|  | | 3/30/2023 1:47 PM |  Thropay, Janessa | 3/30/2023 | 3/30/2023 1:40 PM | Justice Epstein served as the CSU system's first general counsel in 1962 and was responsible for establishing the Office of General Counsel. | Leadership | Story | The California State University honors the life of Justice Norman L. Epstein, who passed away on March 24, 2023, at the age of 89. Justice Epstein served as the CSU system's first general counsel in 1962 and was responsible for establishing the Office of General Counsel. Justice Epstein's legal opinions and decisions led to many of the system's initial policies and practices, and his philosophy of proactive law continues to guide the office today. In 1975, he left the CSU when he was appointed by Gov. Ronald Reagan to the Los Angeles Municipal Court. Three more governors would appoint him to increasingly higher judicial positions —Los Angeles Superior Court (Gov. Jerry Brown, Jr.), California 2nd District Court of Appeal, Division 4 (Gov. George Deukmejian), and Presiding Justice of Division 4 (Gov. Arnold Schwarzenegger) —until his retirement in 2018. Throughout Justice Epstein's 45-year legal career, education remained an essential component of his service. Among his contributions, he created an apprentice program adopted by many CSU campuses for students interested in the legal profession and lectured for many years at the California Judicial College and USC. Justice Epstein was born and raised in Los Angeles and graduated with his undergraduate and law degree from UCLA. “As the CSU's first general counsel, Justice Epstein was a foundational leader and exceptional public servant," said CSU Interim Chancellor Jolene Koester. “The CSU was fortunate to have had a person of Epstein's character and intellect serve in its formative years. His commitment to education and the creation of the CSU Court Observers apprenticeship program left a legacy for CSU students."
| | | The CSU Honors the Life of Justice Norman L. Epstein | | | | 3/29/2023 10:32 AM | Beall, Alex | 3/29/2023 | 3/29/2023 4:45 PM | The Los Angeles Innocence Project at Cal State LA works to exonerate the wrongfully convicted. | Community | Story | After serving 38 years in prison for a crime he didn't commit,
Maurice Hastings was declared innocent on March 1, 2023—a decision that followed an October 2022 court order overturning his conviction. This victory was won through the advocacy efforts of the
Los Angeles Innocence Project, a nonprofit based at
Cal State LA working in partnership with the university's
California Forensic Science Institute (CFSI). “He's waited almost 40 years for this truth to come out, and it taught many lessons to everybody in the crime lab, in our project and at the DA's office," says Paula Mitchell, director of the Los Angeles Innocence Project. “These mistakes happen, and they're very serious. Had the jury come out a different way during the penalty phase and decided that Mr. Hastings should be executed, you have to wonder whether he would even still be here and able to challenge his conviction. It's a cautionary tale that explains in dramatic fashion why if there's evidence available for testing, no stone should be left unturned in terms of subjecting it to the most rigorous testing that we have available to us now." In Hastings's case, Los Angeles Innocence Project attorneys were able to locate and test the DNA evidence taken from the 1983 crime, which was then connected to another individual who had been found guilty of other, similar crimes around the same time.
Maurice Hastings, center, with Paula Mitchell, right, at his March 1, 2023 court hearing when he was declared innocent. Photo credit: J. Emilio Flores/Cal State LA
Coming TogetherThe Los Angeles Innocence Project formally
launched in August 2022, bringing together a multi-disciplinary team of litigators and lawyers, exoneree advisors who have had their wrongful convictions overturned, and faculty and students from CFSI and the Cal State LA
School of Criminal Justice and Criminalistics to conduct this level of investigation into wrongful conviction cases. It is the first innocence organization to be affiliated with an academic forensic science program. While the project was only recently formalized, the partnership began about five years ago when Mitchell first collaborated with Katherine Roberts, Ph.D., director of Cal State LA's criminalistics graduate program and CFSI executive director, to secure a federal U.S. Department of Justice grant to conduct postconviction DNA testing. The funds have since supported work in wrongful conviction cases, including Hastings's case. “We are uniquely positioned now to look into cases that are 20, 30, and even sometimes 40 years old," Mitchell says. “When we look at those cases, we find sometimes that the forensic evidence presented in the courtroom all of those years and decades ago doesn't hold up anymore because technology is more advanced or we have better methods now." To achieve the Los Angeles Innocence Project’s goals, faculty and students at CFSI review police reports, evidence, transcripts and other records as well as locate evidence and determine if DNA testing could provide probative evidence. They then provide recommendations to the team of lawyers about how to move forward on the case, which can involve requesting that forensic evidence be reexamined, tested or retested using current technologies. The legal team is responsible for presenting the findings to the criminal legal system to work toward the exonerations of wrongfully convicted individuals. “Our team approach model for the postconviction grant includes legal and forensic practitioners working in unison with forensic academic faculty and graduate students over the two-year period of the Department of Justice funding years," Dr. Roberts says. The team also aims to review 10 to 15 violent felony offense cases during that time, she adds. The Los Angeles Innocence Project’s efforts go beyond DNA forensic evidence, however, to look at other factors that can lead to wrongful convictions. Most recently, the project’s lawyers provided assistance in a seven-week murder trial that resulted in a not guilty verdict. The individual was first convicted on a false confession, but was retried after the conviction was overturned.
A student works at Cal State LA's Hertzberg-Davis Forensic Science Center, which includes the Criminal Justice and Criminalistics graduate program. Photo credit: J. Emilio Flores/Cal State LA
Learning OpportunityThrough its work, the Los Angeles Innocence Project is also positioned to offer greater learning opportunities that can ultimately improve the criminal justice system. First, Cal State LA criminalistics graduate students are involved in the CFSI case reviews in which they examine and evaluate the testing procedures that were used at the time of the trial. They also determine if retesting DNA could result in a conviction being overturned and provide subject knowledge to the legal team. One graduate student has even joined the lawyers as they interviewed a client in prison. Additionally, the School of Criminal Justice and Criminalistics is piloting a service-learning class on wrongful convictions for criminal justice undergraduate students. “We are working with the next generation of criminalists and have an opportunity to train them," Mitchell says. “It's important to connect these dots for students who are in school, learning how to make the world a better place and trying to figure out their career trajectory. … It has hit home for them how critically important it is for criminalists to testify truthfully, fully and honestly about what laboratory testing can and cannot show."
Finally, the Los Angeles Innocence Project has developed a questionnaire for potential clients that asks for information about their case, such as their demographic data or the attorneys, prosecutors and judges involved. The information allows the project to create a database on cases to review that can also reveal systemic problems that lead to wrongful convictions. This data helps increase understanding among lawyers around reliable forensic evidence and provide a platform for advocating for policy changes to better protect the accused. “Our goal is to ultimately have fewer wrongful convictions in the first place," Mitchell says. “It's important to keep in mind how much the criminal legal system has changed as a result of the systemic errors that have been uncovered over the innocence work that's been done over the last 30 years."
Learn more about the
Los Angeles Innocence Project, and consider
donating to its work.
What is a Criminalist?The
American Academy of Forensic Sciences describes criminalists as scientists who “analyze, compare, identify and interpret physical evidence, then report results for use in the justice system.” Criminalistics is then the application of the sciences, both testing and instruments, to physical evidence to provide information that can be used in a trial. This differs from criminology, which is the scientific study of the nature, management, causes and prevention of criminal behavior.
Learn more about the
California Forensic Science Institute. | | | Tragedy to Triumph: New Partnership at Cal State LA Fights for Justice | | | | 3/28/2023 3:30 PM | Thropay, Janessa | 3/28/2023 | 3/28/2023 2:35 PM | California State University Interim Chancellor Jolene Koester has appointed retired Navy Reserve Vice Admiral Michael J. Dumont to serve as interim president of California State University Maritime Academy. | Leadership | Press Release | California State University (CSU) Interim Chancellor Jolene Koester has appointed retired Navy Reserve Vice Admiral Michael J. Dumont to serve as interim president of California State University Maritime Academy. Dumont will begin in his position on July 7, 2023, and will serve in that capacity until a new president is appointed by the CSU Board of Trustees. “Vice Admiral Dumont possesses an extraordinary breadth and depth of specialized knowledge and skills that align with the unique needs of the California State University Maritime Academy," said Koester. “Over the course of his illustrious careers in both the military and the civil service, he provided sage guidance to military leaders and governmental officials at the highest levels and has demonstrated superlative leadership skills. He will undoubtedly be a tremendous asset to Cal Maritime and its cadets, faculty and staff, as well as the maritime community more broadly." “California State University Maritime Academy is an institution that provides life-changing opportunities for graduates who go on to become leaders in the maritime industry," said Dumont. “Cal Maritime is also at the forefront and leading by example in its work to improve diversity, equity and inclusion across the nation's maritime academies and help meet the needs of cadets, faculty and staff regardless of background. I am extremely appreciative of this opportunity to build on these efforts so that all women and men feel welcome and empowered as they pursue their educational goals and professional aspirations." Dumont most recently served as deputy commander, U.S. Northern Command and vice commander of NORAD where, under the direction of the president of the United States and the secretary of defense, he was responsible for overseeing the protection of North America, providing homeland defense, maintaining cooperative security relationships, and supporting state, local and tribal authorities. When not serving in uniform, he held senior policymaking roles in several agencies of the Federal government including as a principal deputy assistant secretary of defense. Earlier in his career he was a litigation attorney with a private law firm representing businesses, municipal governments, and institutions of higher education. He later served as a supervisory prosecuting attorney in Virginia before joining the U.S. Department of Justice where he handled aviation & admiralty litigation as well as major white collar fraud investigations. Since leaving government service, Dumont has been employed as a strategy consultant to business, industry, and higher education. His teaching experience includes having served as a military instructor pilot, and as a legal instructor for the National Advocacy Center, the National College of District Attorneys, and the Virginia Commonwealth's Attorneys' Services Council. He has also served as a guest lecturer for several institutions including the University of Southern Maine, the University of Idaho, the U.S. Air Force Academy, and the University of New Mexico. Dumont earned a bachelor's degree from the University of Southern Maine, a Juris Doctor from Suffolk University Law School, a Master of Science from the National War College, and a Master of Strategic Studies from the U.S. Army War College. His husband, Scott, is employed as a corporate strategist with a global aerospace, defense and IT services company. In November 2022, Cal Maritime's current president, Thomas A. Cropper, announced that he would be retiring, stepping down from the position at the end of the academic year. Cropper is the 14th president of Cal Maritime and has served in that capacity since 2012.
