshops were recorded so that those ACE Learns participants who could not attend the live workshop had access to the instruction offered during each session. ACE Learns was responsible for marketing the workshops as their employees and volunteers were the audience for them. Contacts: Leanne Fisher and Dave Bastian https://www.usaconservation.org/about/

The Annual International Hip Hop Studies Conference brings together leaders in Hip Hop and liberation scholarship and community members to explore the interaction of Hip Hop and social justice. The conference is free and open to the public. Partners include Save the Kids, Poetry Behind the Walls, Peace Studies Journal, International Hip Hop Studies Association, Transformative Justice Journal, Academy for Peace Education, and Hip Hop Studies and Activism Book Series.

Since 2018, the CWC and Artes de México en Utah have fostered a robust community partnership that includes several publications, Escritores de Utah group, Spanish-writing workshops, Spanish Open Mic events, working with community-engaged learners from the University of Utah, and various dynamic writing challenges. The CWC’s partnership originally began as a series of three free Spanish-language workshops which included Todos podemos escribier and Poesía Indigena. From there, Artes de México en Utah expanded our collaboration to include editing, designing, publishing, and celebrating the artwork, poems, short stories, and creative nonfiction essays of the annual Sor Juana Prize Competition winners. As a result of the earlier workshops and the Sor Juana collaboration, Artes de México en Utah and the CWC worked closely together to offer space and time for the Escritores de Utah group, 52 Poetic & Other Writing Challenges chapbook publications for writers who complete the challenges, centering Spanish poets in Utah during and beyond Hispanic Heritage Month, Spanish Open Mic events, and additional Spanish-speaking workshops on the cultural traditions and evolution of La Llorona, Spanish poetry, and much more. Each of these collaborations further advance critical the community-building that Artes and the CWC.

This program teaches community members about Asian American History and the Asian American Resistance throughout our country's history. Its goal is to educate members about the struggle, and continued fight, about racism and discrimination in society. The workshop is a partnership with OCA Utah and Utah Valley University.

Environmental Science is a survey of contemporary environmental issues related to conservation and management of natural resources concurrent with increasing socioeconomic and human population demands. This course is a Community Engaged Learning course. Students learn about environmental issues and local non-profits working to create a more sustainable community through trips and service done in class as a group and individually outside of class.

Business Communications In this course students will develop critical reading, thinking, listening, speaking, and writing skills for business. Students will also conduct research, assess communication situations, make effective arguments, work in teams, and present business research and service-learning projects to a target audience. Students are fulfilling communication needs for non-profits, such as creating email templates, employee hand guides, and marketing materials. Examples of community service include: Students serve food at a shelter, drop off clothes at a homeless shelter, or plant trees together. Students create drives and fundraisers to collect goods and monies for non-profits. Students research civic topics and then educate their fellow SLCC students on social issues.

The Baseball Showcase is a fantastic community event, organized by SLCC professors Ali Carrillo, Hau Moy Kwan, and the CEO of Panas in Utah. Former professional baseball players were present to evaluate the kids and teach them the essential fundamentals of baseball. The event took place at Cate Field, with immense support from the College staff. The primary goal of the event was to showcase that the college is not only an educational institution but also a place that promotes sports and physical activities. Thanks to the generous sponsorship from Mountain America Credit Union, Morelza Borakzuk, Linar Office, Aquakleen, Carmen Perdomo, Villena Insurance, Venezuela Mia, and Panas en Utah, we were able to provide the children with shirts, hats, hydration, and thoughtful gifts. The event was a resounding success, and this achievement was possible thanks to the incredible support from everyone involved.

The Department of Workforce Services (DWS), Refugee Services Office (DWS-RSO) funds Salt Lake Community College, Workforce Training & Continuing Education (“SLCC)” or “Agency”, to help refugee participants learn basic computer skills and computer-based career skills to promote job preparation. This training supports Purpose 2 of the Federal TANF regulations. DWS utilizes funds from the Office of Refugee Resettlement (ORR), Refugee Social Services (RSS) for singles and couples without children, and Temporary Assistance for Needy Family (TANF) to fund services for TANF eligible refugees. RSS funding supports employability and other services that address barriers to employment. The RSS program allocates formula funds to states to serve refugees who have been in the U.S. less than five (5) years. TANF Purpose 2 is to “Reduce the dependency of needy parents by promoting job preparation, work, and marriage.” SLCC and DWS will continue on an ongoing basis to evaluate occupational English practices over the course of the contract to ensure the curriculum is based on relevant instruction strategies.

