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>> It's kind of hard figuring out what you want to do
with your life and everything.
>> When I actually initially went to go make my plan for,
like, set to graduate with a counselor and I just --
I went in there completely blank.
I didn't know anything, what I needed, just my general math,
English, child development.
And then I just -- I felt really --
as soon as I left I had a whole plan made for each semester.
I felt so, so good and so, like, ready to work and accomplish,
like, all my goals so.
>> I think my main issue is just, like, access to counselors
who have that kind of knowledge about TAG and just allowing us
to have that more personal relationship with it.
That would really help.
>> The only obstacles I faced during my first year was being
able to get the right classes that I needed.
So not knowing what kind of classes I need to transfer
and I didn't know what questions to ask.
So that was a really big challenge.
>> I wasn't writing very strongly in my essays,
so she kind of sat down with me and pointed me
in the right direction.
She fixed little things here and there
and then helped me become a stronger writer.
>> From my experience, if you know the counselor
and you liked it, I hope that they have some kind of system
that at least, like, can we talk to you just specifically you
because you know me more than another counselor?
>> She never let us give her an excuse not to do anything.
She was always very much like, if you're not going
to be here, just let me know.
I'll send you the files.
Or, if you're going to show up late, that's fine.
Just give me a heads up.
>> Mostly registering.
Like, I've been here for four years now,
and I think the first year I was just trying to get any class
that I could, right, just for priority.
It was really hard.
And I got -- I only got into chemistry by raffle, so...
I'd probably be here longer if I didn't do that.
I think that's the biggest challenge.
>> She will always email all the students that don't forget
about this before the semester ends.
So, like, it really just helped to get along in school
for my first semester.
>> Latest example, I was in business communications.
I was taking three classes that one semester,
and so she understood my stress levels and my busy schedule.
But she was willing to meet outside of class.
I emailed her.
She's just a really good communicator.
>> He has always been very caring.
When you go to his office hours, he tries always to give you time
to meet your concerns.
>> I remember one thing that he said was that,
Do all the homework so that, when the test comes, it's easy.
You know, so the test is more like just more homework
because it's the same stuff from the homework.
And that really spoke to me.
It made a lot of sense through just spending, like,
three hours a day doing the work.
When the test came, it was just like a breeze.
It was real easy.
And that has carried on to all my other classes,
not only mathematics.
>> Not even just about the material anymore.
It's more about, like, how they make you feel and how, like,
they can encourage you to do things
or even question why we do things
that make you question why you do the things yourself.
>> Sometimes the attitudes
that professors bring can be negative,
and they can become people who are telling us
about the world instead of being with us
on a journey of exploration.
>> I also like when teachers have us teach other people.
I really think that, if you learn something
with the intention of teaching others
that you really tend to retain it more.
>> Talking about certain topics that the readings cover
such as gender roles, identity sex and so on and so forth.
And we had these discussions and questions that we ask each other
about how we feel, whether we relate or not
and our own personal experiences and all that.
And I felt like that really helped me
in my learning experiences.
It allowed us to engage with our topics.
It allowed us to debate and fortify our positions
or convert our own experiences.
>> Just let people come together and talk and just, like,
that's how everybody engages
and forms connections and stuff like that.
>> I think, whenever I first came to PCC,
my goal was to just kind of get in and get out.
But I was never against making friends along the way.
So I've made a couple of really good friends here.
I see one of them like every day.
We have a class together now.
People know exactly how I feel about things, and, like,
they know about classes and professors,
and it makes it an easier experience
than to just be completely alone.
>> My major is in teaching.
So I had professors, and several of them helped me
out every semester and let me know like, hey.
You're doing a really good job; or, Hey,
this career field is really good for you.
And they really pointed out my strengths.
>> After my presentation, he said, you know, I can --
I see this in a lot -- I don't see this in a lot of students,
but with you I can see that you seem really dedicated
and you seem really -- you seem really determined
to pursue your goal.
And I know he doesn't know me personally personally,
but he knows that he can -- he sees that I'm officer material,
and hopefully I can become an officer.
>> You know, in order to bring students together
with the assumption that they will feel comfortable,
but sometimes it doesn't work like when you treat culture more
as a representation, something that you can represent
in some way instead of something that you can perhaps value.
You see it as a value like -- not like, oh, yeah.
Feel proud to be Mexican, for example, or to be Latino.
It's more about why.
Like why should I feel value?
What's the value?
It's not only about feel proud of your history, for example,
where you come from, whatever, whatever.
It's more about what can you do?
What do you offer as a human being?
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