About the California State University The California State University is the largest system of four-year higher education in the country, with 23 campuses, nearly 460,000 students, and 56,000 faculty and staff. Nearly 40 percent of the CSU's undergraduate students transfer from California Community Colleges. The CSU was created in 1960 with a mission of providing high-quality, affordable education to meet the ever-changing needs of California. With its commitment to quality, opportunity and student success, the CSU is renowned for superb teaching, innovative research and for producing job-ready graduates. Each year, the CSU awards nearly 130,000 degrees. One in every 20 Americans holding a college degree is a graduate of the CSU and our alumni are 4 million strong. Connect with and learn more about the CSU in the CSU NewsCenter. | | | Michael J. Dumont Appointed Interim President of California State University Maritime Academy | | | | 3/27/2023 1:28 PM | Beall, Alex | 3/27/2023 | 3/27/2023 9:15 AM | See how CSU faculty and students are studying ways to capture stormwater and strengthen drought resilience. | Research | Story |
When the Rains ComeSee how CSU faculty and students are studying ways to capture stormwater and strengthen drought resilience.
Underground Work
One technology for directing rainwater into groundwater aquifers is dry wells, large tubes underground that can act as temporary storage. These dry wells collect stormwater from the surface and allow it to slowly absorb into the ground, where it can then recharge the groundwater supply. “In Southern California where most Californians live, there's not much water, so we are looking at different alternatives for diversifying the water portfolio,” says Ali Sharbat, Ph.D.,
Cal Poly Pomona professor of civil engineering. “One alternative is seawater desalinization and getting water from the ocean. Another alternative is water reuse or using wastewater as a source. One important part of the natural water cycle that we have missed for a long time is the stormwater runoff.” His CPP team has focused much of its research on the long-term efficacy of dry wells as a solution, looking at their engineering, life span, flooding risks, water quality and effects on the soil ecosystem through tests in both the lab and field.
CPP students collect soil samples for testing in the lab to determine if a dry well should be installed at the site. One ongoing project with the Los Angeles County
Safe Clean Water Program involves finding more affordable procedures to test the dry wells. Other efforts led by undergraduates completing their senior projects have included finding ways to direct stormwater into MacArthur Lake in Los Angeles to irrigate the park and determining how CPP can implement its own mechanisms to capture, treat and reuse stormwater. “Each year in Southern California, we're letting stormwater flow back into our oceans, and our ability to intervene would provide another source of potable water in the region [through groundwater],” says Seema C. Shah-Fairbank, Ph.D., CPP professor of civil engineering. “If we're able to do that, not only are we able to provide a more sustainable water supply, but we're also going to save on energy costs.” The CPP team has also submitted several new proposals to expand its research into how Green Stormwater Infrastructure (GSI) or Low Impact Development (LID)—built environments using vegetation and soil to manage stormwater—can help remove contaminants before the water goes into the dry well and groundwater supply. “This pre-treatment would, in theory, reduce the contaminants in stormwater,” Dr. Shah-Fairbank says. “Once you have that water pre-treated, it can go directly into the dry wells and infiltrate the groundwater. By doing that, we extend the lifespan of the dry well infiltration system. In addition, the LID is a lot easier to maintain because it's above ground.”
CPP students gather during a field visit to Echo Park in Los Angeles as part of their senior project. Finally, they are currently leading a project proposal in partnership with Cal Poly San Luis Obispo, Sacramento State and UC Santa Barbara to work with local agencies to evaluate the effects of GSI pre-treatment, dry wells and the soil column on the quality and quantity of stormwater as it absorbs into the groundwater aquifer. “We're trying to provide recommendations to cities, counties and water districts on the ideal pre-treatment methods that can be implemented to naturally remove contaminants from the stormwater,” says Mehrad Kamalzare, Ph.D., CPP associate professor of civil engineering. “These GSIs are an economical pre-treatment solution when added to the dry wells to make sure that the groundwater would not get contaminated. With all this flood water coming into these dry wells, we want to make sure that the contamination would not find its way into the groundwater.”
Community EffortHassan Davani, Ph.D.,
San Diego State assistant professor of water resources engineering, focuses on the
dual aspects of rain harvesting for water reuse and mitigating flooding in vulnerable communities. “In vulnerable communities that are marginalized, the infrastructure, health, condition and quality of pipes is different than a luxury community … and rain events like [the one in January] can have a disproportionate flooding impact on them,” Dr. Davani says. Through two projects—one in Imperial Beach funded by the National Science Foundation and one in the East Bay region funded by the National Oceanic and Atmospheric Administration—he is studying how rain gardens, a type of green infrastructure built into yards, can mitigate the effects of flooding. A rain garden is a depressed section of landscape that can collect runoff, filter pollutants and help rainwater reabsorb into the soil and groundwater. To determine their effectiveness, Davani uses computer models and small physical models of rain gardens in the lab to study their flow rates, capacity for controlling flooding and ability to remove contaminants. He has also set up a camera system and sensors to monitor existing rain gardens during rain events.
SDSU master's student Ryan McDowell studying under Dr. Hassan Davani stands with a prototype rain garden in the lab.
An active rain garden in San Diego. “Members of communities that suffer from flooding can be a part of the solution,” Davani says. “We want to avoid situations like we had in January when there is a big rain and pollution is washed off into the ocean. … This aspect is very important, too, when it rains—it is not just about flooding and not just about saving some of the water.” In Imperial Beach, the project also enables Davani and a team of students to perform education and outreach about rain harvesting, a method of collecting rainwater for immediate reuse. For example, rain barrels can collect the rainwater and be connected to people’s homes for toilet flushing or watering. The team is conducting social surveys, presentations and focus groups with local residents to gauge their interest and needs in implementing rain harvesting techniques like this. Their findings will inform recommendations for potential incentives that policy makers could implement to encourage residents to adopt the technologies. “Homeowners should do it for savings on their water bill, but … if we can capture some part of the rain in a decentralized way in different units,” it can also address the impacts of flooding and pollution, Davani says. A Green SolutionRain gardens, however, are not the only green infrastructure that can help clean storm runoff before it either seeps into the groundwater or flows to the ocean and waterways. Sandrine Matiasek, Ph.D.,
Chico State associate professor of earth and environmental sciences, studies a range of these technologies to see how well they filter the stormwater, including rain gardens, porous pavement areas and shallow soil-based channels called bioswales. “The first benefit is the quantity of water that runs off is reduced because water is allowed [to seep] into the ground,” rather than storm runoff passing over impermeable surfaces, creating flooding issues downstream, Dr. Matiasek says. “Then there's the water quality benefits where plants, soils and microbial communities will retain and use the contaminants that are in the water for their own metabolism.”
Chico State environmental science majors Adil Syed, left, and Kalyn Allen, right, sort macroinvertebrates from a part of Big Chico Creek on campus to compare the creek's water quality to storm runoff. Much of her ongoing work looks directly at bioswales in the area around Chico State. In one project she oversees, a student team is studying how well plants absorb metal contaminants, where in the plant the metals accumulate and to what extent they can take in the metals before the green infrastructure causes damage to the surrounding environment. In addition, one of her master’s students is studying the role of storm frequency on the performance of bioswales—namely how a channel’s drying out due to drought affects the ability of runoff to absorb into the ground. Another master’s student is measuring the amount of water that flows in versus out of a bioswale, demonstrating how much water infiltrates the soil to recharge the groundwater. Finally, a pollution-focused undergraduate research course Matiasek will teach next year will monitor the bioswales on the Chico State campus to generate more performance data.