Dr. Martin Luther King Jr. popularized the phrase “beloved community” to represent his vision for societies that embrace cooperation, unity, and connection. To honor and apply this bold idea, Salt Lake Community College’s School of Arts, Communication and Media created the Beloved Community Project in 2015 to facilitate explorations of Dr. King’s concepts and how they can be applied to our own communities. The Beloved Community Project creates dialogue across communities and participants through a number of dedicated pathways. The Beloved Community Film Project, produced by SLCC and Brolly Arts, provides connection to Dr. King’s support of social equity and justice by exploring local voices that share both historic and contemporary viewpoints. These productions are screened for community audiences in concert with focused panels and audience discussions. The Project’s educational programs connect Salt Lake Community College faculty with local students through in-class discussions and presentations. After participating in activities that explore Dr. King’s legacy and how students can apply his ideas to their own lives, participants highlight their own beloved connections with their communities by creating art that celebrates their individual voices and viewpoints. Artwork is displayed each year in a public exhibit at the SLCC Eccles Art Gallery.

The Biannual Utah Crime, Justice, and Equity Conference is open to all undergraduate and graduate students in Utah to present within the field of justice studies, criminology, criminal justice, peace studies, and conflict studies. The purpose of this conference is to promote — scholarship, respect, community engagement, intellectual discovery, research, networking, collaboration, learning, innovation, inclusion, and a more educated democratic citizenship for a peaceful world.

The Business Leaders Forum brings local business leaders on campus to share their career path and information about the industry and/or business that work in. The presentations are 50 minutes long on Tuesdays, during the Fall and Spring semesters. The forums are open to students, faculty, staff, and the general public.

The Business Women’s Forum, a program of the Salt Lake Chamber, assists local businesswomen develop professionally and personally, and provides networking opportunities through a series of bi-monthly luncheons and mixers. Every event has a presentation from an accomplished local speaker, thought-provoking round table discussions, and spotlights a non-profit organization. Ultimately, the goals of the Business Women’s Forum are to provide the following opportunities to local businesswomen: 1- Create authentic networking connections. 2- Learn about the community and share how we can influence positive change. 3- Develop professional and personal skills. 4- Recognize each other for accomplishments.

Criminal Justice 1010 exposes students to theories, concepts, and methods used to facilitate understanding, predicting and responding to issues of deviance and crime in America. Also includes development and evolution of components of American Criminal Justice System, including the history of racial, ethic and gender discrimination on charging, conviction, incarceration and employment. Students are required to critically engage together in and outside of class for the betterment of the community, social justice, equity, diversity, total liberation, self-determination, and inclusion. The Department of Criminal Justice wants to be intentional, deliberate, and strategic in community engaged learning, by working together with all the faculty in the Department of Criminal Justice in making the most affective and highest social change impact as possible to eliminate crime with our students in our courses in society. There will be six required community-engaged learning opportunities in this course where students will participate in service as part of this course, and they will reflect on how the service impacts understanding of course content. Students will also gain knowledge about social issues through discussions and readings. The final assignment is a comprehensive summary to showcase all the community-engaged learning activities into one intersectional reflection to be submitted in ePortfolio.

This criminology course has three parts: justice studies, peace studies, and conflict studies. The first part of the course will teach the many different theories of justice such as restorative justice and transformative justice. The second part of the course will provide skill-based methods for practice of establishing peace such as mediation, negotiation, arbitration, facilitation, community circles, and truth and reconciliation. The last section of the course examines conflict from four schools of thought - analysis, management, resolution, and transformation. This course is a theory and practice course studying power, violence, war, social control, domination, and oppression. The Department of Criminal Justice wants to be intentional, deliberate, and strategic in community engaged learning, by working together with all the faculty in the Department of Criminal Justice in making the most affective and highest social change impact as possible to eliminate crime with our students in our courses in society. There will be six required community-engaged learning opportunities in this course. In other words, students will participate in service as part of this course, and they will reflect on how the service impacts understanding of course content. Students will also gain knowledge about social issues through discussions and readings. The final assignment is a comprehensive summary to showcase all the community-engaged learning activities into one intersectional reflection to be submitted in ePortfolio.

