May 8, 2026 Grand Rapids Community College’s (GRCC) Occupational Therapy Assistant (OTA) program has achieved a milestone for the third consecutive year: every student who took the national certification exam passed, qualifying them for credentialing and licensure in all 50 states. The result reflects a program built on hands-on learning, real-world experience and a focus on developing clinical reasoning. Faculty say that approach equips students not only to pass the exam, but to enter the workforce with confidence. Hands-on Training Drives Success The program emphasizes experiential learning from the start. Students complete five fieldwork experiences across a range of practice settings, reinforcing classroom instruction with direct patient care. “I think a lot of the success for our students when it comes to the board exam is they have five different fieldwork experiences and they’re in a wide variety of different practice settings,” said Matthew Mekkes, OTA program director. “By the time our students are taking the board exam, they have what they need to do well.” Mekkes said the combination of lab-based instruction and diverse clinical placements prepares students for both the exam and professional practice. A Legacy Of Mentorship Established in 1979, the program benefits from a long-standing network of alumni working in the field. Many graduates now serve as clinical supervisors, creating a built-in mentorship pipeline for current students. “We have over 75 clinical contracts in place,” Mekkes said. “Being able to place our current students with our former students is hugely helpful.” Some alumni have spent decades in the profession and understand the program’s expectations, he said. That familiarity helps bridge the transition from student to practitioner. Faculty Rooted In the Profession Program faculty continue to work as occupational therapy practitioners, bringing current industry experience into the classroom. “We’re not teaching about something we used to do years ago,” Mekkes said. “We all have active practices where we’re working within our specialties.” That perspective shapes a curriculum focused on real-world application. In addition to required fieldwork, students complete projects with clients before entering clinical placements — an approach Mekkes said is uncommon. Learning To Think, Not Memorize   The program prioritizes competency-based education, emphasizing skill demonstration over traditional academic assignments. “It’s one thing to write about what you know and another to demonstrate it when you have someone in front of you,” Mekkes said. Students progressively build independence as they move through the program, supported by structured practice and feedback. By the time they reach the certification exam, faculty say, they are relying less on memorization and more on clinical judgment. “You can’t really study for the exam,” Mekkes said. “You review what you’ve learned along the way. It’s less about memorizing information and more about a way of thinking.” He described the exam as a test of higher-level cognitive skills — evaluating whether students can determine appropriate actions in real-world scenarios. Support Inside And Outside The Classroom The college provides additional resources to support student success, including free tutoring from a program graduate who is a licensed OTA. Faculty also emphasize collaboration among students, whose varied backgrounds contribute to the learning environment. “The diversity of our students, both in age and experience, is a strength,” Mekkes said. “Students have the opportunity to learn from others in different life stages and circumstances.” That diversity, he said, helps create a more dynamic and supportive classroom experience. A Culture Focused On Growth The program intentionally fosters an environment where students can build confidence over time, even if they begin the program uncertain of their abilities. “We work really hard as a faculty group to create a culture where it’s OK to feel unprepared at first,” Mekkes said. He encourages students to view challenges as part of the learning process, reframing failure as an early step toward mastery. “It’s about becoming comfortable with the power of ‘not yet,’” he said. “We talk about failing being your first attempt at learning. It’s about normalizing it and staying in that growth zone when you encounter something hard. We want students to learn to lean into that discomfort. That’s when learning occurs. We’re here to support you in that space. We're here to provide feedback that is helpful and also encouraging.” Strong Outcomes And Open Access   GRCC’s OTA program is open enrollment, with no waitlist or competitive admissions process. Students who meet the requirements are eligible to enroll. About 85% of students who begin the program complete it, with many securing employment before graduation. With continued demand for occupational therapy assistants, graduates are well-positioned to enter the field. “The job market continues to be strong,” Mekkes said. “There are opportunities to immediately get into the program and immediately get to work once you complete it.” Preparing Students — And Future Practitioners The program’s emphasis on critical thinking and supportive learning reflects the profession’s focus on helping patients regain independence. Faculty at GRCC model that same approach, combining clinical reasoning with a sense of optimism that occupational therapy assistants bring to patient care. In doing so, they prepare students not only to serve others, but to understand the value of that support firsthand. As a result, graduates enter the field ready to provide intentional, patient-centered care — backed by a perfect pass rate. With a third consecutive year of 100% exam results, the program continues to show that its approach — grounded in experience, mentorship and clinical reasoning — produces graduates ready to succeed. Visit the Occupational Therapy Assistant program web page to learn more about courses and admission requirements. This story was reported by Anjula Caldwell.  