Chico State environmental science major Zach Burr collects a water sample from Big Chico Creek to measure its clarity and compare the quality to on-campus storm runoff. “Whether it's coastal or inland, returning water that is at the surface of the earth [back] to the ground is really smart,” Matiasek says. “It can recharge groundwater, which can be a source of drinking water—and by replenishing the shallow groundwater, we are helping the creeks run longer over the course of the year, which helps our urban landscape. … The water cycle can be quick,
or we can help it go a little slower by passing it through soils, and that helps the whole ecosystem in general by providing water to the soil and the plants that depend on it, and also flushing pollutants out.” Help for the EstablishmentA team from
California State University, Northridge has its efforts turned toward California’s existing water infrastructure—working with the California Department of Transportation (Caltrans) to study the performance of the state’s culverts system. These large pipes redirect stormwater away from roads and highways to mitigate flooding. “Culverts are stormwater control structures, whose functionality may become compromised through sedimentation and some biological processes, and basically, we are working on how we can improve their performance,” says Tadeh Zirakian, Ph.D., CSUN associate professor of civil engineering. In addition, the system often directs the runoff into smaller basins where the stormwater can infiltrate into the ground—raising concerns around how much pollution that water is transporting into the aquifers. “If a pipe is open and conveying stormwater that is polluted, it will enable groundwater to start receiving a great deal of contamination,” says Sami Maalouf, Ph.D., CSUN associate professor of civil engineering. “Stormwater carries with it a great deal of pollutants of a biological and chemical nature that adversely affect the sanctity of groundwater.” To conduct a system assessment, student teams visited 500 locations across the state to test the condition, longevity, contamination and rehabilitation needs of the culverts there. Experiments revealed that the health of the pipes was highly dependent on location and the materials present in the runoff. For example, pipes near agricultural areas were more corroded by the microorganisms in the water flowing from those sites. The team used the findings to provide recommendations to Caltrans for extending the lifespan of the system.
CSUN students perform a soil resistivity test at a culvert site.
CSUN students work at the opening of a corrugated steel culvert. The multi-year project employed 17 undergraduate students and two graduate students, one of whom was then hired by Caltrans based on his role in the work, and resulted in a 2019
published report, conference presentations and student-produced articles. Additionally, a student team shot and produced a training video for running the experiments. Recently, Caltrans reengaged the team to consider next steps for rehabilitating the pipes. The team hopes it will also be an opportunity to suggest alternative measures that not only restore the system but improve its ability to capture stormwater and recharge groundwater. “We had a lot of rain in California, and we don't want to waste that invaluable resource,” says David Boyajian, Ph.D., CSUN associate professor of civil engineering. “This is part and parcel of how to capture that and also reroute water from being potentially hazardous to motorists on highways.”
Story: Alex Beall
Photography: Jason Halley/Chico State; Melinda Sevilla/SDSU; Contributed
Share this story | | | When the Rains Come | | | | 3/28/2023 12:12 PM | Thropay, Janessa | 3/23/2023 | 3/23/2023 5:15 PM | California State University Interim Chancellor Jolene Koester has appointed Leroy M. Morishita to serve as interim president of California State University, Los Angeles. | Leadership | Press Release | California State University (CSU) Interim Chancellor Jolene Koester has appointed Leroy M. Morishita to serve as interim president of California State University, Los Angeles. Morishita will begin in his position on July 31, 2023, and will serve in that capacity until a new president is appointed by the CSU Board of Trustees. “Dr. Morishita is an extraordinary leader who, over a long and distinguished career, demonstrated an unwavering commitment to inclusive excellence, innovative student-success initiatives and to educational equity in all its dimensions," said Koester. “His more-than 40 years of experience in leadership positions across the CSU, including his highly successful tenure as president of California State University, East Bay (CSUEB), will serve him well in this role."
“I am excited to formally return to the CSU and to be part of a vibrant, dynamically diverse and student-centered university like Cal State LA," said Morishita. “I look forward to working with the extraordinarily talented faculty, staff and administrators to continue providing transformative educational opportunities for Cal State LA's students."
Morishita has most recently served the CSU in a consulting role, participating in a workgroup formed by Interim Chancellor Koester to identify a multi-year strategy to achieve stable and predictable revenues to support the CSU mission and to maintain affordability for its students, while recognizing and meeting the differing needs of the 23 universities.
He served as president of CSUEB from 2011 to 2020, first as interim president before being appointed to the permanent position in 2012. Under his leadership, achievement at CSUEB reached new heights, with graduation and retention rates steadily increasing, while equity gaps narrowed.
Morishita has held a variety of leadership positions within the CSU, since beginning his career at San Francisco State University (SFSU) in 1978. There, he held positions of increasing responsibility over the course of 30 years, ultimately serving as executive vice president and chief financial officer, administration and finance. Morishita also served on a number of systemwide and statewide committees on budget, investments, human resources and other policy issues.
Morishita earned a bachelor's degree in psychology from the University of California, Berkeley; a master's degree in counseling at SFSU; and a doctorate of education from Harvard in administration, planning and social policy.
In August 2022, Cal State LA's current president, Dr. William A. Covino, announced that he would be retiring. He will be stepping down from the position at the end of July. Covino is the seventh president of Cal State LA and has served in that capacity since 2013.
About the California State University The California State University is the largest system of four-year higher education in the country, with 23 campuses, nearly 460,000 students, and 56,000 faculty and staff. Nearly 40 percent of the CSU's undergraduate students transfer from California Community Colleges. The CSU was created in 1960 with a mission of providing high-quality, affordable education to meet the ever-changing needs of California. With its commitment to quality, opportunity and student success, the CSU is renowned for superb teaching, innovative research and for producing job-ready graduates. Each year, the CSU awards nearly 130,000 degrees. One in every 20 Americans holding a college degree is a graduate of the CSU and our alumni are 4 million strong. Connect with and learn more about the CSU in the CSU NewsCenter. | | | Leroy M. Morishita Appointed Interim President of California State University, Los Angeles | | | | 3/23/2023 12:15 PM | Thropay, Janessa | 3/21/2023 | 3/21/2023 4:00 PM | Comprehensive dual admission program will create a more efficient and accessible way for students to transfer to the CSU. | Transfer Student | Press Release | Even greater numbers of the state's high school graduates will have access to a high-quality California State University (CSU) education through a new dual admission program with the California Community Colleges announced today during the CSU's March Board of Trustees meeting. Called Transfer Success Pathway, the program will guarantee future CSU admission to 2023 high school graduates and beyond who are entering a California community college and who commit to transferring within three years. The Transfer Success Pathway gives students clearer direction as they begin their post-secondary education journey and greater confidence that they will achieve their goal of a four-year degree. “Our community college transfer students are an integral part of our Cal State community, and we are excited about the opportunity to work more closely with them earlier in their journey," said April Grommo, CSU's assistant vice chancellor of Strategic Enrollment Management. “The Transfer Success Pathway is the CSU's promise and commitment to those who don't take a direct route to a four-year degree, particularly those who face academic, geographic or financial barriers. We want you to know that the CSU counts you in, not out." The community college-to-CSU track has long been a way for students to obtain a college degree. CSU enrolls tens of thousands of new California Community Colleges transfer students every year, accounting for 95 percent of CSU transfers. However, a large gap exists between the number of students who intend to transfer, and those who do. According to the Public Policy Institute of California, only 19 percent of California Community Colleges students who are interested in transferring do so within four years. For students who transfer to the CSU, the success rate is high. Data shows that 40 percent of CSU transfer students graduate within two years, and 80 percent within four years. Designed to create a more efficient and accessible pathway for transfer students to the CSU, the Transfer Success Pathway is the CSU's response to Gov. Gavin Newsom's Council for Post-Secondary Education Record with Equity Report and the Postsecondary Education Trailer Bill of 2021 (AB 132), which prompted the CSU and University of California to offer dual admission programs by fall 2023. The CSU's new program exceeds legislative requirements, creating a comprehensive, systemwide dual admission program that complements existing pathways to more students. Beginning with the California high school graduating class of 2023, the Transfer Success Pathway will be open to first-time, first-year state community college students who meet the following eligibility: - were not CSU eligible at the time of high school graduation.
- were CSU eligible but chose not to attend due to personal or financial reasons.
- were CSU eligible but the application to their campus of choice was redirected to another campus, and they did not enroll.
Eligible students can apply in summer 2023, entering into an agreement with the specific CSU campus they wish to attend. As part of the agreement, students must complete either an Associate Degree for Transfer or an established course of transfer at a community college within three years.
The Transfer Success Pathway provides the CSU with a greater opportunity to establish a stronger connection with students while they are enrolled at community college. In addition to guaranteed transfer, students will also receive additional benefits such as pre-transfer counseling, direct access to CSU libraries, and financial aid information. A CSU Transfer Planner portal will launch in summer 2023 to support the program. Students will be able to determine their program eligibility, research campuses and programs available and enter into one agreement.
For more information, visit Transfer Success.
About the California State University The California State University is the largest system of four-year higher education in the country, with 23 campuses, nearly 460,000 students, and 56,000 faculty and staff. Nearly 40 percent of the CSU's undergraduate students transfer from California Community Colleges. The CSU was created in 1960 with a mission of providing high-quality, affordable education to meet the ever-changing needs of California. With its commitment to quality, opportunity and student success, the CSU is renowned for superb teaching, innovative research and for producing job-ready graduates. Each year, the CSU awards nearly 130,000 degrees. One in every 20 Americans holding a college degree is a graduate of the CSU and our alumni are 4 million strong. Connect with and learn more about the CSU in the CSU NewsCenter. | | | CSU Expands Access to a College Degree with New Transfer Success Pathway | | | | 3/22/2023 4:08 PM | Ruble, Alisia | 3/20/2023 | 3/20/2023 8:05 AM | The CSU celebrates Women’s History Month and a significant moment in university history. | Leadership | Story |
a 'DEEP POOL OF EXPERIENCED WOMEN LEADERS'
The CSU celebrates Women’s History Month and a significant moment in university history.