Criminal Justice 2500 analyzes theories and types of social violence and change occurring nationally and globally. Students will examine and analyze gangs, genocide, war, and revolution; along with violent actions such as: sexual assault, rape, murder, torture, brutality, oppression, trafficking, and terrorism. the course concludes with violence prevention, peace strategies, methods, theories and tactics. Students are required to critically engage together in and outside of class for the betterment of the community, social justice, equity, diversity, total liberation, self-determination, and inclusion. The Department of Criminal Justice wants to be intentional, deliberate, and strategic in community engaged learning, by working together with all the faculty in the Department of Criminal Justice in making the most affective and highest social change impact as possible to eliminate crime with our students in our courses in society. There will be six required community-engaged learning opportunities in this course. In other words, students will participate in service as part of this course, and they will reflect on how the service impacts understanding of course content. Students will also gain knowledge about social issues through discussions and readings. The final assignment is a comprehensive summary to showcase all the community-engaged learning activities into one intersectional reflection to be submitted in ePortfolio.

Intercultural Communication This course examines how cultural similarities and differences impede or enhance communication across cultures within the United States and globally. The course considers issues of diversity, values, and norms among different cultures, as well as intercultural application of communication theories.

The CWC Newsletter serves to highlight and inform the broader community about what is going on within and around the Community Writing Center. The Newsletter highlights writing from staff and other community members, it announces upcoming workshops, events, call for submissions, and anthology galas, and it reminds readers of our programing. The five areas of programming include: 1) free writing coaching; 2) writing workshops; 3) community partnerships; 4) writing groups; 5) community-centered publications. The Newsletter invites community members to visit the site for more information and/or join in on any programming.

This spring the CWC is excited to partner with the Salt Lake Main Library to honor the Transgender Community. Together we will be hosting a series of public events that provide education and representation, centered on celebrating Trans experiences. The CWC will be kicking things off with our "Zines for Trans Resistance Workshop” where participants will have the option to create their own zines and place them on display at the events that will follow later in the month. SLCPL will be a holding a Trans film night that will be featuring indie films from local Trans filmmakers. On March 27th the CWC will be facilitating a Lecture on gender and the Trans experience. Lastly, we will be closing out the weekend of ceremonies with a Trans Panel featuring successful local Trans people as well featuring our special guest speaker, New York Times Bestselling Author, Mercury Stardust. The City Library and the CWC will both market and promote the workshop and the event.

ChamberWest represents businesses in West Valley City, City of West Jordan, City of Taylorsville, and Kearns Metro Township. ChamberWest works to strengthen and promote the shared interests of the business community. We serve as a Catalyst for business growth, a Convener of leaders and influencers, and a Champion for a stronger community.

The Children's Center Utah facility in Kearns partnered with the SLCC Interior Design Program to upgrade the Children's Center's main entrance and entire first floor. SLCC Interior Design students worked with the Center and SLCC faculty and staff to redesign the space. Students gained invaluable hands-on learning and created a welcoming space for children receiving comprehensive mental health care.

The Office of the Bursar and Controller's Office are combining to create Christmas Cards for US Troops overseas. The cards are distributed by non-profit United Soldiers and Sailors of America (USASOA). Participation in this event is free but donations to USASOA are welcome.

Students and a community partner gathered donations for Christmas stockings for seniors. Stockings were filled with hygiene products, gloves, socks, and food. 900 stockings were donated various nursing homes in Sandy, Taylorsville, and Provo.

We are in the process of reviving and creating new positions for community members to volunteer with us. Our old programs include offsite workshops and event volunteering, along with the CWS groups. Our new positions include workshop volunteering, where members of the community work with staff to develop a workshop. We have also had volunteers join our publications coordinator in working on our multiple publications in proofreading, design, and more.

In collaboration with Craft Lake City Host, a local nonprofit organization that works to bring people together via writing, science, arts and crafts, the CWC facilitated three workshops throughout 2022: Journaling for Mental Health (February); Math x Poetry (April); DIY Sci Fi (November). The CWC facilitated the writing portion of these workshops while Craft Lake City provided the instruction and materials for the take-and-make craft activity based on the writing genre for the workshop. For example, we made glow journals for the DIY Sci Fi workshop. The CWC coordinate with Craft Lake City staff to propose and approve workshop content, presenters, and staff for the events, including providing at least one representative from the Community Writing Center to support the event and one expert in the field to facilitate the workshop. These workshops align with the CWC and Craft Lake City's missions to elevate and honor the important connections between science, literary arts, and creating in community. The collaboration provided accessibly priced crafting and writing education for the community while also opening up additional opportunities and spaces in which we could bring writing and crafts to exciting venues such as the Clark Planetarium.

