Light Center

Enrolled students can participate in the LIGHT Center online and/or face-to-face, regardless of the modality of the section they enroll in. For example, students enrolled in an online section can still attend the LIGHT Center in person. Students also have access to all LIGHT Center tutors, regardless of which course/subject area they enroll in. Except for GUID 143, each LIGHT Center course requires the following:  

• 45 hours spent in the physical or virtual LIGHT Center. 
• Five contacts with LIGHT Center staff.  
• Completion of an intake and Measurable Progress Document (MPD) identifying goals for your work in the LIGHT center.    
• Completion of Reflection on Measurable Progress Goals assignment. 
• Completion of LIGHT Center Student Satisfaction Survey. 

The LIGHT Center study skills courses are designed to help students develop strategies for studying that fit their learning styles and accommodate any learning disability or learning differences they might experience. In previous semesters, students who have enrolled in the LIGHT Center courses showed greater persistence (that is, they stayed enrolled), earned better GPAs, graduated sooner, and graduated at higher rates than students who were not getting the support. Be sure to read student comments below. We work hard to provide a friendly and supportive environment for all learners. 

Except for GUID 143, these are all hybrid courses—you can access your course in person and/or online in the virtual lab available through Zoom. GUID 143 is a learning disability assessment course; the assessment components must be completed in person at the Eureka or Del Norte campuses.  The learning strategies component of GUID 143 can be completed in the LIGHT Center in person or virtually. 

You can access the LIGHT Center physically and/or virtually regardless of whether you are registered for a physical section or for a virtual class section. If you sign in and out each time you attend, your hours will count towards your grade. If you join the class virtually, Zoom will automatically log your hours. Be sure your Zoom ID is your full name [first and last] because if we do not know who you are, we cannot track your hours. 

For each section you are enrolled in, you are required to spend 45 hours in the LIGHT Center (in person and/or virtually). If you start the class right at the beginning of the semester, that means you need to put in three (3) hours per week in order to meet 45 hours by the end of the 16-week semester (or six (6) hours per week during the summer term). Starting later in the term means more hours per week. At different points during the semester, we will let you know if you are on track to pass the course based on the requirements listed above. You can also check your grade in the Canvas gradebook.  

If you spend a lot of time in the LIGHT Center, you will be encouraged to sign up for another section (45 additional hours of LIGHT Center staff support for each additional section you enroll in).  

Part of the benefit of the LIGHT Center is learning to develop regular study habits. Students are encouraged to commit to spending time in the lab on a regular basis.  

GUID 145, 146, 147, 148, & 246  

Non-SASS Students

• You may take each course (GUID 145, 146, 147, and 148) one time for credit. 
• You can receive financial aid for each course (145, 146, 147 and 148) one time.  
• You can enroll in the non-credit section (GUID 246) as many times as you want.  
• You can obtain assistance in any subject area regardless of which section you are enrolled in. 
• If you are not enrolled in SASS and would like SASS support (such as through unlimited repeatability of these courses or academic accommodations), contact the SASS office (sass@redwoods.edu or 707-476-4280) to discuss eligibility requirements and to apply.

SASS Students 

• You may repeat any course (GUID 145, 146, 147, 148, and 246) as many times as needed.  
• You can receive financial aid for each course (145, 146, 147 and 148) one time. 
• You can obtain assistance in any subject area regardless of which section you are enrolled in.
• If you have difficulty registering for a section, contact the SASS office or the LIGHT Center for assistance. 

GUID 143 Individualized Assessment and Academic Planning 

A learning disability is a condition with a presumed neurological basis which interferes with some aspect of learning. This course is designed to help us assess your learning strengths and weaknesses and to determine whether you may be eligible to receive academic accommodation based on a learning disability.  
 
Our process is an eligibility assessment to determine whether a student qualifies for academic accommodations and does not result in a diagnosis.    
 
The class is a half credit class, requiring a total of 22.5 contact hours. Testing consists of an intake process, two or three assessments, and a results session. The tests are individually administered by a Learning Disability Specialist. The testing process takes between six and eight hours, and the remainder of the time is spent in the LIGHT Center and/or working with a Learning Disability Specialist to develop skills and strategies for success. The requirements for this course are: 

• 16 hours spent in the LIGHT Center (either in person or virtually). 
• Completion of an intake meeting and a Measurable Progress Document (MPD) identifying your goals. 
• Complete all psychometric assessments necessary for a learning disability evaluation. 
• Completion of Reflection on Measurable Progress Goals assignment. 
• Complete LIGHT Center Student Satisfaction Survey and/or Satisfaction with Assessment and Learning Strategies Survey. 

