Honorees were nominated by faculty or staff and endorsed by their college’s dean. Here is a closer look at each award recipient:

Alexis Medina, human development

President’s Outstanding Graduate Award

Dean’s Award, College of Education, Health and Human Services

Medina was lauded as an exceptional scholar, mentor and advocate whose achievements reflect the highest ideals of CSUSM and the CSU’s mission of social mobility.

His academic excellence culminated in a 3.97 grade-point average and summa cum laude distinction. But it was his hands-on commitment to advancing student success for others that most distinguishes him.

Across more than 1,200 hours of community-engaged service, Medina has worked directly with K-12 students in under-resourced schools, providing individualized academic support, facilitating small-group instruction and mentoring young learners as they navigate their own educational journeys. In dual immersion classrooms, he leverages his bilingualism, supporting Spanish-speaking students in developing both academic confidence and a sense of belonging in spaces where they are often marginalized. He intentionally creates inclusive learning environments that affirm students’ identities, reinforce their capabilities and encourage persistence in the face of challenges.

Beyond the classroom, Medina extends this impact by guiding high school students, including first-generation and multilingual learners, through college and career exploration, helping them envision pathways that may have once felt out of reach.

Wendy Hardy, linguistics

Dean’s Award, College of Humanities, Arts, Behavioral and Social Sciences

Hardy, who also has a minor in French and American Indian studies, was praised for leaving a lasting impact academically and culturally across the campus community.

Hardy’s work demonstrates the transformative power of language to build understanding, preserve culture and advance justice. Graduating with a 3.958 grade-point average, she displays academic excellence that's matched by the depth of her applied work, from contributing to the Kawaiisu Language Documentation Project in support of Indigenous language revitalization to advancing research on linguistic justice through faculty-led scholarship. She is also a gifted educator, serving as a teaching assistant in French, teaching at the San Marcos Senior Center, and bringing creativity and care to tutoring and mentoring.

As founder and inaugural president of the Linguistics Collective, president of the French Club and a leader on the CHABSS Dean’s Student Advisory Council, Hardy has created spaces for belonging, professional growth and community that will endure well beyond her time at CSUSM.

Casey Budlong, business administration marketing

Gerevas Family Dean’s Award, College of Business Administration

Budlong has made a difference across many student groups on campus, and she was hailed as a purpose-driven student leader whose academic excellence and professional growth reflect the very best of CoBA.

Graduating with a 3.915 grade-point average, Budlong has distinguished herself as a top-performing marketing student with a strong foundation in both the analytical and creative dimensions of the field. Business professor Kristin Stewart said from her experience working with Budlong through a Professional Sales Center social media micro-internship, along with consistent feedback from her professors, she is repeatedly described as reliable, independent and collaborative. Budlong also was lauded for consistently taking initiative and producing work that is both thoughtful and results-driven.

Beyond the classroom, Budlong has made a meaningful impact on campus and in the broader community through leadership and service, including supporting environmental efforts through the Surfrider Foundation and serving as a volunteer board member for the Huntington’s Disease Society of America San Diego Chapter.

Isabel Serrano, biochemistry

Dean’s Award, College of Science, Technology, Engineering and Mathematics

Graduating with a 3.95 grade-point average in a demanding major, Serrano has distinguished herself through academic excellence and the depth and impact of her research.

In the lab, Serrano has made meaningful contributions to the field, developing novel compounds with potential applications in areas like medical imaging and next-generation technology. Her work has led to a peer-reviewed publication and a patent contribution through her internship with Novartis.

Serrano was lauded for how she brings others along with her. As the founding president of Out in STEM and a leader in multiple student organizations, she has created opportunities for her peers to connect and see themselves in STEM fields. She has helped raise funds so fellow students could attend conferences, mentored first-generation students and built communities where people feel like they belong. Outside of campus, she has carried that same commitment into her community, using her bilingual skills to advocate for others. Serrano’s journey is already opening doors for those around her.

Callie Steppat, biological sciences

Dean’s Award, Graduate Studies and Research

Steppat is completing a master’s degree with a perfect 4.0 grade-point average and will continue her education in a Ph.D. program at Cornell.

In the lab, Steppat has built an extraordinary track record by finishing her degree in one year, an unprecedented achievement in the program. She has led five research projects, contributed to six peer-reviewed manuscripts and introduced entirely new lines of inquiry that will continue shaping the lab’s work long after she leaves, according to biology professor Dennis Kolosov.

Kolosov praised Steppat for being an outstanding teacher and mentor, someone who creates supportive, inclusive spaces where students feel comfortable asking questions and building confidence in science. She has co-mentored undergraduate and graduate students in the lab and the classroom, truly embodying the teacher-scholar model, helping lead them to conference presentations and publications.

Outside the university, she volunteers in her community through beach cleanups, supporting dental care for underserved populations and working with veterans in need.

Nayelie Ortiz, sociology

Dean of Students’ Outstanding Leadership Award

Ortiz has built a strong academic record, but Interim Dean of Students Norma Larios said what stands out most is how Ortiz has used her time at CSUSM to lift up those around her.

Since her first year, Ortiz has been deeply involved with the COMPASS Center, supporting undocumented, mixed-status and immigration-impacted students through mentorship, advocacy and day-to-day care. She has helped students navigate challenges and persist to graduation, often stepping in during moments of real crisis to make sure no one feels alone. Whether organizing support for a peer in need or simply showing up consistently with empathy and encouragement, Ortiz leads in a way that is both powerful and personal.

That commitment to others extends far beyond campus. Ortiz mentors first-generation students, coaches youth soccer and volunteers in community safety patrols to support families in her hometown. Even while facing personal challenges, including the impact of devastating fires affecting her own community, she has remained focused on showing up for others.