JOLENE KOESTER, PH.D.
CSU Interim Chancellor
What is the significance of women holding all three of these top leadership positions? How might it benefit CSU students and employees to have women leading the university? What do you think got us here?
This moment—when so many of the key leaders across the CSU's constituencies are women—shows
students and employees it is possible for women to assume top leadership positions. The fact that we would notice it and that we would recognize it as something unique and something really significant in the history of the CSU is a reminder that change, in terms of equitable access to leadership for women and people of color, still needs to occur. But it is a thrill at a personal level. It empowers those who identify as women, or who have felt marginalized for other reasons, to imagine themselves in roles that they wouldn't have thought possible previously. It makes a difference to our students as well as those who work for the CSU system. I started at Sacramento State as a faculty member in 1983 and became a department chair in three years. At that point, there were other women in leadership positions on the faculty side as department chairs. Then gradually, over time, there have been more and more female leaders in many of the kinds of administrative positions I have served in. It has been gradual, steady change that has brought us to this particular moment.
Who or what has been your biggest inspiration on your personal leadership journey?
I was supported along the way very enthusiastically when I was in high school by teachers who taught me that I had skills and that I was smart. They gave me lots of opportunities. And I've had many individuals over time who also did that, most of whom were men. My mother was not well educated—she didn't even go to high school—but she was tenacious in her reminders. I grew up at a time when women didn't necessarily go to college, but my mother was really clear: She wanted me and my sisters—and my brother—to go to college. I learned a lot from her and had a lot of gumption because of who she was and how she urged her children to seek higher education.
In what ways do you want to set an example for the next generation of women leaders in higher education and beyond?
I would like to set the example of someone who can attain this kind of leadership role, but also recognize that all people deserve to be treated with respect. Leadership doesn't mean you have to be crude or cruel. I would like to be seen as somebody who leads with values.
WENDA FONG
Chair of the CSU Board of Trustees
What is the significance of women holding all three of these top leadership positions? How might it benefit CSU students and employees to have women leading the university? What do you think got us here?
This moment in time is so significant because it illustrates the deep pool of experienced women leaders qualified to serve in each of these unique roles. It shows that there is a pipeline of women leaders who have decades of experience climbing that ladder rung by rung, some breaking through glass ceilings, unlocking doors and holding them open for others to follow. Something I've learned in my work with diversity, equity and inclusion is that representation and visibility are critical. It's critical for our students and for the CSU community to see women leaders, particularly those of us who are of color, to prove that if we made it, they can too. If you can see it, you can be it. How did we get here as leaders? Allies. It was our previous and current leaders who gave each of us opportunities to gain experience and to persevere, achieve and accomplish. It's not only allies who were supportive, but, frankly, those people who were not. I actually learned a lot from those people who put up barriers—who made things very difficult for me—and I learned how to overcome those challenges.
Who or what has been your biggest inspiration on your personal leadership journey?
It's really simple: My mother. Sadly, my father died when I was just seven years old. My mother raised me and my four siblings. She raised each of us to be independent, to know where we came from, to be proud of our ancestry, to understand the sacrifices our grandparents made and the barriers they and my parents faced, and to love our country and be good citizens.
We were encouraged to value education, and to leave a positive legacy in the world. My mother was an incredible parent, but also an incredible businesswoman and community leader. She taught us by example to be responsible, reliable, professional, hardworking, generous and grateful—and to give back, to persevere, to have integrity, to problem-solve and not to give up. I stand on the shoulders of my grandparents and parents, and we understood that it is our responsibility that we, in turn, lift others onto our shoulders.
In what ways do you want to set an example for the next generation of women leaders in higher education and beyond?
Something I've learned over my four decades of working, particularly in the entertainment industry is that you can succeed by being yourself—your best self. I believe it's important for each of us to strive to be the best person we can be using the unique gifts God has given to each of us. That we don't have to be like someone else, but that we should be true to ourselves. Back in the '70s, women were told we had to dress and act a certain way to succeed, particularly in the business world. I hope I am an example of someone who was able to reach this level of achievement by being her best true self.
SYLVIA A. ALVA, PH.D.
CSU Executive Vice Chancellor, Academic and Student Affairs
What is the significance of women holding all three of these top leadership positions? How might it benefit CSU students and employees to have women leading the university? What do you think got us here?
I think it's remarkable. It is a very unique moment in time to see so many women in such significant and impactful lleadership positions. I feel very honored and privileged to be in such distinguished company. The impact for employees and students is an affirmation that it is possible and within their reach to continue to grow professionally and to aspire and achieve positions of leadership. It's also important to acknowledge that women have always been impactful leaders in our society, and for any number of reasons have not always been recognized for their contributions. Much of my success is owed to women who have been mentors to me and helped me lead in these important roles day in and day out, either as part of my leadership team or as part of my support staff. I really see it as an opportunity to thank them and to extend a deep appreciation for the role of women in both higher education and in the success of women leaders. Even in higher education, there has been a shift in which more women are aspiring to pursue and complete college degrees. And so, with time, you're going to see an increase in representation of women in a variety of key roles in society. I also think there's now an acknowledgement that there have been barriers and obstacles that women have had to face that are disproportionate when compared to those their male counterparts had to face. As a society, we've become more aware of these equity considerations and are trying to be fairer—even in our recruitment and selection processes. Trying to be more intentional and more equity-minded makes a difference.
Who or what has been your biggest inspiration on your personal leadership journey?
I had a moment in my own leadership journey when I literally rode a bus with Rosa Parks, and that moment provided me with what I consider to be an epiphany in my own leadership style. I was at a professional conference where she was the keynote speaker, and there was a bus that shuttled the attendees back to the hotel. Ms. Parks was also on this bus—this very demure, elegant, elderly woman. At the time, I was committed to doing my best work as a faculty member. Reflecting on her impact on society, I realized there was much more that I could do as a leader, as a member of the higher education community. That moment in my leadership journey inspired me to commit to being much more engaged and involved in equity-minded initiatives That was a pivotal moment in my leadership journey, and one that really awakened in me a deeper passion and responsibility for leading.
In what ways do you want to set an example for the next generation of women leaders in higher education and beyond?
A phrase by Cesar Chavez resonates with me in terms of a message I'd like to leave women and other leaders: “Sí se puede." "Yes, it is possible." It takes a lot of hard work, dedication and commitment, but it is possible. I think serving as an example of what is possible is a tremendous privilege and an opportunity I feel very proud of. It's also important to remind women and others that we need a network of support. We need people in our personal and professional lives to whom we can turn. Whether they're confidants or colleagues, it takes a community, a group of dedicated people to get this important work done. There have been many times throughout my career when I was the only woman, the only Latina, in a leadership community, and it can get lonely without your community's support. Your voice needs to be part of the conversation, but you have to create that synergy. You create that harmony. I bring it back to the importance of small impacts. Small gestures like Rosa Parks refusing to sit at the back of the bus can really change the course of history. I believe there's a role for all of us to play as transformative leaders.
COVER PHOTO: (From left) Beth A. Steffel, chair of the Academic Senate CSU; Jolene Koester, CSU interim chancellor; Wenda Fong, chair of the CSU Board of Trustees; Sylvia A. Alva, executive vice chancellor for CSU Academic and Student Affairs
The leaders who oversee the CSU system are dedicated to maintaining the institution's promise of access and quality to the students of California.
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Story: Alisia Ruble
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| | | A 'Deep Pool of Experienced Women Leaders' | | | | 3/14/2023 10:00 AM | Thropay, Janessa | 3/14/2023 | 3/14/2023 10:00 AM | New PK-3 Early Childhood Education Specialist Instruction Credential aims to equip teachers with the necessary knowledge and tools to educate California’s youngest learners. | Teacher Preparation | Story |
The California State University (CSU) is a national leader in developing well-prepared, diverse educators for California's school system. It is home to the largest teacher preparation program in the state and among one of the largest in the nation, and awards approximately 7,000 California teaching credentials annually. In light of California legislation passed in 2021 requiring any school district operating a kindergarten to also provide a transitional kindergarten (TK) program for all four-year-olds, the CSU is excited to offer aspiring and current teachers the opportunity to earn the PK-3 Early Childhood Education Specialist Instruction Credential at participating CSU campuses starting in the 2023-2024 academic year. As California begins implementing TK programs throughout the state, there is a great demand to expand the early learning teacher workforce. The state anticipates the need for 12,000 to 15,000 new teachers by 2025-26. “I am excited about the potential of this new PK-3 early childhood specialist instruction credential to provide a strong and equitable early learning foundation for our youngest and most diverse learners in the state," says Shireen Pavri, Ph.D., assistant vice chancellor of Educator & Leadership Programs at the CSU Chancellor's Office. “These students will be taught by teachers who have specialized knowledge, skills and dispositions to teach our multilingual and multicultural young children in inclusive settings using age and developmentally appropriate practices." The credential will authorize graduates to teach all subjects in a general education classroom setting and to team teach or to regroup students across classrooms, in pre-kindergarten (PK) through 3rd grade. The English learner (EL) authorization provided through this credential aligns with the EL authorization that is earned upon completion of a single-, multiple-subject, or education specialist, credential program. Understanding the critical importance of establishing a strong educational foundation for young children, the CSU values this opportunity to prepare teachers with the necessary knowledge and tools to educate California's youngest learners. In alignment with the CSU's goals for equity and diversity in education, the PK-3 Credential will elevate the early learning education workforce and effectively prepare them to serve students and their families who hail from unique backgrounds and have experienced diverse circumstances. California Governor Gavin Newsom's multi-year compact with the CSU includes funding to increase the number of early education degree pathways available to college students by 2025. Once the PK-3 Credential program is approved at participating CSU campuses, financial aid and grants will be available for teacher candidates seeking this credential. These resources will help establish an accessible and affordable avenue for those interested in pursuing a career teaching in PK through third grade settings. The PK-3 Credential is meant not only to improve the quality of education for all students, especially those from lower socioeconomic backgrounds, but also to explore an untapped resource of early childhood professionals to help address the state's teacher shortage. Whether candidates are new to early childhood education or have been a teacher for 10 years, this credential has the potential to positively impact graduates' careers. CSU programs for educators are designed to promote career-long growth, offering credentials that help graduates excel in their profession, as well as master's and doctoral programs that provide the necessary skills to be transformational leaders. To learn more about the CSU's efforts in preparing California's future educators, visit the Educator and Leadership Programs website. | | | CSU Set to Offer Early Childhood Teaching Credential | | | | 3/13/2023 11:32 AM | Barrie, Matthew | 3/13/2023 | 3/13/2023 8:45 AM | See how CSU field courses provide hands-on learning and prepare students for future research careers. | Research | Story |
The Great Outdoor ClassroomSee how CSU field courses provide hands-on learning and prepare students for future research careers.