It is not unusual for students who have gone through the K-12 education system without difficulty to struggle with the increased challenge of college courses. Sometimes this difficulty is a symptom of an underlying issue which has never been assessed. Other times, students have been identified and perhaps given IEPs or 504 plans. If you had an IEP or 504 plan in K-12 and are interested in receiving academic accommodations, please reach out to the SASS office.  
 
Other conditions (such as ADHD, anxiety, depression, and others) can result in learning challenges or occur along with learning disabilities, but they are not learning disabilities themselves. Our process helps us figure out what is happening and how to best support our students.

The LIGHT Center is available in person at the Eureka and Del Norte campuses, and virtually through Zoom (Zoom link available through Canvas).  

Eureka Campus LIGHT Center 

• Fall and spring semesters: Monday – Thursday 9 am – 5 pm, Fridays 9 am – 2:30 pm 
• Summer term: Monday – Thursday 9 am – 5 pm 
• Located in the Learning Resource Center (LRC), back left corner (building #6 on the Eureka campus map) 
• Phone: (707) 476-4290 
• Email: light-staff@redwoods.edu  

Del Norte Campus LIGHT Center 

• Fall and spring semesters: Monday – Thursday 8:30 am – 4:30 pm, Fridays 8:30 am – 2:00 pm 
• Summer term: Monday – Wednesday 9 am – 5 pm 
• Located in the Main Building, on the far side of the Library (Del Norte campus map) 
• Phone: (707) 465-2353 
• Email: light-staff@redwoods.edu  

Virtual LIGHT Center 

• Fall and spring semesters: Monday – Thursday 9 am – 5 pm, Fridays 9 am – 2:30 pm 
• Summer term: Monday – Thursday 9 am – 5 pm 
• Zoom link available through Canvas 

The LIGHT Center is open when courses are in session during the fall, spring, and summer terms; it is closed for winter break and all college holidays. Students enrolled in a LIGHT Center course can check Canvas for current tutor schedules, resources, and information for the current term. LIGHT Center hours are subject to staff availability. 

SASS Office Contact Information 

• Phone: (707) 476-4280 
• Email: sass@redwoods.edu  
• Office:  
  
  • Eureka: Learning Resource Center (LRC), back left corner (building #6 on the Eureka campus map) 
  • Del Norte: Main Building, on the far side of the Library (Del Norte campus map) 

Instructors 

• Don McArthur, Instructor and Learning Disability Specialist, Student Accessibility Support Services 
• Andrew Nichols, Instructor and Director, Student Accessibility Support Services 

Andrew is the Instructor of Record for Eureka and the Director of Student Accessibility Support Services. Don is Instructor of Record for Del Norte and a Learning Disability Specialist. Because Andrew is the program director, Don assists with instructor duties in Eureka. Don can be reached by phone (707-465-2351), email (donald-mcarthur@redwoods.edu), or by Zoom (including through the LIGHT Center link available in Canvas). You can also ask any of the other staff for help. 

Staff Member	Location	Specialization
Andrew	Eureka and Zoom	LIGHT Center Instructor
Diane	Del Norte and Zoom	English  Humanities  Writing
Don	Del Norte and Zoom	LIGHT Center Instructor  Learning Disability Specialist
Jason	Eureka and Zoom	Accounting  Computers  Economics  Business  Math  Technology & Accessibility Assistance
Kate	Eureka and Zoom	Learning Disability Specialist
Kendall	Eureka and Zoom	Learning Disability Specialist
Linda	Eureka and Zoom	Anatomy  Biology  Chemistry  Physiology  Other Sciences  American Sign Language 1  Early Childhood Education
Lucas	Eureka and Zoom	English  Humanities  Reading Comprehension  Writing
Sandor	Eureka and Zoom	Math  Statistics
Peer Tutors	Del Norte, Eureka, and Zoom	Peer tutors are available to support LIGHT Center students in a variety of content areas.

 

The best way to reach LIGHT Center staff is through the Canvas inbox message feature. Be sure to message all LIGHT Center staff to be sure that your message is responded to by the first available staff member. Phone calls are also a good way to contact us (Eureka: (707) 476-4290; Del Norte: (707) 465-2353). Please allow a few days for a response to emails (light-staff@redwoods.edu). 