Professor Hau Moy Kwan and Ali Carrillo put together Spanish Credential Revalidation Workshops for Venezuelans and other Spanish speaking community members who studied a degree or career in their country and want to have their degree validated in the United States. Both professors have about 300 people participate at each event in the Miller Campus, and they explain the process and accreditation organization that does validations. The event features a program fair as well.

The purpose of this project is to enhance education and training in underserved urban and rural communities through education and training activities that lead to a deep understanding of health inequities. Utilizing academic institutions, community-based organizations, and other strategic partners, identified in Table 5, Utah AHEC will seek to increase diversity among Utah’s health professionals, broaden the distribution of the healthcare workforce, enhance health care quality, and improve health care delivery to rural and underserved areas and populations. Goal #1: Utah AHEC will prepare a diverse, culturally competent and humble primary care workforce that can address the needs of all communities in the state, particular attention will be given to rural and underserved populations. Goals #2: The Utah AHEC will improve workforce distribution throughout Utah, particularly among rural and underserved areas and populations. Goals #3: The Utah AHEC will develop and maintain a health care workforce that is prepared to deliver high quality care in a transforming health care delivery system with an emphasis on rural and underserved areas and

This visit to Esperanza Elementary was driven by the ultimate goal of creating a long-lasting relationship between the school, which is a a bilingual charter school in the area. For the Day of the Dead Celebration, the goal was to teach young people about Dia de Muertos and engage them in unique cultural practices through art and relaxed conversation while increasing our visibility and discussing college plans with the students of Esperanza Elementary.

This is an excellent opportunity for human resources, recruiters and supervisors to learn more about hiring and retaining individuals with disabilities. Meet with specialists and learn more about available resources. Presentation topics include Vocational rehabilitation, Employment resources, Job posting possibilities, Tax credits and incentives, Accommodations Myths of hiring people with disabilities, Americans with Disabilities Act Amendments (ADAAA), Specific disability issues, Disability In Utah, and Section 503 Federal Contracts.

DustKids is an NSF funded outreach program that is part of the Dust Across a Desert-Urban-Summit Transect (DUST^2) project. Currently DustKids partners with Boys and Girls Club of Greater Salt Lake to provide after school STEM programming on dust science. The DustKids curriculum explores the entire dust cycle with hands-on activities including dust emission, transport, and deposition, air quality, dust on snow, water quality, and soil formation. DustKids also has worked with partners such as Girl Scouts of Utah for special STEM-focused events.

EDU 1400 Study of Disabilities is the only general education course on campus that includes human exceptionality.  Fundamentals of social dynamics between individuals with and without disabilities are explored including identification and challenges of historical, ethical, legal, attitudinal perspectives, and diversity. Social interaction including appropriate etiquette skills are taught/practiced through class discussions, activities, personal reflections, and Service Learning experiences.  EDU 1400 fulfills two general education categories: Diversity and Social Science. Diversity is the study of people and their differences, such as race, ethnicity, social class, gender, ability, sexual orientation, age, religion, etc. Diversity is also the study of how these differences affect power, privilege, and access to opportunity.   This course will identify and challenge your assumptions as you consider multiple perspectives of the world in which you live. As a consequence, this course will invite engaged discussion and personal reflection. Contrasting views will often be expressed by your colleagues requiring respectful listening and sensitivity from each of you.

Prospective general and special educators develop an understanding of the educational needs of children with disabilities and study a variety of instructional and organizational techniques for an inclusive classroom. This course requires participation in 20 hours of CEL. Students are required to get in contact with a school/school district to volunteer at a specific school that meets the course requirements. This CEL project provides a close-up look at the special education system. This is the student's opportunity to observe/support teachers working with students at various academic levels. The students will also be able to see teachers accommodate learning at various levels. Through observations and spending time with children in a classroom setting, the students will be able to clarify course content and help them decide if teaching is a good fit, for them.