Whitewater rafting down a river, trekking through the jungle, spotting wildlife in its natural habitat. While field studies courses offer students these kinds of adventurous experiences, they also give students a taste of life working in the field and hands-on learning that ensures they are job-ready for a career in research. Learn more about some of the CSU’s field experiences.
Cal Poly Humboldt “Immersive courses are really impactful not only for learning, but also for changing people's lives in terms of how they see the world, where they go in their future trajectory, opening their mind to new experiences and not being afraid.” – Dr. Alison O’Dowd Several years ago, Alison O'Dowd, Ph.D., Cal Poly Humboldt professor of Environmental Science and Management, and her master's student conducted research around the Klamath River Watershed. Since then, that experience has grown into a full
field course, which ran its
first session in summer 2022 for 14 students. “The Klamath is such a great outdoor classroom because there's so much going on in terms of restoration, interdisciplinary partnerships, science and monitoring," Dr. O'Dowd says. Following two days of orientation on campus, the group embarked on 12 days of car camping around the basin with an academic focus on restoration, especially as several dams are in the process of being removed from the region. As they moved along their route, the group met with research practitioners, engineers, nonprofits and tribal representatives leading different restoration projects. For example, the group went snorkeling with the Salmon River Restoration Council, learned about off-channel pond restoration with the Karuk Tribe, whitewater rafted to explore river channel features and hiked to 7,000 feet in elevation on Mount Eddy. In addition, each student was assigned two species to become the resident expert on, so when it was encountered in the field, the student could practice acting as a natural historian. “The work you do in the Klamath is hands-on," O'Dowd says. “You're getting wet, you're getting dirty, you're really experiencing it. Every day, students were in the work and not just sitting back and listening. … They felt like they got more out of a two-week course than they did in a lot of their semester-long courses because it was so immersive [and they were] living and breathing that information."
Students in Cal Poly Humboldt's Klamath Basin field course work with technicians in the Yurok Tribal Fisheries Program to collect juvenile salmonids from a rotary screw trap on the Trinity River.
Not only were students learning the material, they were also making meaningful connections with individuals and organizations working in the field who could offer future internships or jobs. “I've found it helps students get that first job or second job after graduation and helps them get over the hump in terms of putting themselves out there and going in the direction that they want to with their career," O'Dowd says. “We hope they get out of the experience a renewed confidence in themselves and their ability to apply for these different positions, and to see themselves as biologists, as restoration workers, as fisheries experts or whatever their discipline is." Participating students earned class credits through the field course and were able to get their tuition covered through Cal Poly Humboldt's program to provide
free summer courses last year. The course will run again in summer 2023, and O'Dowd plans to offer a few scholarships and will encourage students to also seek out funding opportunities to cover the costs.
San Diego State “[The field experience] helped students think through what's next for them and gave them the experience to move forward to the next step in their careers.” – Dr. Erin Riley With a focus on human-primate conflict and biodiversity conservation, the 2022
Indonesia Fieldwork Experience took three students with SDSU Anthropology Professor Erin Riley, Ph.D., to eight sites across two islands, including to Dr. Riley's research site in Bantimurung Bulusaraung National Park. The students learned about field research methods, attended seminars and workshops, and interacted with local communities. “Some of the lessons and experiences students gain by doing field work—especially being in an international setting and outside of a normal routine—challenges them on so many different levels, in terms of travel, organizing one's things to bring, and troubleshooting," Riley says. “How do you engage and network with people from that country, and if you don't speak the language, how do you navigate that? If you do, how do you navigate your position as a foreigner? These are all skills that are so crucial in the contemporary era, and … field work, particularly in an international setting, helps prepare students for that." As part of the program, the SDSU students worked with Indonesian students to develop a digital conservation education outreach tool. Together, they completed an education-related workshop during the three-week trip before splitting into groups to determine how best to communicate the importance of primate conservation to the public. The resulting projects, completed in the fall semester, were an infographic on how to properly observe primates, a video on the harms of keeping primates as pets, and a children's storybook about a monkey experiencing the effects of climate change on her environment. “I think that was a great project to help the students focus on what they learned during the trip and think about how to communicate science to the public," Riley says. “Working with Indonesian students [built] teamwork skills as well."
SDSU student Melissa Callado (center right), who participated in the 2022 Indonesia Fieldwork Experience, presents the concept for a children's book with a team of Indonesian students.
While Riley has been working in Indonesia for more than 20 years and has previously taken master's students with her, last year was the first time she ran a
formal program open to undergraduate students thanks to funding from the ASIANetwork Student-Faculty Fellows Program.
With a National Science Foundation grant covering the next three years, Riley will offer a six-week, research-intensive program with stipends, focused on human-primate coexistence and ecosystem health. The program will be open to both graduate and undergraduate students, allowing the latter to be mentored by students further along in their education. Riley hopes participants will also be able to disseminate their research through conference presentations and journal articles. “Getting students involved in research early in their undergraduate careers, with mentorship from both faculty and graduate student peers, will better prepare them for future research endeavors," she says. “It will also increase the likelihood that they will pursue graduate-level training." Riley adds that this is particularly important for students from underrepresented groups, and the stipends will allow more students the opportunity to gain this hands-on experience.
CSU Channel Islands “It's not about the information, it’s about the experience. It's about taking students out of the classroom and off the campus and putting them someplace new where the topic of study and the method of study are completely adapted and embedded in the place where it belongs.” – Dr. Dan Reineman Through its
Santa Rosa Island Research Station (SRIRS)—established through a partnership with Channel Islands National Park—CSU Channel Islands provided
two opportunities in summer 2022 for students to spend several weeks at the field station and experience hands-on learning on the island. “A lot of our students are from traditionally underserved communities and are first-generation college students—and being able to spend time doing education and research in a national park on an offshore island is not necessarily in the cards for them," SRIRS Director Russell Bradley says. “We offer a variety of programs for them, but one element that we wanted to add with this program is the intensive field course. It's another level of opportunity for education, career preparation and research experience." First, the interdisciplinary field studies program taught field methods and research in topics spanning environmental science to cultural history through lectures, field activities and hikes. “It was the opportunity to travel and work in settings where there are remote field stations and where science is happening in a wet, muddy, hands-on way that was transformational for my career—and the opportunity to provide those experiences for our students in Channel Islands National Park is an enormous privilege," says Dan Reineman, Ph.D., assistant professor of Environmental Science and Resource Management, who helped lead the interdisciplinary session. “To live and work in the park, and learn research methods in biology, anthropology, ecology and resource management, over the course of weeks is an incredible opportunity for our student population." One such field activity included observing a location on the island at the beginning of the trip and then again at the end to show how the students' new skills helped them perform more in-depth observations.
CSUCI students in the Santa Rosa Island Research Station Summer Interdisciplinary Field Studies Program gather at the base of the pier in Becher's Bay on Santa Rosa Island.
“It was wonderful to look at the growth they could demonstrate in such a short time," Dr. Reineman says. “They acquired the skills to look differently at a place that they'd come to know by learning about the place, the species, the geological processes and the deep enriched history. It's a different lens through which to interpret, understand and appreciate the world." The second program was a biology-focused field studies course concentrated on learning field methods in marine and terrestrial ecology, designing scientific questions and conducting research. Participating students developed their own primary research projects on the island and worked in groups to collect data, conduct experiments and analyze the data. “This was really intensive, and the tests didn't always work," says Geoffrey Dilly, Ph.D., associate professor of biology and one of the program leaders. “The failure was part of the point, because the students got to see from the hypothesis testing and the methods building how a project actually comes to fruition." The 2022 programs were supported by private funding and allowed students to earn class credit. SRIRS will resume intensive summer field courses in 2024 and continues offering its other, short-term programs.
Learn more about
research at the CSU.