Media Contact

Eric Breier, Interim Assistant Director of Editorial and External Affairs

ebreier@csusm.edu | Office: 760-750-7314

But before putting the finishing touches on your list of New Year’s resolutions, let’s take a look back at some of the most-talked-about stories of 2025.

Hunter Industries Gives Transformational $10M Donation for ISE Building

In September, CSUSM announced a transformational $10 million philanthropic investment from Hunter Industries, one of the largest gifts in university history. The donation is supporting the construction of CSUSM’s new Hunter Hall of Science and Engineering, a cornerstone of the university’s commitment to preparing the next generation of engineers and scientists.

Perfect Chemistry: Campus Wedding 16 Years in the Making

If getting married at one’s place of employment seems unconventional, it shouldn’t to those who know biology professor Elinne Becket and chemistry professor Robert Iafe. The passion they have for their students is the same passion they have for the university, so it makes sense that the tied the knot on campus at the McMahan House on campus.

CSUSM Kicks Off Historic $200 Million Fundraising Campaign

Through the largest fundraising campaign in university history, CSUSM is aiming to raise $200 million to support student success and power the region’s future. The university officially launched its “Blueprint for the Future” campaign on Sept. 19. It’s an effort that combines philanthropy with grants and research funding. The campaign’s theme reflects both the physical growth on campus and the forward momentum building at CSUSM. 

Professor Elevates Samoan Language, Culture as Consultant for "Moana 2"

Professor Grant Muāgututiʻa never could have dreamed that linguistics would take him to the shores of Oʻahu as he rubbed elbows with Dwayne “The Rock” Johnson and other stars of the Disney glitterati before the world premiere of the animated film “Moana 2” in 2024. Indeed, Muāgututiʻa was more than a little caught off guard when the filmmaking team behind the sequel to the wildly popular movie “Moana” from 2016 contacted him out of the blue two years ago.

Construction of New Wellness and Rec Center Underway

CSUSM held a Construction Kickoff on Nov. 12 to celebrate construction being underway for the Student Wellness and Recreation Center (SWRC), which is expected to open by summer 2027. CSUSM is partnering with Sea Breeze Properties – developers of North City, which includes CSUSM’s North Commons, The QUAD and the Extended Learning Building – on the SWRC, which will be the latest addition to campus life.

Faith, Resilience Help Athlete Through Life-Threatening Crisis

It all started with a headache. A seemingly normal ailment, but Malachi Wright doesn’t get headaches. And he definitely doesn’t get headaches that force him to leave work early or have him confined to the couch and throwing up for three straight days. That's when his mom, Ivonne Mancilla, knew this was something more. Wright spent the next 40 days in the hospital, undergoing three brain surgeries with no idea what the future would bring. But Wright defied all odds. 

Alumna Finds Purpose in Advocacy for Native Children and Families

As Maya Goodblanket reflects on her time as a student, she vividly remembers the day she found the California Indian Culture and Sovereignty Center at Cal State San Marcos. Little did she know that she was meeting mentors that day who would help her achieve the career she has today. Goodblanket, a member of the Cheyenne and Arapaho Tribes of Oklahoma, serves as an Indian Child Welfare Act court advocate for the Valley Center-based Indian Health Council, which provides health and wellness services for American Indian communities in north San Diego County. 

Ask the Expert: A Scientific Perspective on the L.A. Fires

When the hills above Los Angeles exploded in flames early last month, Matt Rahn snapped into action. Rahn, though, isn’t a firefighter who was called into duty to help battle what became one of the biggest and most destructive fires in California history. Rather, he’s a wildfire researcher at Cal State San Marcos who, in 2019, created a unique degree program called Wildfire Science and the Urban Interface. He’s also the executive director of the Wildfire Conservancy, a nonprofit research foundation dedicated to serving the state’s firefighters and protecting its communities.

Cougar Care Network Marks 10 Years as a Campus Hub for Connection

Built on listening first and guiding without judgment, the Cougar Care Network enters its second decade as a trusted stop for students seeking practical help, community and a path forward. The Cougar Care Network (CCN) launched in fall 2015 as part of Cal State San Marcos’ Early Support Initiative within the Student Outreach and Referral (SOAR) program. 

Chronic Illness a Journey of Strength, Self-Discovery ... and Salt

The first time Emmi van Zoest rode in an ambulance was in May 2024. She was in the middle of her 10:30 a.m. Communication 200 class when she realized her vision and hearing were failing. She couldn't keep her legs or arms straight and she couldn’t speak. The full memory is hazy, but she found herself sitting outside of Crash’s Market in the University Student Union with a handful of salt packets and on a Facetime call with her parents, who live in Tennessee. This experience didn’t come out of nowhere. She has postural orthostatic tachycardia syndrome, or POTS, a chronic condition that she has lived with since her junior year of high school.  

Media Contact

Eric Breier, Interim Assistant Director of Editorial and External Affairs

ebreier@csusm.edu | Office: 760-750-7314

“We never heard about people going to college,” said Barrera, who earned a bachelor's degree in human development in 2018 and a master's in public health in 2024. “If it weren’t for Upward Bound, I wouldn’t have known it was a possibility for me.”

Through Upward Bound, a program that helps low-income and first-generation high school students prepare for college, Barrera received academic support, mentoring and help with applications.  

When Barrera arrived at Cal State San Marcos, she discovered a community that was both welcoming and unfamiliar.

“I met an international student for the first time," she said. "Back home, everyone is Hispanic. It was so interesting to be in a place that celebrated diversity. The campus and the student life centers showed me that there’s a place for everyone.” 