Introduction to Multicultural Education prepares future teachers to effectively serve ever-changing racial/ethnic/culturally diverse students. In addition to addressing the historical and theoretical perspectives of multicultural education that values and promotes diversity in elementary and secondary school classrooms, this course has a strong emphasis in teaching students whose first language is something other than English. This is a community-engaged learning course. All of the community-engaged projects will take place in a public school classroom or in a community-based program that serves school-aged children whose first language is something other than English. Students will complete a minimum of a 15 clock hour project working with English Language Learners (ELs). These hours include preparation and research time, hours in the classroom, and any follow-up time required to complete their work. The action research component is the process through which students will write a formal paper about their community-engaged learning project. Students will include relevant research and how it supported or lacked compared to their classroom experience.

Members of English, Linguistics & Writing Studies (ELWS) Department participated in a group service project for Catholic Community Services, serving a dinner meal to those in need at St. Vincent de Paul Dining Hall.

There are three major units in this English 1010 course. These take students through a process of looking at themselves, looking at others then combining research and experience into a final project. Students engage with the community throughout their experience in the class as a foundation for their writing. This course uses Civic Engagement teaching practices in place of a formal text book. English 1010 CE is a rigorous course that challenges students to not only learn academic material but to explore the practical application of that material in a way that benefits students’ communities. English 1010 CE marries civic and academic engagement to make students more mindful of the power of writing, the myriad purposes writing can fulfill, and the diverse audiences writing can reach. Civic Engagement means you will learn more about the impacts of the written word while serving a larger community. This course requires that students commit at least 15 civically engaged hours through one or more of the six pathways to Civic Engagement. Students are encouraged to work directly or indirectly with a non-profit community of their choice over the course of the semester.

This course will provide you with a thorough understanding of mentoring writers. You will gain experiential knowledge of working with writers through service-learning opportunities at a literacy education site of your choosing. Our study of working with existing Course Review writers will be applied to one-to-one tutoring, small group workshops, and community writing projects. Mentoring Writers is a community-engaged-learning course. You will spend 15 hours during the semester engaged in community-engaged learning. This service is not necessarily unpaid. Voluntary service, however, is usually the norm. Whatever the working conditions, you will reflect on your experiences and how they apply to course goals through regular meetings with your site’s supervisor and through reflection assignments, an on-going class blog discussion, and a final researched ePortfolio assignment based upon your community-engaged learning experience. As such, your service experience will be the focal point of the course, as it will provide an environment in which to apply and assess the writing pedagogies we read about and discuss in class. Your particular service opportunity will be determined in consultation with your community-engaged learning supervisor, but may include one-to-one tutoring, small group instruction, workshops, or curriculum/ program development.

ENGL 2100 or Technical Writing is designed for STEM, health professionals, and technology-based majors. Students are encouraged early in the semester not only to choose a community partner but also a type of service that they feel is related to, or can be helpful in, their chosen profession. Most service tends to be project based, although volunteering such as math tutoring and some research-based service is also available. Projects should reflect both the needs of the community partner and the students. As such, grant writing, web design, translation, and informational brochures are some of the commonly projects. In the class, we will learn how to communicate professionally and how to present information in a clear, concise manner. Students who take this class find it very useful for their career fields. Students have obtained jobs using course materials, some even while still taking the course. One student obtained a NASA internship. Another student was able to interview scientists at CERN (European Organization for Nuclear Research) that is the birthplace of the World Wide Web (internet) and the organization that runs the Large Hadron Collider. There are many opportunities no matter your chosen career that will open up to you as you learn professional communication skills.

The Everybody Writes Open Mic exists to emphasize the fact that, not only can everybody write, but that everybody does write. The Community Writing Center created this open mic series in with the goal to bring in all community members to share their work, whatever that might be. Whether you’re interested in sharing something you’ve written, or just feel like dropping by and listening to the work of your fellow community members, open mic night is the place for anyone and everyone.

The Mill's flagship program, the Everyday Entrepreneur Program (EEP) teaches entrepreneurs to identify and validate a business opportunity and build a solid 'go-to-market' strategy. Taught in a peer learning environment, EEP uses a proven iterative process that drives opportunity based on real customer feedback, helping entrepreneurs mitigate risk while creating a quick path to revenue. Entrepreneurship remains the equalizer as participants continue to include almost 60% women and over 50% minority business owners. EEP is expanding into eLearning where students won't be limited to in-person sessions, allowing The Mill to reach rural Utah.