Story: ALEX BEALL
Photography: Kellie Jo Brown/Cal Poly Humboldt; Contributed
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| | | The Great Outdoor Classroom | | | | 3/6/2023 9:41 AM | Ruble, Alisia | 3/6/2023 | 3/6/2023 8:00 AM | Women may be underrepresented in STEM fields, but these CSU programs aim to change that. | STEM | Story | UN Women has declared the theme for International Women's Day on March 8, 2023 "DigitALL: Innovation and Technology for Gender Equity" to celebrate women and girls who are championing the advancement of transformative technology and digital education.
A report by the American Association of University Women (AAUW) shows that women are significantly underrepresented in STEM majors across the country—for instance, only around 21 percent of engineering majors are women and only around 19 percent of computer and information science majors are women. The California State University offers 1,200 STEM degree programs and enrolls about 90,000 women in STEM degree programs, awarding more than 26,000 STEM degrees to women every year. Resources are available throughout the university to encourage women to pursue careers in STEM, diversifying the workforce and bringing innovative ideas and solutions to solve problems facing women.
As we celebrate International Women's Day and Women's History Month, we highlight CSU programs and organizations that empower women in STEM through recruiting strategies, support programs and career development.
'WiCSE' Women
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There has been a tremendous demand for skilled, diverse talent for specialized high-wage roles in Orange County, especially in the engineering and computer sciences fields. According to Cal State Fullerton, there are, on average, 2.5 job opportunities for every CSUF student who graduates from the College of Engineering and Computer Science (CECS).
To increase the number of women in the STEM workforce, CSUF developed Women in Computer Science and Engineering (WiCSE) in 2012 under the leadership of Susan Barua, dean of the CECS.
“Women, especially women of color, are still greatly underrepresented in computer science and engineering so, often, when they are in their upper-level classes, they're one of very few women and it can make them feel 'othered,' as if they don't belong," says WiCSE advisor and computer science adjunct faculty member Beth Harnick-Shapiro, who is also a CSUF alumna. “We offer a welcoming place where they're surrounded by people who share their lived experiences."
The WiCSE program offers academic and career support, in-house tutoring and programming that addresses students' well-being, prepares them for future careers and creates space to build a strong sense of community. The organization has hosted panels and luncheons with companies like Southern California Edison, Curtiss-Wright, Disney and Raytheon where students can meet and network with company executives and employees.
WiCSE also has plans to resume on-site visits once companies are back on their campuses and can safely host students. Past site visits have included Disney, Dreamworks and NASA JPL. "We are excited to coordinate with companies who hire engineers and computer scientists," Harnick-Shapiro says.
“The goal is to create community while improving retention and graduation rates of women in computer science and engineering degree programs at CSUF by teaching them how to navigate the structure of higher education, and by providing multiple touch points throughout their educational journey," Harnick-Shapiro says. “Thanks in part to WiCSE efforts, as well as revisions to the lower division courses offered through the department, computer science boasts a 93 percent retention rate for women. We like to say: 'If you're a woman in the computer science program, we're going to get you to graduation.'"
The impact has not gone unnoticed. In 2021, WiCSE received a grant from Bank of America that helped the program establish a half-million-dollar endowment, expanding the program from two to four years and potentially tripling the number of female students it helps prepare for careers with the region's tech employers. WiCSE has also received strong financial support from companies like Chevron and Hyundai.
WiCSE has been able to hire a full-time in-house tutor and four paid student assistants who serve as peer mentors and develop their own leadership and “soft" skills as they help coordinate programming. Harnick-Shapiro says she sees many WiCSE participants also become student leaders with organizations on campus like the American Society of Civil Engineers (ASCE) and the Association for Computing Machinery (ACM).
In a recent campus article, Rocio Salgueroa—CSUF alumna, former WiCSE peer tutor and now a technical solutions engineer at Google—said: “What I think is great about WiCSE is that it helps you keep an open mind. I also learned how to search and find answers. Knowing where to look or finding the right person to ask is critical."
Women Lead in Cybersecurity
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With nine tenths of the world's money transacted electronically, the need to protect and secure cyberspace only grows more urgent. As a Center of Academic Excellence in Cybersecurity, Cal State San Bernardino's Cybersecurity Center leads the nation's community of 335 universities as part of that effort. Combined with its wide range of cyber-related degree programs, CSUSB prepares nearly double the national average of women in the field, says Tony Coulson, Ph.D., executive director of the CSUSB Cybersecurity Center (CSC) and professor of information and decision sciences. CSUSB is helping to prepare more women by offering several degree programs that include cybersecurity in a variety of fields—including four different bachelor's degrees and five master's options. Programs include information systems and technology with a cybersecurity concentration, public administration with cyber, business administration with cyber and crime analysis with cyber.
One program that is extraordinarily popular among CSUSB's female students, Coulson says, is the national cybersecurity studies graduate program, which focuses on the global intelligence environment and intelligence analytics. “A lot of people think cyber is one dimension, super technical. But there's a lot of intelligence work. There's a lot of policy work," Coulson explains. The key to getting more women in cybersecurity and STEM, Coulson says, is creating a pipeline at the community level, to make it more natural for girls to think of these careers as options. CSUSB has partnered with the Girl Scouts to create what has become a trajectory-changing cyber camp for at-risk girls in the Inland Empire. Since 2015, more than 1,400 Girl Scouts have participated in GenCyber and more than 300 CSUSB students have contributed more than 4,600 volunteer hours to help make the program success. Coulson explains that their CSUSB-based program eventually led to the Girl Scouts taking part in a national cyber initiative, including introducing cyber badges. “If you give students the opportunity and the resources, they'll provide the passion and they will make this happen," Coulson says. “That's really been a hallmark of our philosophy and how we do things in the Cybersecurity Center." While female representation is growing in the cybersecurity workforce, it still has a ways to go. A 2017 study estimated that women represented just 11 percent of the cyber workforce. However, a 2019 report from the International Information Systems Security Certification Consortium (ISC)² found that women comprised 24 percent of the global cybersecurity workforce. Yet, a 2020 report found that women make up just 21 percent of the North American cyber workforce. CSUSB's Cybersecurity Center continues to push the boundaries and possibilities of cyber education, especially for women.
The STEMinist Mystique
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Through the CSU STEM VISTA (Volunteers in Service to America) program, a San Diego State University alumna is reaching across campus to support women in STEM majors and increase graduation and retention rates in SDSU STEM majors. STEM VISTA is a yearlong national service opportunity in which volunteers use their knowledge and talents to inspire STEM students and coordinate projects focused on eliminating race, class and gender disparities in STEM undergraduate programs. Daniela Narvaez, who graduated from SDSU in 2022 with a bachelor's degree in international security and conflict resolution, is the STEMinist coordinator at SDSU's Women's Resource Center (WRC). In this position Narvaez serves as a liaison between the WRC and departments across campus, learning what support services students might need directly from the departments that serve them. “Through collective work with faculty, staff and students, we have been able to shine a light on women in STEM at SDSU," Narvaez says. “We have been able to grow the Women in STEM Support Group since its creation in 2020 and provide more students with a safe and supportive space to thrive." Narvaez's primary duty is hosting the WRC's Women in STEM Support Group, during which she listens to students and leads discussions on topics including gender and science, how to navigate sexist microaggressions in the workplace and what resources are available to help students prepare for interviews. During the fall 2022 term, Narvaez held an “imposter syndrome" panel in collaboration with the SDSU Center for the Advancement of Students in Academia (CASA) and a “Heart to Art Talk" with the College of Engineering and Tech San Diego, among other events. She plans to host additional events like these in the future. “The panels with SDSU alumna and industry professionals in STEM especially offer students the opportunity to learn from and talk with women who have been through what they are currently experiencing or will experience," Narvaez says. “They're able to build connections with these powerful women and be inspired to believe they can achieve their dreams, too." In addition, the Women in Engineering (WE) Program provides resources and learning opportunities to help female engineers succeed. A special component within the WE Program is the College of Engineering's Femineer® Program, which strengthens the STEM pipeline through PK-12 STEM outreach.
Career-Ready Women Engineers
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Since the 1980s, Cal Poly San Luis Obispo's Women in Engineering Program (WEP) has been recruiting and retaining women engineering and computer science students by focusing on outreach, on-campus support and workforce preparation. While women continue to be underrepresented in the engineering workforce—only 13 percent are women—Cal Poly is taking steps to attract more women to the various engineering disciplines. WEP Director Helene Finger explains the College of Engineering has a goal to have its demographic mirror the state of California, which is 50 percent women. “As of fall 2022, we're up to 30 percent women in our incoming freshmen classes for the first time ever. And as time goes on, our women students at Cal Poly and the College of Engineering are very academically successful," Finger says. “We're trying to get up to that 50 percent mark and really being thoughtful about making sure we're reaching out to women of color in particular." In some of Cal Poly's 13 engineering degree programs, such as biomedical engineering and environmental engineering, women make up more than half of enrollment, while women are less represented in other majors, including mechanical and electrical engineering, Finger says. Working closely with the Society of Women Engineers (SWE), Finger explains that Cal Poly's WEP wants to send the message that there are many opportunities for women to earn bachelor's degrees that will bring in a wage that can support their family. One of the ways in which they attract more women to the field is through outreach via K-12 and community college partners to let women and girls know that there are many options in engineering. “You don't have to absolutely and only love math to be a good engineer because it's problem solving," Finger says. While engineering majors will need to use math and science skills, many of Cal Poly's students—especially women—have broad interests. “In order to solve our current problems and our future problems, we need a range of people who have a range of interests." Broad interests and problem-solving abilities have prepared Cal Poly's women engineering grads to be job-ready on day one. “We have female alumni in every major who are doing amazing things," Finger says. From NASA JPL to Disney to Google and Tesla, “they have been a really sought after group of students in industry." Beyond industry, some Cal Poly women engineering alumni are paying it forward in the academic field. One alumna is leading up diversity and inclusion efforts at Cal State Fullerton, and another is now an environmental engineering professor at Cal Poly Pomona.