After earning her bachelor’s, Barrera began working in health-related fields and discovered a passion for research. Returning to CSUSM for her master's helped her refine that passion and find belonging.

“That’s when I really felt seen as a Mexican-American researcher,” Barrera said.

Receiving a scholarship from the CSUSM Alumni Association was another milestone.

“The money was helpful, but more importantly, being selected was super validating,” she said.

Today, Barrera works at Pacific Lutheran University in Tacoma, Wash., and hopes to pursue a doctorate in public health. As an employee benefit, she was able to create a will and decided to include a $10,000 scholarship for public health students at CSUSM.

“Making a will was so easy, a lot easier than I thought, and I’m extremely grateful to be in this position to give back,” Barrera said.

Supporting students like her and the public health field is at the heart of Barrera's motivation to give. Asked what she’d tell future recipients of her scholarship, she doesn’t hesitate.

“You received this scholarship for a reason," she said. "There are people out there who see your potential and have invested in it. Lean into that and trust your capabilities to do incredible things. Keep going!”

How You Can Support Future Students in Your Estate Plan

Barrera’s story is a powerful example of how anyone, at any age, can help future students thrive.

Gifts in estate plans – through wills, trusts or retirement accounts – can be changed by the donor at any time, and there are many possible planned giving options to suit your needs. Gifts at all levels make a difference for students.

“I want young people to know it’s easier than they think,” Barrera said. “Even with modest assets, you can still set up a planned gift. You don’t have to wait until later in life.”

To learn more about planned gifts, contact P. Vien Walker, director of planned giving, at 760-750-8138 or vwalker@csusm.edu, or visit plannedgiving.csusm.edu.

Media Contact

Eric Breier, Interim Assistant Director of Editorial and External Affairs

ebreier@csusm.edu | Office: 760-750-7314

That's when his mom, Ivonne Mancilla, knew this was something more.  

It was the summer of 2023. Wright – who had just completed his second year at Cal State San Marcos, where he plays for the men’s soccer team – was experiencing pain like he had never felt before. 

“He has a high pain tolerance,” Mancilla said. “I started noticing how much he was sleeping and how he was walking very fragile. I realized it wasn’t a normal headache.” 

On the third day of the headache, Mancilla took Wright to urgent care. Doctors treated it as a migraine, giving him some medication and sending him home. But the pain continued to be unbearable. Wright told his mom that he felt like he was dying.  

On day four, Wright went to the emergency room. It saved his life.  

Wright spent the next 40 days in the hospital, undergoing three brain surgeries with no idea what the future would bring. No certainty if he could return to school, let alone soccer, his passion from the time he was a young child. 

But Wright defied all odds. 

“I hope to get my story out to people so that they can see anything is possible,” Wright said. “I am trying to bring people inspiration and give glory to God. That was my thing in the hospital, having faith and staying faithful to God, knowing that I'll be OK and he's got me.” 

Wright was guided by his faith throughout his hospital stay. He and his mom prayed throughout the journey, and she kept a bible verse at the edge of her son’s bed that they read every day as he fought for his life. It’s Psalm 30:2: 

Lord my god, I called to you for help, and you healed me. 

Those prayers began virtually the moment Wright arrived at the emergency room. A CT scan showed that his brain was filling with fluid, and an MRI revealed a cyst in the third ventricle of his brain. 

When a neurosurgeon came to review Wright’s scans, she was horrified. No one had informed her of his highly critical state. He was dying. 

“They said his brain was like a balloon and that it could burst at any moment,” Mancilla said. “I had to sign a paper giving them permission to go in and drain his brain immediately because he could have brain damage or die.”  

There was not space available or time to get Wright into an operating room. Instead, ICU nurses rushed into his room to assist the neurosurgeon, who numbed and drilled a hole in Wright’s head to drain the fluid.  

Doctors initially wanted to place a permanent shunt in Wright’s brain. Mancilla was a fierce advocate for Wright throughout his hospital stay, earning the nickname “Bulldog” from nurses. She was resistant to the shunt, worried it would affect Wright's ability to pursue his dream of becoming a firefighter. After she expressed her concerns, the lead neurosurgeon opted for a temporary shunt instead.  

Wright was in and out of consciousness for much of his time in the hospital, but a strong support system – including his mom, his aunt Vanessa, members of the family’s church, and coaches and teammates from CSUSM’s soccer team – played a crucial role in helping him through the process. 

The constant stream of visitors led Mancilla to discover the positive impact that Wright has had on so many people. His manager at Casero Taqueria, where he still works, reached out to Mancilla asking for permission to start a GoFundMe. The community raised $14,000, the exact amount needed to cover the family’s maximum out-of-pocket medical costs. 

“I didn't realize how many people Malachi has impacted,” Mancilla said. “Sometimes as a parent, you don't get to see all that until these types of things happen. Sometimes we focus a little too much on what they're doing wrong and not on all the other good things that they're doing that maybe they don't tell you about. 

“I told him, ‘This is all because of the seeds that you've planted out in the world, and this is how it's all coming back to you. So continue to be who you are.’ I am so proud of that. I was such a proud parent.” 

Wright endured three brain surgeries during his hospital stay. The first removed the majority of the cyst, the second cleared residuals of the cyst and the third addressed blood clots.  

It was a physically and mentally draining process. After the first surgery, Wright was temporarily paralyzed on his left side. He couldn’t sleep and was in constant agony. 

“It was the worst pain I felt in my life. It was excruciating,” Wright said. “It was really hard. I was confused, wondering where I was. It was a lot of scary stuff.” 