The Everyday Entrepreneur Program 2.0 provides resources, tools and mentors for that critical first six months of being in business. EEP 2.0 integrates a full tech stack into each business' website that enables them to generate leads, manage marketing, nurture the sales cycle, close the deal and receive a positive review or referral - all managed via a dashboard that will track important data to monitor success. In addition to the tech stack, small business owners are taught and mentored through 6 months of cashflow management, financial forecasting and using financial statements with a goal of becoming bankable within 6 months. Leadership is also taught to assist the entrepreneurs with managing people, building a culture and becoming a leader in their community and industry.

FIRST® (For Inspiration and Recognition of Science and Technology) is a robotics community that prepares young people for the future through a suite of inclusive, team-based robotics programs for ages 4-18 (PreK-12) that can be facilitated in school or in structured afterschool programs. Boosted by a global support system of volunteers, educators, and sponsors that include over 200 of the Fortune 500 companies, teams operate under a signature set of FIRST Core Values to conduct research, fundraise, design, build, and showcase their achievements during annual challenges. An international not-for-profit organization (501(c)(3)) FIRST has a proven impact on STEM learning, interest, and skill-building well beyond high school. Alumni of FIRST programs gain access to exclusive scholarships, internships, and other opportunities that create connections and open pathways to a wide variety of careers. FRC is a yearly event where, under strict rules and limited time and resources, teams of high school students are challenged to build industrial-size robots to play a difficult field game in alliance with other teams, while also fundraising to meet their goals, designing a team “brand,” and advancing respect and appreciation for STEM within the local community. My goal as Volunteer Coordinator was to help get the SLCC community more involved through volunteering, mentoring, and tabling at the event.

These programs invite students and community members to enjoy thought-provoking cinema and documentaries at the SLCC Center for Arts and Media. Each screening is followed by a discussion with SLCC faculty.

This is a community outreach program led by SLCC’s American Society of Civil Engineers Club for 7-9th graders. Participants learn to build Lego robots. These events tie to engineering and STEM and encourage K-12 to pursue STEM in the future. FIRST® LEGO® League is a national program guides youth through STEM learning and exploration at an early age. From Discover, to Explore, and then to Challenge, students will understand the basics of STEM and apply their skills in an exciting competition while building habits of learning, confidence, and teamwork skills along the way.

This cookbook was made by the INTL 2040 Immigrant Experience Through Literature & Film, Spring 2022 class in collaboration with the Community Writing Center and the SLCC Humanities and Language Division. The project was designed to celebrate the diversity the immigrant and refugee population bring to our community. It celebrates sharing food as a means of social connection. Free copies of the cookbook are available at the SLCC Community Writing Center.

The flower lei making workshop, taught by instructors from our local community shop at Hawaiian Hut, teaches members of the local community, along with SLCC students and staff, about the history of flower lei making. This program provides a unique opportunity to build relationships and spread the aloha spirit of love, community, and culture.

The CWC collaborated with local arts journalist and writer Alex Ortega on his FFWW series. Funded by a grant from the Salt Lake City Arts Council, he organized and facilitated two free flash fiction writing workshops series at the Salt Lake City Public Library's Glendale Branch. Flash fiction is very, very short story writing. In this workshop, participants age 18+ wrote, read, and built community around flash fiction, prose poetry, and even some flash nonfiction storytelling. For each workshop series, there was a session on zine making that allowed participants to adapt their flash storytelling into another form. The purpose of the workshop was to build community in and around Glendale through writing, storytelling, and flash fiction literacy. The CWC provided staff and material support during each of the workshops. The CWC also hosted two celebrations for the workshop series participants.

For over a decade, the Goldman Sachs 10,000 Small Businesses Program at Salt Lake Community College has helped nearly 1,000 entrepreneurs to address their challenges, grow their businesses and create jobs within their community. Goldman Sachs 10,000 Small Businesses Program was designed by the nation’s top-ranked entrepreneurship school, Babson College, specifically for small business owners. Through the program, participants gain practical skills in topics such as negotiation, marketing, and employee management which can immediately be put into action. In addition, participants receive tools and professional support to develop a customized strategic growth plan to take their business to the next level. Participants receive one-on-one business advising and powerful networking opportunities. The program provides expert advice and technical assistance through partnerships with national and local business organizations, professional services firms, and the people of Goldman Sachs. Thanks to support from the Goldman Sachs Foundation all participants receive a scholarship covering the full cost of tuition and program materials. In return for this support, participants will commit the time and effort required for succeeding in the program.