 

	GUID 143	GUID 145, 146, 147, & 148	GUID 246
Grading  (See CR Catalog for more information)	Pass/No Pass	Pass/No Pass	Satisfactory Progress
Assignment #1	Complete all psychometric assessments necessary for a learning disability evaluation.	Log 45 hours in the LIGHT Center (in person and/or virtually).	Log 45 hours in the LIGHT Center (in person and/or virtually).
Assignment #2	Complete an intake with a Learning Disability Specialist.	Complete an intake with a LIGHT Center staff member.	Complete an intake with a LIGHT Center staff member.
Assignment #3	Submit Canvas assignment “Measurable Progress Goals.”	Submit Canvas assignment “Measurable Progress Goals.”	Submit Canvas assignment “Measurable Progress Goals.”
Assignment #4	Log 16 hours in the LIGHT Center, in person and/or virtually.	Throughout the term, make 5 contacts with a LIGHT Center staff member.	Throughout the term, make 5 contacts with a LIGHT Center staff member.
Assignment #5	Submit Canvas assignment “Reflection on Measurable Progress Goals.”	Submit Canvas assignment “Reflection on Measurable Progress Goals.”	Submit Canvas assignment “Reflection on Measurable Progress Goals.”
Assignment #6	Complete Student Satisfaction Survey and/or Satisfaction with Assessment and Learning Strategies Survey.	Complete Student Satisfaction Survey.	Complete Student Satisfaction Survey.

Note: students who log more than the required number of hours in the LIGHT Center will be notified and asked to enroll in an additional section in order to continue receiving services for the remainder of the term. 

Passing grades are determined by completing the course requirements listed above. Progress toward the LIGHT Center requirements will be posted to the Canvas gradebook and updated regularly. To pass a for-credit LIGHT Center course, you must earn at least a 70% on the following course requirements. Students enrolled in the noncredit GUID 246 course will be deemed to have made satisfactory progress by attending the LIGHT Center and participating in the course assignments. 

Course Requirement	Requirement Points	Percent of Grade
Assignment #1	45	60%
Assignment #2	6	8%
Assignment #3	6	8%
Assignment #4	6	8%
Assignment #5	6	8%
Assignment #6	6	8%
Total	75	100%

 

Guidance 143 - Individualized Assessment and Academic Planning 
An in-depth evaluation of learning disability as it is defined by Title V of the California Education Code for community colleges. Students will be assessed using psychometric tools to determine eligibility for accommodations and services. The course involves analysis and understanding of learning differences, the importance of the selection and application of effective learning strategies and the critical role of self-advocacy in persons with a learning disability. 

Guidance 145 - Applied Study Skills and Strategies 
Development and application of adaptive study strategies. Students receive one-on-one and small-group instruction in study strategies designed to enhance success in mainstream coursework. Strategy-based learning is stressed in an effort to address a student's learning disability and/or learning difference. Independence and self-advocacy are stressed throughout this course. This course is open to all students, but registration with Student Accessibility Support Services (SASS/DSPS) is required to repeat the course. Note: Student must be enrolled in at least one academic class to be eligible to take this class.  

Guidance 146 - Applied Study Skills and Strategies for English 
Development and application of adaptive study strategies in English. Students receive one-on-one and small-group instruction in study strategies designed to enhance success in mainstream coursework in English and the humanities. Strategy-based learning is stressed in an effort to address a student's learning disability and/or learning difference. Independence and self-advocacy are stressed throughout this lecture/lab course. This course is open to all students, but registration with Student Accessibility Support Services (SASS/DSPS) is required to repeat the course. Note: Student must be enrolled in at least one academic class to be eligible to take this class.  

Guidance 147 - Applied Study Skills and Strategies for Math 
Development and application of adaptive study strategies for math. Students receive one-on-one and small-group instruction in study strategies designed to enhance success in mainstream math-related coursework. Strategy-based learning is stressed in an effort to address a student's learning disability and/or learning difference. Independence and self-advocacy are stressed throughout this course. This course is open to all students, but registration with Student Accessibility Support Services (SASS/DSPS) is required to repeat the course. Note: Student must be enrolled in at least one academic class to be eligible to take this class.  

Guidance 148 - Applied Study Skills and Strategies for Science 
Development and application of adaptive study strategies for science. Students receive one-on-one and small-group instruction in study strategies designed to enhance success in mainstream chemistry or biology coursework. Strategy-based learning is stressed in an effort to address a student's learning disability and/or learning difference. Independence and self-advocacy are stressed throughout this course. This course is open to all students, but registration with Student Accessibility Support Services (SASS/DSPS) is required to repeat the course. Note: Student must be enrolled in at least one academic class to be eligible to take this class.  

GUID 246 - Applied Study Skills and Strategies  
A noncredit course designed to teach adaptive study strategies. Students receive one-on-one and small-group instruction in study strategies designed to enhance success in mainstream coursework. Strategy-based learning is stressed in an effort to address a student's learning disability and/or learning difference. Independence and self-advocacy are stressed throughout this lecture/lab course. Note: Students must be enrolled in at least one academic class to be eligible to take this class.