It wasn’t until Wright’s 35th day in the hospital that Mancilla felt like her son would be OK. His pain levels were reduced and he could walk again. But the biggest sign to Mancilla that Wright was doing better? He asked for his phone, which he hadn’t been able to use for most of his hospital stint. 

Though Wright’s pain was finally under control, other challenges remained once he left the hospital. He underwent cognitive, physical and speech therapy. Doctors expected the recovery process to take two years, but Mancilla knew her son had the fortitude for a quicker recovery. She could see that Wright was capable of more than he was initially allowed to do in the rehabilitation process, and her tireless advocacy paid off. 

Wright returned to CSUSM in the fall of 2023, just months after his hospital release. He eased back in by taking one class before increasing his load to three courses in spring 2024. He is grateful for the support he received throughout this time from coaches, teammates and athletic department staff, also noting the important role that CSUSM’s Disability Support Services played in helping him return to the classroom.  

 A little more than a year after his three surgeries, Wright was back as a full-time student and soccer player. Wright didn’t just settle into classes, he thrived in them. He received a 4.0 grade-point average, making him the highest academic performer on the soccer team.  

“Not only did he heal perfectly, he's a better version of himself,” Mancilla said. “He turned something that caused him so much pain into good. He continues to make good choices for himself. He uses that painful experience and turns it into good.” 

That includes his efforts on the soccer field. Returning to the sport he loves was an impressive milestone for Wright, especially because it was considered virtually impossible just months earlier.  

Perhaps the most powerful moment of the 2024 season came in a match against Biola University. As the first half was winding down, Wright scored his first goal since the health scare. Mancilla, who never misses a game, ran down to the field. Coaches welcomed and hugged Mancilla as she rejoiced over the milestone.  

“It was a great, raw moment of emotion, love and gratitude,” said Ron Pulvers, CSUSM’s men’s soccer coach. “An experience I will never forget. 

“Malachi is a tireless worker in all aspects of life. He lives our core value of unconditional gratitude at the highest levels and lives his life with unequalled faith.” 

Wright is back on the field this fall as he continues work toward a bachelor’s degree in human development. He is scheduled to graduate in fall 2026, with an ambition of becoming a firefighter. 

While his time spent in the hospital was scary, the support he received helped him overcome adversity and his faith helped him remain positive. He now uses his experience to encourage others and push himself to perform the best he can.  

“People meet Jesus at the end of the rope. And that was the end of my rope,” Wright said. “Going through this whole experience with my brain really changed my perspective on life and it changed my character as a man.” 

Media Contact

Eric Breier, Interim Assistant Director of Editorial and External Affairs

ebreier@csusm.edu | Office: 760-750-7314

“It didn’t matter if I was on my deathbed,” said Ralph, who has been battling two types of cancer and congestive heart failure.

“He was going to crawl here if he had to,” said Robin Adkins, Ralph’s wife.

The commencement ceremony was one of three held by CSUSM, which became the first public university in San Diego County to host a fall graduation.

Alyson Adkins was one of more than 500 graduates who participated in the festivities. A human development major, Alyson is the first of Ralph and Robin’s three grandchildren to graduate from college, making the day even more special. Alyson is planning to continue her education in an 18-month accelerated nursing program at Grand Canyon University.

Robin commended CSUSM’s commencement team for helping to ensure Ralph made it safely inside the Sports Center for the noon ceremony. She said Ralph and Alyson share a special connection, one forged from the moment Alyson was born and Ralph cut her umbilical cord.

“They have a bond that none of us can touch, you know?” Robin said. “His prized possession is a 1970 Corvette that we got him when he came out of chemo. And he restored it. And we all know that car is going to ‘Redhead.’ It’s in the will – she gets it.”

Media Contact

Eric Breier, Public Affairs Specialist

ebreier@csusm.edu | Office: 760-750-7314

Melissa Hernandez has taken that vision to heart.

Thanks to her heavy activity on campus – including a 3.8 cumulative GPA – and in the community, Hernandez has been named the 2022 dean’s outstanding graduate for CEHHS.

“When you get nominated for something, you don't really expect to get it,” said Hernandez of her honor. “As the first in my family to go to college and get a bachelor's degree, it's kind of surprising but rewarding. I guess I'm not used to being recognized for my effort, but this is an opportunity to do so. It’s made me feel really appreciative of everything and everyone involved.”

When Hernandez arrived on the CSUSM campus four years ago from nearby San Pasqual High School, she – in her own words – didn’t know what she was doing. As a first-generation college student, she had nobody in her immediate circle to show her the ropes.

But when this stage in life challenged her, she met it head on.

Hernandez tapped her passion to help others while she immediately connected with as many professors as she could. She knew her future was in her hands.

“I went in not knowing even how to register for classes or how to navigate the whole college system,” said Hernandez, a human development major. “I didn't expect to receive this award or even graduate. It was difficult with a lot of figuring it out on my own. But with the people around me and the services provided by Cal State San Marcos, it was important for me to be a part of it all. I started to feel like everyone had the same opportunity here.

“Sometimes you go to schools or you hear of other schools that don't have the same thing that we have. And I think it's important for everyone to be included.”

Hernandez’s passion for helping others has manifested into a pair of opportunities this school year as she performed a service-learning project at an elementary school and also had an internship virtually while working full time.

She currently works at Vista Community Clinic as a community health specialist. She engages in the food distribution program at the clinic, visiting two cities weekly to provide food for people living in poverty. She also works for the medical mobile unit of the clinic, which provides health services at no cost, including COVID-19 testing and vaccine distribution.

She set up some of her fellow CSUSM classmates for a focus group organized by the VCC for youth perspectives regarding mental health resources in San Diego County.