May 6, 2026  As Scott Van Hoven prepares to take over leadership of the plastics program at GRCC, his past is catching up with him in the best possible way.  Van Hoven worked in engineering and technical sales at RJG Inc. for 30 years before joining GRCC. He knows from personal experience that RJG’s sensing technology is one of the best in the business. That’s why he was thrilled when RJG offered to place their latest technology on one of the injection molding machines at GRCC. “RJG is a well-known supplier and their equipment is widely used in West Michigan, “ Van Hoven said. “We had RJG process monitoring technology in our plastics lab, but it was 12 years old. This is an incredibly generous offer from them, and it will make a huge difference to our students.”  Process monitoring technology allows technicians to ‘see’ what is happening inside a mold. Using this tool, a manufacturer can determine if parts are good or bad while they are still in process. Van Hoven says that training students in this technology has multiple benefits.  “Using RJG’s technology, our students will be able to observe what happens inside a mold as they manipulate different variables,” Van Hoven said. “This gives them a much better understanding of cause and effect, which is an important part of troubleshooting. Knowing how to use this technology is definitely a resume strength for our students.” The Strength of Industry Partnerships  Jason Robinson, Consulting and Training Manager for RJG, is very excited about helping new people enter the plastics profession.  “Our motto is ‘Mold Smart,’” he said. “In addition to our industry-leading technology, we also provide extensive training and consulting. We see GRCC as a valuable partner. They bring new people into the field and give them broad experience in all types of molding and maintenance work. Then when someone begins working, we can provide complementary training.”  Industry partnerships such as this are one important reason why GRCC graduates are so well prepared to enter the workforce.  "There are a lot of plastics manufacturers in Michigan,” Van Hoven said. “All of them have the same problem, which is the lack of skilled labor. They are crying for it. We meet regularly with our Advisory Board to ensure we are meeting industry standards. In addition, we are not just teaching theory. Our students get plenty of hands-on time in the lab using the equipment and tools they will encounter in the workforce. They  can walk into virtually any plastics manufacturer in West Michigan and find RJG technology. That makes them more qualified to step into a meaningful role after completing our program.” Using Technology to Transform an Industry   One of the reasons there are so many plastics manufactures here is because we are surrounded by industries that make heavy use of plastics in their products. Robinson notes that RJG technology can help the quality of safety-critical parts and reduce waste.  “A molding machine that’s running without our sensing technology can only tell you what the settings are,” Robinson said. “Our sensor sees what is actually happening in the mold. Our software keeps all the data and provides traceability for quality control purposes. That’s important, because manufacturers can’t afford to build thousands of faulty products. And the industries they supply — such as automotive and medical — can’t afford quality lapses that would impact the safety of their products.” Both Van Hoven and Robinson see technology as an important tool to help “green up” the plastics industry.  “Our software allows manufacturers to deploy their existing molding equipment using less expensive resins that are made with recycled materials,” Robinson said. “That helps reduce use of virgin natural resources, while aligning environmental stewardship with profit objectives.”  “There’s a strong industry push to keep increasing the reusability of plastics,” Van Hoven said. “We touch on this topic in our introductory class. Someday, I hope to offer a plastics sustainability certificate program. Partnerships like the one with RJG are the stepping stones to making that a reality.”  Visit the Plastics-Polymer Engineering Technology Certificate web page or associate degree web page to learn more about the programs. This story was reported by Julie Hordyk.  

May 5, 2026 A visible, student-centered initiative connects access, timing and community support Grand Rapids Community College students preparing for graduation and career opportunities found more than clothing at the Grad Closet Pop-Up held on April 29 in the Student Success Center. Organized through the Woodrick Center for Inclusion and Multicultural Affairs (WCIMA), the event created an open, accessible space where students could select free professional attire for commencement, job interviews, internships and fellowships. Meeting Students Where They Are The idea behind the event was simple: remove barriers and meet students where they are. While GRCC already offers resources through the From One to Another second-hand store, the Grad Closet Pop-Up focuses on visibility and timing bringing those resources directly into a high-traffic space during a key moment in the semester. “This is what access actually looks like no barriers, just showing up,” said Joel Reyes Hernandez, ALAS program coordinator at WCIMA.  Clothing racks filled with donated blazers, dress shirts, pants and shoes lined the space. Students moved through the pop-up at their own pace, trying on items, asking questions, and selecting pieces that aligned with their next steps. Throughout the three-hour event, participation remained steady, with students continuously entering the space and engaging with available resources. The initiative was led by Reyes Hernandez, who worked to activate existing campus resources in a more visible and immediate way. “We already have the resources. The work is making sure students can see them and access them when it matters.” Showing Up When It Matters   Beyond providing clothing, the event created a space for interaction and support. Staff and volunteers were present throughout, helping students think through what they needed and how they wanted to present themselves in upcoming opportunities. “Students came in looking for something simple to wear. They walked out with confidence," said Reyes Hernandez. Community support played a key role in the event’s success. Donations from faculty, staff and local supporters made it possible to offer a wide range of clothing options at no cost to students. The event also highlighted the impact of small, intentional interventions. By removing the need for appointments or formal processes, the pop-up created a low-barrier environment that encouraged participation. “When the community shows up for students, everything changes.” Organizers see this as more than a one-time effort. The success of the Grad Closet Pop-Up has opened conversations about expanding the initiative into a recurring model, potentially offered multiple times each academic year. The approach reflects a broader shift toward making student resources not only available, but visible, timely and easy to access. “This is not just about clothing. It’s about how we show up for students in the moments that matter,” said Reyes Hernandez. Visit the Woodrick Center's web page to learn more about how they support students and to see the latest news.