Discover more CSU programs and events that help women build their confidence and leadership skills:
| | | How CSU Empowers Women in STEM | | | | 2/27/2023 7:42 AM | Rawls, Aaron | 2/27/2023 | 2/27/2023 6:00 PM | Follow the career journeys of CSU alumni working in the robotics field. | Alumni | Story |
The World of RobotsFollow the career journeys of CSU alumni working in the robotics field.
Grace Lim
Cal Poly Pomona (2015)As a high school student, Grace Lim didn’t see herself attending college. But with the help of her math teacher, she not only applied and was accepted to Cal Poly Pomona, she secured enough financial aid and scholarships to cover her tuition. And, while she left the university after two years to pursue music, Lim later returned to CPP, where an Applied Probability course redirected her career path. “The professor I took that class with is probably the number one reason why I'm here today,” Lim says. “I remember struggling in the class initially and being so overwhelmed on his tests. But I went to his office hours, and those were pivotal moments. He treated me like a normal student, like I wasn't this dropout.” That professor introduced her to the
McNairs Scholars Program—which aims to increase first-generation, low-income and underrepresented students in Ph.D. programs and academia—and agreed to be her research advisor. The opportunity allowed her to find more financial aid, connect with like-minded peers and participate in research related to her math major. “That was where I started getting my motivation to push for what I'm doing and see visions of what I could do with what I'm learning,” Lim says. The program empowered her to take on a research internship at MIT, using math modeling for the motion of microorganisms in a porous medium like cancer spread in tissues, and earn a computer science minor to learn programming. Then, after graduation, she applied to a research internship at NASA Jet Propulsion Laboratory—where she has now been for six years, working her way up to the current role of robotics engineer in the multi-agent autonomy group. “It is really cool to see myself doing something that was so far beyond a dream,” Lim says. During her time at JPL, Lim has worked in a variety of capacities—from conducting product tests to developing software to serving as project lead. Projects she’s worked on have included Department of Defense-funded autonomous vehicles for reconnaissance, the
Europa Lander to look for life on Jupiter’s moon Europa,
Cooperative Autonomous Distributed Robotic Exploration (CADRE) technology for small rovers exploring planets’ surfaces, and the
RACER program to equip autonomous vehicles for high-speed off-roading.
Ken Ballinger
Cal Poly Humboldt (1999), Sacramento State (2010)Ken Ballinger’s CSU journey began with pursuing a music education degree at Cal Poly Humboldt—but continued about a decade later as he entered Sacramento State to earn a second bachelor's degree in mechanical engineering. For Ballinger, the two seem more connected than expected. “My observation is that my brain handles mathematics and formulas similarly to musical patterns, permutations and compound thinking,” he says. “I think this helped me with my math and engineering classes. Engineers have to be creative, not just technical, to arrive at good solutions. And, teamwork, listening and humility, as with writing and performing music, is still very important.” Following his 2010 graduation, Ballinger landed his first engineering position. During his time there, he longed to do more of what he enjoyed, leading him to launch his own business, KB CAD, which provides 3D modeling services to small businesses using computer aided-design software. He later began working at the United States Mint as the facilities engineer, before being offered the role of robotics engineer. In this current role, Ballinger works with a team to maintain and reprogram the robotic assembly lines, serves as technical representative for the investments in robotic systems, and designs and builds the custom automated machines—including designing the controls and safety systems, conducting research, developing prototypes, assembling and testing the machines, and training the users. “To me, robotics is the intersection of mechanical, electrical and computer/software engineering,” Ballinger says. “I am formally trained in mechanical engineering, so there is an incredible amount of other stuff for me to learn.” “The experience of earning my degrees gave me a boost in confidence that I had achieved something tangible towards my goals,” he continues.
Jaime Ciriaco
Sonoma State (2017)As a quality assurance engineer for Bear Robotics, Inc.—which develops service robots for the hospitality industry—Jaime Ciriaco is responsible for creating and running tests on the quality of the products’ software and firmware, which enables communication between software and hardware. But Ciriaco’s journey to his current role began first with a childhood interest in how “televisions, pagers, cell phones, game consoles and remote-controlled cars were made.” This led him to major in electrical engineering and minor in mathematics at Sonoma State, where the support he received helped prepare him for the future. “The professors in the engineering program at Sonoma State were always invested in the students’ development and pushed their students in order to bring the best out of them,” Ciriaco says. “The luxury of being able to walk into my professors’ office hours without a hassle allowed me to ask for help or seek advice on anything I needed. I strongly believe because of this I am able to excel in my current role.” After graduation, a friend working for Knightscope helped Ciriaco secure a role at the autonomous security robot company. There, he oversaw and maintained 100 robots as a network operating center specialist and later built and deployed robots as an operations specialist, before transitioning to his current position. “I was seeking a new challenge and Bear Robotics, Inc., has been able to give me the opportunity to help and grow within the team,” he says.
Story: Alex Beall
Photography: Jason Halley/Chico State; Contributed
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| | | The World of Robots | | | | 2/21/2023 10:00 AM | Thropay, Janessa | 2/21/2023 | 2/21/2023 3:40 PM | Immersive on-campus arts experiences at Fresno State and abroad offer rare opportunity for students to live and work with some of the best artists in their disciplines. | Community | Press Release | The application deadline for most classes is May 22.
The California State University is now accepting applications for its 2023 CSU Summer Arts program, which offers undergraduate, graduate and advanced practitioners a chance to live and study with world-renowned artists and CSU faculty in the fields of art, creative writing, dance, media, music and theatre. An immersive, multi-disciplinary arts experience, CSU Summer Arts will be held in two sessions—June 26-July 9 and July 10- July 23—at Fresno State. In addition, three-week international courses will be offered in Italy (June 5-25), London (July 11-Aug. 1) and Spain (July 20-Aug. 10). “Summer Arts is a truly transformative opportunity for emerging artists to enhance their knowledge, skills and appreciation of the arts," said Ray Smith, CSU Summer Arts director. “The intensive environment accelerates the creative process and helps students master their craft while fostering lifelong friendships and professional relationships that will help them in the future." CSU Summer Arts offers a wide array of creative learning and mastery opportunities in a close-knit and apprentice-like environment. Through the international courses, flutists can perfect their art in Italy, actors can master the British accent, or musicians can hone their skills on the Spanish guitar in Spain. Sample courses on the Fresno State campus include K-pop dance, West African drum and dance, digital world building, print making and novel writing. Students can choose to attend one or both two-week sessions. At the end of the summer, students proudly showcase their artistic talents in an open-to-the-public festival of arts. CSU Summer Arts is accepting applications now through May 22 and is open to students from community colleges, CSU and UC campuses and private colleges, or members of the community with the desire to master their craft. Students admitted to the program can earn up to six units of transferrable credit. Note: the Italy-based course deadline is April 17. Costs range from $1,700 to $4,500 depending on number of units, California residency status, and degree level. Housing and travel are additional costs. Scholarships are available to cover part or all of a student's enrollment fees.
For more information about CSU Summer Arts courses, registration, scholarships or public events, visit the CalState.edu/SummerArts.
About CSU Summer Arts
CSU Summer Arts is a national and international program that provides innovative arts education, exhibition and performances that nurture the artistic spirit and enhance an appreciation of the arts. Launched in 1985 as a summer dance program on the campus of Cal State Long Beach, the Summer Arts' curriculum expanded the following year to include various arts genres. For more than 35 years, CSU Summer Arts has united artists and students, igniting passions and enriching lives through the arts. About the California State University The California State University is the largest system of four-year higher education in the country, with 23 campuses, nearly 460,000 students, and 56,000 faculty and staff. Nearly 40 percent of the CSU's undergraduate students transfer from California Community Colleges. The CSU was created in 1960 with a mission of providing high-quality, affordable education to meet the ever-changing needs of California. With its commitment to quality, opportunity and student success, the CSU is renowned for superb teaching, innovative research and for producing job-ready graduates. Each year, the CSU awards more than 132,000 degrees. One in every 20 Americans holding a college degree is a graduate of the CSU and our alumni are 4 million strong. Connect with and learn more about the CSU in the CSU NewsCenter. | | | The Arts are Calling: CSU Summer Arts Program Accepting Student Applications | | | | 2/20/2023 1:43 PM | Ruble, Alisia | 2/20/2023 | 2/20/2023 9:00 AM | Take a look at these rankings from 2022 that highlight the incredible value and uniqueness of a CSU education. | Apply | Story | Prospective students and their families have long relied on college rankings to help guide their admissions decisions, but a national conversation about some factors used to calculate their rankings has many people asking: Which ones really matter?