“I've learned so much more about different ways to give back to the community and how to show up for your community,” Hernandez said of her job at VCC. “And I think that has reflected to a lot of my work at school. Working full time for that job has been insightful because at the same time what I'm learning in class, I'm practicing at my job.”

On campus, Hernandez has demonstrated her leadership through campus activities and by serving her fellow students. She has been serving the CEHHS Committee on Inclusion, Diversity and Equity as a student representative since the fall.

In that role, she shares her thoughts and concerns from students’ perspectives to improve the campus climate. She is also an active member in the Society of Pre-Health, a CSUSM student organization whose mission is to have students become involved with health-related issues and activities and facilitate students’ career exploration in health care.

Upon graduation this month, she will take a year off to pursue a career in public health. She’ll spend that year taking prerequisites to be ready to apply for a physician’s assistant program with a master’s degree in public health.

She also wants to get certified in phlebotomy to get more hands-on experience in the medical field while also keeping her job at the clinic.

It may take a few years for her to reach her goal of becoming a PA, but Hernandez is already knee deep into making a positive impact in her community.

“In the health care system here in America, there's so many social determinants of health that need to be addressed,” Hernandez said. “Working for the clinic and working as an outreach worker in the community, I've seen the disparities that communities face with health issues and health services and what's available to them. So I think that I'll take that with me, and I'm going to keep expanding my education to my practice as a PA and my work that I do in the future.”

Media Contact

Eric Breier, Public Affairs Specialist

ebreier@csusm.edu | Office: 760-750-7314

Honorees were nominated by faculty or staff and endorsed by their college’s dean. Here is a closer look at each award recipient:

Krystal Alvarez-Hernandez, psychological science

President’s Outstanding Graduate

Dean’s Award, College of Humanities, Arts, Behavioral and Social Sciences

Alvarez-Hernandez overcame numerous challenges on her path to earning a degree. She became a mother at 16 and, as a first-generation college student from an immigrant family, had little support to help her navigate higher education. But Alvarez-Hernandez is highly motivated with a strong work ethic, and she consistently showed the persistence to thrive.

Alvarez-Hernandez was one of 10 students selected for the U-RISE@CSUSM program, which is funded by the National Institute of General Medical Sciences to provide professional development and research opportunities to students from underrepresented groups who show promise for success in graduate studies and careers in research.

Nominating professor Keith Trujillo noted that Alvarez-Hernandez is thoughtful, organized and motivated, and regularly contributes insightfully to scientific discussions and assignments. She takes the program seriously and is a leader among her peers. She will pursue her Ph.D. in cognitive science and neuroscience at Northwestern University.

Learn more about Alvarez-Hernandez here.

Melissa Hernandez, human development

Dean’s Award, College of Education, Health and Human Services

Hernandez was lauded for her strong record of educational achievements and service to CEHHS, the university and the region. Nominating professor Teru Toyokawa praised Hernandez for her passion for serving others and generously providing time for people in local communities.

As a first-generation college student, Hernandez navigated her own way into her academic achievement while working full-time and engaging in on- and off-campus activities.

Among the many ways in which Hernandez demonstrated her leadership is by serving on the CEHHS Committee of Inclusion, Diversity and Equity as a student representative. She also has been an active member in the Society of Pre-Health, a student organization with a mission to have students become involved with health-related issues and activities and facilitate students’ career exploration in health care. Through this organization, Hernandez helped other club members develop several projects and provided opportunities for club members to find jobs in health-related fields.

Learn more about Hernandez here.

Karolina Lindberg, business administration

Gerevas Family Dean’s Award Recipient, College of Business Administration

An international student from Sweden, Lindberg distinguished herself in the global business management program and across the college. She demonstrated consistently high academic performance, became increasingly involved within student organizations, and harnessed lessons learned in her professional experiences. And she did all of it while completing her degree in only three years.

Nominating professor Eric Rhodes noted that Lindberg arrived at CSUSM with a strong professional background in customer service and finance, incorporating her unique perspective and bilingual capabilities into her academic endeavors.

Among the challenges Lindberg has overcome are a diagnosis of epilepsy. When the pandemic hit, her family wanted her to complete her studies back home in Sweden, closer to her doctors and family. That meant attending CSUSM for the entire 2020-21 academic year from 2 a.m. to 7 a.m. on Zoom, five days a week, due to the nine-hour time difference. Despite this hurdle, she maintained a 4.0 GPA.

Learn more about Lindberg here.

Billy Unger, mathematics

Dean’s Award, Graduate Studies and Research

Unger has demonstrated outstanding achievement across each of the rigorous selection criteria, graduating with a 3.8 GPA.

Unger’s thesis work involved the study of graph theory and the study of space, or topology. His work centered on a conjecture from graph theory posed in a paper that nominating professor Andre Kundgen coauthored in 2002 with CSUSM colleague Radhika Ramamurthi. A math conjecture refers to a statement that is assumed to be correct but has not been proven. Although the mathematical community had made little progress in addressing this conjecture in the last 20 years, Unger gravitated toward working on it when he came on as Kundgen’s student. In a few short weeks, he made a major breakthrough by coming up with the first graph that had the predicted behavior.

Kundgen praised Unger as an outstanding example of what can be accomplished as a graduate student at CSUSM.

Madison Wagner, chemistry

Dean’s Award, College of Science, Technology, Engineering, and Mathematics

Wagner overcame numerous challenges to become a role model to her classmates in her commitment to excellence in academics, service leadership and research.

A first-generation college student, Wagner was a top academic performer, including a 4.0 GPA since transferring to CSUSM from Palomar College in fall 2019. Wagner consistently scored in the top 1% on all exams and written assignments in nominating professor Robert Iafe’s organic chemistry lecture and scored in the top 4% nationwide on the ACS Standardized Exam in organic chemistry. Wagner also was awarded the 2021-2022 CSUSM Beckman Scholars research award – one of only two on campus – to support 15 months of mentored research experience.

Iafe noted that Wagner works proficiently in a team setting, is not afraid to be a leader, and also has a professional and patient quality that builds confidence when she helps lab mates.

Learn more about Wagner here.

Anastasia Zacky, political science

Dean’s Award, Dean of Students

Zacky has made lasting contributions to student life at CSUSM through her many involvements, including as a Cougar Pantry intern, Orientation Team leader, event programmer/student coordinator with USU Live!, onboarding a new sorority as Panhellenic Affairs vice president, and most recently, as chapter president.

Zacky also excels in the classroom with a cumulative 3.6 GPA and membership in the Order of Omega and Gamma Sigma Alpha honor societies.

Zacky had multiple nominators for the award who said she has proven to be an outstanding role model for students by actively seeking ways to integrate her passions, student life experiences and dedication to her education. They noted that she has transformed the lives of CSUSM students, positively impacted the campus community, and served as an ambassador and change agent.

Media Contact

Eric Breier, Public Affairs Specialist

ebreier@csusm.edu | Office: 760-750-7314

Aguilar, who graduated from CSUSM in 2013 with a degree in literature and writing studies, recently received his acceptance to the Michener Center for Writers at the University of Texas at Austin. He will be enrolling this fall in the three-year program through which he’ll pursue a Master of Fine Arts with a focus in poetry.

During the three years, Aguilar will work on his writing, workshop with other writers and study poetry.  

 “Alfredo is one of most gifted and disciplined students I have been privileged to work with over 35 years of teaching creative writing at the undergraduate and graduate levels,” said Martha Stoddard Holmes, a literature and writing studies professor. “As a first-generation undergraduate in my creative writing and creative nonfiction workshops, he distinguished himself as one of the few actually living the life of a poet and maker.

“Alfredo’s sharp and lyrical enactments of complicated border experiences weave a powerful sense of family voices, identities, histories and relationships. His poetry is thrillingly evocative of place and body, but more of specific places and bodies that readers are changed by and will never forget.”

The Michener Center, founded in the early 1990s, receives close to 1,000 applications annually for only 12 seats in the program. Its students come from all over the world, and its graduates have been finalists for the Pulitzer Prize and the National Book Award.  

“The opportunity is really kind of extraordinary, as it will offer me the time and resources to focus solely on my writing and my growth as a writer for the next few years,” said Aguilar, who has lived in Texas since 2019. “It'll also give me the opportunity to build community with writers in a region that's still fairly new to me.” 

Aguilar was born and raised in Fallbrook. His first book of poetry, “On This Side of the Desert,” was published last year by Kent State University Press and was selected by poet Natalie Diaz for the Stan and Tom Wick Poetry Prize. He has been awarded fellowships from MacDowell, the Middlebury Bread Loaf Writers' Conferences and The Frost Place Poetry Conference, and his writing has appeared in such places as The Paris Review, Poetry Northwest and “Best New Poets 2017.”

HD student part of Duke summer program

Ruby Reyes, a human development student and TRIO McNair scholar, has been selected to participate in a summer research program at Duke University this summer. Reyes, who was chosen from among 600 applicants from across the country, will work with Sarah Elizabeth Gaither, a psychology and neuroscience professor at Duke.

Reyes will also be presenting her research on Mexican-American college students’ career aspirations at the National Conference on Undergraduate Research on April 13.

Alumna named OUSD Teacher of the Year

Alumna Alyssa Schrom, a fourth-grade teacher at Del Rio Elementary, has been named a 2020-21 Teacher of the Year by Oceanside Unified School District.

Schrom, who was part of the School of Education’s Integrated Credential Program from 2011-13, is now a finalist for San Diego County’s teacher of the year award.

Media Contact

Eric Breier, Public Affairs Specialist

ebreier@csusm.edu | Office: 760-750-7314

The first time came after Reyes got a job as a cashier and saved enough money to buy a plane ticket to Oaxaca, Mexico, surprising her family during spring break of her freshman year at Cal State San Marcos. She saved enough to visit again last December.

It’s the only face-to-face time she has had with them since moving by herself from Oaxaca to Escondido when she was 16. Reyes can’t even see them virtually – her parents don’t have internet access – so she has tried making daily phone calls part of her routine during the COVID-19 pandemic. Reyes was born in the United States but moved to Oaxaca with her family when she was 11, and the daily phone calls are a change from when she first returned to the U.S.

“Initially, I wouldn't call them too much when I moved back,” Reyes said. “I think just that sensation that I felt away from them made it difficult to engage in conversation, and it would just remind me that I wasn't with them. But now I’m definitely keeping contact and letting them know about everything that's going on.”

Reyes has much to share. She’s halfway to becoming the first person in her family to earn a college degree. She works as a student assistant in CSUSM’s DREAMer Resource Office, she’s part of the TRIO McNair Scholars Program and she’s an active member of the Human Development Club. She does all of this while completely supporting herself financially and, for the past year, contending with housing insecurity that had her bouncing around different living situations (including a month in emergency housing) before finally finding stability.

“She has such a big heart,” said Maria Chiem, coordinator of the DREAMer Resource Office. “I place so much emphasis on that because it's hard to find people like that. So when you do come across it, it gives you hope.”

The DREAMer Resource Office, which provides a safe space and resources for undocumented students, has become a vital part of Reyes’ life. Though she is a U.S. citizen, her parents are not. Their undocumented status and ongoing financial insecurity are what led them to return to Oaxaca when Reyes was 11.