Critics claim that rankings like those from U.S. News & World Report, for example, favor schools that have substantial endowments and enroll students from more affluent families over schools that demonstrate a strong commitment to enrolling low-income and first-generation college students. Some have even suggested these rankings promote economic inequality on campuses. Over the past year, several law and medical schools opted not to participate in future U.S. News rankings, and the media company has since announced it will change how its rankings of law schools are calculated, which will be reflected in its 2023-24 rankings. In light of this sentiment, we would like to highlight some of the national college rankings that place a high value on return on investment and upward mobility, as well as some lesser-known ones that demonstrate the wide-ranging benefits of a CSU education.
Moving On Up
.jfif) CSU San Marcos was ranked No. 1. in the nation in CollegeNET's 2022 "Social Mobility Index" for elevating the economic trajectory of alumni and their families.
CSU campuses consistently rank high each year in CollegeNET's Social Mobility Index (SMI), which measures to what extent higher education institutions are helping solve the declining levels of economic mobility in the U.S. In 2022, CSU San Marcos was ranked number one in the index with Cal State Long Beach, Cal State LA and CSU Bakersfield also ranking in the top ten. Earning a university degree is always a game-changer, especially for CSU graduates. As one of the nation's most powerful engines of social mobility, the CSU has a lifetime impact on graduates, significantly boosting earnings capacity and changing the trajectory of families for generations. CSULB alumnus Eduardo Cisneros ('06), intergovernmental affairs director for COVID-19 at The White House, says the university “not only gave me the foundation and the academic tools to prepare me for my career, but as a first-generation immigrant and first-generation college student, I credit them for even putting me on a career path in the first place."
Money Matters
.jpg) CSU campuses are consistently ranked high for incredible value and return on investment and for graduating students who are job ready. (Photo courtesy of Cal State LA/J. Emilio Flores.)
All 23 CSU campuses ranked in the top 100 of Washington Monthly's “Best Bank for the Buck" schools in the West in 2022, with Cal State LA, Cal Maritime, Stanislaus State, CSUN and Sacramento State filling out the top ten. The rankings consider factors like the cost of attendance, the number of enrolled students and graduates who are Pell-eligible—demonstrating significant financial need—and the amount of debt the average student accrues. The CSU provides the most affordable higher education in the nation with the lowest tuition and fees among comparable peer institutions. Additionally, 83 percent of students receive some form of financial aid and more than half of bachelor's degree recipients graduated with zero student loan debt in 2021-22.
Lights. Camera. Action
 San Francisco State alumna and 2017 CSU Trustees' Scholar Anaiis Cisco working on set. (Photo courtesy of Mary Pena.)
CSUN once again ranked among the Hollywood Reporter's 2022 list of the Top 25 American Film Schools. The publication credited the program for acting as a pipeline to the industry's executive ranks and for its expansion of virtual production, as well as its affordable tuition for aspiring film students. The ranking also named notable alumni such as Arielle Kilker, a two-time Emmy Award-winning editor, and Glenn S. Gainor, head of physical production at Amazon.
Cal State Long Beach, Cal State LA and San Francisco State also received honorable mentions in the Reporter's list, which praised the universities' low tuition and sparkling reputations. SF State alumna and 2017 CSU Trustees' scholar Anaiis Cisco, a filmmaker and an assistant professor of moving image production at Smith College, said of her college experience: “The media professionals in SF State's School of Cinema helped me develop my craft as a filmmaker and as a professor. I found ways to intersect art and scholarship while supporting and learning from the next generations of student creators." In an effort to provide a competitive edge to CSU students entering the entertainment industry, the university established the CSU Entertainment Alliance (CSUEA) which provides internship, financial aid and other opportunities.
Going Green
.jpg) Chico State professor and founder/director of the university's Center for Regenerative Agriculture and Resilient Systems Cynthia Daley Ph.D., (center) examines soil samples with students. (Photo courtesy of Chico State/Jason Halley.)
The CSU has a deep commitment to sustainability, evident in its efforts to reduce its carbon footprint, invest in sustainable building practices and engage students in climate change research. In its 2022 Sustainable Campus Index (SCI), the Association for the Advancement of Sustainability in Higher Education (AASHE) recognized Chico State as the top performer overall among master's institutions for its environmental practices and commitment to sustainability. Chico State was also among the top performers in subcategories including curriculum, which looks at courses, programs and learning outcomes in sustainability, and water conservation and reuse. Several other CSU campuses were also recognized among the ten overall top performers: CSUN, San José State and Cal Poly San Luis Obispo.
A Global Education
.jpg) CSU Channel Islands professor of applied physics Geoffrey Dougherty, Ph.D., (center) with faculty and students at Airlangga University in Indonesia as part of a Fulbright Fellowship in 2018.
Four CSU campuses were named top producers of Fulbright Scholars among master's institutions for 2021-22, according to the Chronicle of Higher Education: Chico State, Cal Poly San Luis Obispo, CSU Channel Islands and Cal Poly Humboldt. More than 800 U.S. scholars, artists and early-career professionals teach or conduct research overseas through the Fulbright U.S. Scholar Program annually. Through these opportunities, faculty gain a global perspective that they bring home to CSU students and also help find solutions to global problems. CSUCI professor of applied physics Geoff Dougherty, Ph.D., says his experiences as a Fulbright Scholar have further improved his teaching and provided myriad ideas for new course development and student research. Dr. Dougherty is a veteran Fulbright Scholar, having traveled to Indonesia as a Fulbright Specialist in Engineering Education in 2013 and 2018, and to Australia as a Fulbright Senior in 2009. During his 2022 trip, he taught at two universities: Diponegoro University in Central Java and Airlangga University in East Java.
Stay tuned for more stories highlighting the unique reasons to attend a CSU, and learn about what's happening across the university at Calstate.edu/news.
The value of a California State University degree is unmatched. We offer an affordable, high-quality education taught by world-class faculty members along with strong career advising and hands-on experiences that ensure graduates are job-ready and highly desired by employers. The university works with industry professionals to ensure our more than 4,100 degree programs are relevant to California's workforce needs. Earning a CSU degree has the potential to change the trajectory of students' lives, as well as the lives of their family members, by opening doors to opportunities for upward mobility.
| | | College Rankings that Matter: 5 You May Have Missed | | | | 2/16/2023 11:00 AM | Thropay, Janessa | 2/16/2023 | 2/16/2023 4:30 PM | The California State University has partnered with nearly 100 predominantly African American churches throughout California to present the 18th annual CSU Super Sunday on February 26, 2023. | Diversity | Press Release | The California State University (CSU) has partnered with nearly 100 predominantly African American churches throughout California to present the 18th annual CSU Super Sunday on February 26, 2023. CSU system leaders, campus presidents, administrators and students will visit places of worship to share personal stories and important college-related information with congregants to advance access, opportunity and success for Black and African American students. “Super Sunday seeks to empower African American youth and their families to start early on the path to college and to understand that a CSU degree is accessible, affordable, achievable and transformational," said Sylvia A. Alva, Ph.D., CSU executive vice chancellor of Academic and Student Affairs. “Our 23 universities are committed to ensuring students in historically underrepresented communities have the resources and support they need to thrive, experience a sense of belonging, and achieve college and career success. As part of Graduation Initiative 2025, we are laser-focused on eliminating equity gaps and supporting Black and African American students in earning their degrees and making a lasting difference in our communities." After Super Sunday services, outreach directors and staff will provide information on the CSU application and admission process, as well as scholarships and financial aid available to Cal State students. Since its launch in 2005, more than a million people have participated in this signature awareness event of the CSU's African American Initiative, which aims to increase the preparation, support, retention and degree attainment of Black and African American students. In 2021-22, more than 3,900 African American students earned CSU bachelor's degrees and more than 800 earned CSU graduate degrees. The CSU remains focused on improving equity and inclusivity for underserved students of color, first-generation college students and students from modest-income families. In fact, eliminating graduation rate equity gaps that exist between underserved students and their peers remains a top priority of the CSU Graduation Initiative. With 23 universities across California, the CSU offers more access to diverse higher education pathways than any public university system in the United States. Nearly one-third of CSU students are the first in their family to earn a degree, more than half are from traditionally underrepresented communities and nearly half of undergraduates receive the Pell Grant. And, more than half of CSU bachelor's recipients in 2021-22 graduated with zero student debt. To find a CSU Super Sunday church location near you, visit the CSU Super Sunday website.
About the California State University The California State University is the largest system of four-year higher education in the country, with 23 campuses, nearly 460,000 students, and 56,000 faculty and staff. Nearly 40 percent of the CSU's undergraduate students transfer from California Community Colleges. The CSU was created in 1960 with a mission of providing high-quality, affordable education to meet the ever-changing needs of California. With its commitment to quality, opportunity and student success, the CSU is renowned for superb teaching, innovative research and for producing job-ready graduates. Each year, the CSU awards more than 132,000 degrees. One in every 20 Americans holding a college degree is a graduate of the CSU and our alumni are 4 million strong. Connect with and learn more about the CSU in the CSU NewsCenter. | | | CSU Super Sunday Message Inspires College-Going Culture Across California | | | | 2/13/2023 7:58 AM | Rawls, Aaron | 2/13/2023 | 2/13/2023 1:30 PM | For Black History Month, we acknowledge the milestones and exceptional people who have helped to make the California State University what it is today: a place of academic rigor, exceptional achievement and pioneering inclusiveness. | Community | Story |
Honoring the Voices of our Ancestors
Story: Audrey Eftychiou, Alex Beall
Photography: Courtesy of CSU CAMPUSES
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| | | Honoring the Voices of our Ancestors |
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