The move wasn’t easy for Reyes. She spoke little Spanish at the time and was accustomed to the American educational system. In Oaxaca, she saw firsthand how numerous people were struggling, and her own family could only afford basic needs. Reyes’ parents even reached a point where they wanted her to drop out of school because of the financial burden.

After completing her sophomore year, Reyes made a difficult decision – she would move back to the U.S. by herself to complete high school.

“Pursuing my education here was going to provide me a better opportunity for myself, my family and my career goals,” she said. “So that really influenced me to come back, although that meant leaving my family behind and struggling at first to get used to it and navigating everything alone.”

Returning to the U.S. wasn’t as simple as completing her final two years of high school. Many of the courses Reyes took in Mexico didn’t transfer, and she had to make up eight classes in addition to her regular class workload. But Reyes never had second thoughts about her decision. She wasn’t just continuing her education for herself, she also wanted to be a positive role model for her younger sisters.

“There is a huge age gap (her sisters are 7 and 1), but once they get older, I want them to see that an education is possible,” Reyes said. “Both of my parents just went to elementary school, so I think that's just showing my sisters that going to higher education is possible for us. I'm one of the first in my extended family who is going to college, and I think making an impact within my own family is going to encourage more people from my community to pursue education and look at other opportunities available.”

Reyes is grateful for the help she has received while continuing her education at CSUSM. She has a strong support system that includes Chiem; Bianca Rodriguez, a retention counselor in the Educational Opportunity Program (EOP); and Bonnie Campbell, manager of the Campus Assessment, Response and Education (CARE) team.

Reyes wants to provide the same type of support to others as she has received from her mentors. While Reyes doesn’t have to worry about her immigration status, working for the DREAMer Resource Office has helped her understand the importance of assisting students who face endless worry because of their status.

“She’s a genuine person who’s very caring and thoughtful,” Chiem said. “She really cares about her community and she really cares about Cal State San Marcos and the students here. All of the caring and passion and compassion that she has, she brings that all to the office. We're really grateful and appreciative of that.

“The work that we do is extremely sensitive, and it’s difficult and challenging at times. You really need to have that compassion and that open mind in order to really help the students that we help. And it's just been really cool to see her growth in the past year and to see how she dedicates herself to the space and the way that she advocates for everyone in that space in our community.”

Reyes is majoring in human development with a counseling service emphasis and a minor in Spanish. Being part of TRIO McNair Scholars has helped develop her interest in graduate school and pursuing a Ph.D. in psychological counseling. Coming from a mixed-status family herself and working in the DREAMer Resource Office has inspired her to pursue a career that will allow her to continue supporting undocumented students and assisting those with mental health struggles.

“The resources provided by the DREAMer Resource Office really came in handy for me,” Reyes said. “Without that support, I probably wouldn't have continued my education and my challenges would have overcome me. But just knowing that there's that space for students and for myself to feel supported and have a home have really impacted me. I have seen how it has really benefited other students, and it’s shown me that it is possible to continue your education and to not let these external challenges stop us from doing it.”

Media Contact

Eric Breier, Public Affairs Specialist

ebreier@csusm.edu | Office: 760-750-7314

After all he overcame to reach CSUSM’s doorstep – a childhood spent bouncing around the foster care system, stints in jail, a prison sentence – the thought that a math requirement would be what kept him from his bachelor’s in human development was inconceivable.

“I pretty much quit,” Joseph said.

Fortunately, Joseph had already been in contact with ACE Scholars Services, CSUSM’s innovative program to support former foster youth, before he learned about the possibility of the math requirement derailing his transfer from San Diego City College.

With help from ACE counselor Leigh Quijada, Joseph received an exception that allowed him to transfer.

“If it wasn’t for Leigh and ACE, I wouldn’t have gotten in,” he said. “They really motivated me.”

Joseph will be among the nearly 3,800 CSUSM graduates who cross the commencement stage next month. Among those cheering for Joseph will be his wife, María, who never wavered in her support despite the seemingly endless challenges.

“I’ve told him a million times, I wouldn't change anything because it's built us into who we are today,” María said. “It’s molded us into people better than who we would have been.”

Joseph knows he overcame long odds to reach this point – less than 3 percent of former foster youth earn a four-year degree. His only childhood memory of his birth parents is talking to them via phone while they were in jail. Now 31, he met his birth mother when he was 19, but they haven’t talked in many years. He never had contact with his birth father, who Joseph said was deported to Mexico several years ago.

Joseph was placed in foster care as a toddler, and though he had several long-term families as a child, he always ended up back in the system. His teenage years were spent bouncing around different group homes. He was prone to running away. Stealing was often a matter of survival, and soon became a habit.

Just before his 18^th birthday, Joseph was arrested for getting into a fight with two men who had threatened María. The charges against Joseph were dropped, but he had no guardian and there was no social worker present in court. It created a quandary for the judge, who couldn’t simply release a minor on his own recognizance. María’s mother agreed to take Joseph in, but that only solved one problem.

“When they released me, I had zero money, zero clothes, zero anything,” Joseph said. “My girlfriend’s family was poor, so I’m going into a home where they’re really struggling.

“I stole to make ends meet.”

Joseph typically stole a product from a retailer, returned it for store credit, and then sold the store credit. The scam didn’t last long – Joseph was arrested and spent three months in jail.

Joseph got a job at a fast-food restaurant after his release, but finances remained a struggle. It took three weeks before he received his first paycheck, a nominal amount that only covered his training. The second check came two weeks later and was for a little more than $100. Going five weeks with virtually no income, Joseph reverted to stealing.

It wasn’t long before he was arrested again. This time, he wrote a letter to the judge explaining his circumstances. At the suggestion of an acquaintance, he included a line about wanting to join the Marines. The last-second addition to the letter caught the judge’s attention. The judge said he couldn’t force Joseph to join the Marines, but he reduced the charges in hopes that Joseph would keep his word.

Joseph joined the Marines expecting to make it a career. But, he says, “my personality was just a little too strong sometimes.” He completed his four-year commitment, but found himself in a familiar situation when he got out. He again resorted to stealing to help support himself, which led to a familiar conclusion – being arrested. There was one major difference. Instead of jail, Joseph was sent to prison.

Placement scores determine where someone is incarcerated, and Joseph’s previous arrests increased his placement score. He was sent to a Level 3 prison, which meant cell living alongside mostly violent offenders.

Going from jail to prison provided a much-needed wake-up call. Joseph served half of a three-year sentence. He vowed to end the cycle of arrests, not only for himself but for María. They married when he was 18 and she was 19, and she stood by him through arrests, incarceration and bouts of being homeless.

“She’s been that rock,” Joseph said. “I should have been the rock, but she was the rock. Now I'm the rock. I'm in a position where I've learned. I'm at that point where I can say, ‘This is the road that I need to take, and this is the path I'm going to take to get there.’ ”

Joseph worked numerous odd jobs after being released from prison. Most were day-labor jobs, which he despised.

On one of the jobs, a coworker boasted about money he received to attend San Diego City College. Joseph decided to give it shot. He enrolled in two classes, and financial aid covered all of his costs.

“I had my doubts,” Joseph said. “I never even graduated high school. I got my GED in jail. I thought, ‘Am I even going to be able to do this?’ This was something unheard of where I grew up.”

But Joseph thrived at City College. He was active in student government and even started a chess club. After three years, he had a 3.3 grade-point average, his associate degree and acceptance to CSUSM.

Joseph earned a 4.0 GPA in his first semester at CSUSM, and his overall mark is 3.86 as he approaches graduation. He plans to pursue a master’s, either in education with an emphasis in counseling from San Diego State or in social work from CSUSM. After gaining some work experience, he wants to return to school for his Ph.D. so he can help influence policy for children with upbringings similar to his own.

“What Joseph has achieved is remarkable,” Quijada said. “He is an exceptional student and has excelled in his academics. But what I find even more significant is his positive attitude throughout the challenges he has faced, his ability to advocate for himself, his intrinsic motivation and his passion for helping others.”

That includes helping María as she works toward a bachelor’s in Spanish at CSUSM. She said Joseph has been like her own private academic adviser, assisting with her class schedule to ensure she remains on track for graduation. When she visited an official university adviser recently, she learned that not only was she on the right track, but she would be able to graduate in December rather than spring 2020.

Joseph and María are both first-generation college students, and they already are seeing their success positively impact other members of their family. A 15-year-old nephew said he wants to follow in their footsteps and earn a degree.

“I try to stay humble and just be appreciative of how far I’ve come,” Joseph said. “It’s a good feeling knowing that I’m going to graduate.”

Media Contact

Eric Breier, Public Affairs Specialist

ebreier@csusm.edu | Office: 760-750-7314

In fact, the San Marcos Senior Activity Center is buzzing with action. It serves about 7,000 senior residents per month, largely thanks to the dozens of volunteers who help run it. They do things like work the front desk, help in the computer lab and lead activities.

“Our volunteers bring a variety of talents that improve our services, and their support allows us to offer them at lower cost. That’s especially helpful to seniors on a fixed income,” said Parks and Recreation Manager Brenda Sylvia, who oversees the Senior Activity Center. “Volunteers are absolutely critical to our mission.”

A collaboration with California State University San Marcos (CSUSM) will help the City attract more of those critical volunteers.

The City and CSUSM recently joined forces to launch Democracy in Action, a program that lets university students tackle city issues. Unlike an internship, students are not given direction—but instead, make research-based recommendations, more like a consultant.

In this case, a group of about 30 students developed strategies to entice more volunteers to the City’s Senior Activity Center. This included designing marketing materials, creating a formal orientation process and finding missed opportunities to recruit volunteers. City staff is now fine-tuning the student-proposed strategies and plans to start rolling it out within the next few months.

“As North County’s education hub, San Marcos is fortunate to have plenty of bright young minds that offer a fresh perspective—something we greatly value here at the City,” Sylvia said. “Well-run cities with engaged residents lead to vibrant, thriving communities. If we want that to continue in San Marcos, we need to connect with our next generation of leaders and Democracy in Action is helping us do that. ”

This gets at the heart of Democracy in Action. The program’s bigger aim is to show students how their classroom knowledge applies to the outside world.

Dr. Eliza Bigham, CSUSM Department of Human Development, oversaw the students who worked on this project and she’s confident they left feeling empowered.

“Working with city staff and meeting with elected officials required my students to try something new and go outside their comfort zone. But I can’t tell you how many of them thanked me for the opportunity to grow through this experience,” she said. “They discovered that their skill set is so completely beneficial to address real, current needs in their own community.”

And Economic Development Manager Tess Sangster, who helps oversee the program, points out that this project benefits the community at-large.

“By boosting volunteer support at the Senior Activity Center, these students are helping residents age in place so that they can continue enjoying a high quality of life in San Marcos,” she said. “That’s a legacy we want to continue offering for generations to come, and projects like these are one of the many ways we’re making sure we can.”

To learn more about the Democracy in Action program, visit https://www.csusm.edu/community/civiclearning/democracyinaction.html.

For more information about the San Marcos Senior Activity Center, including information about volunteer opportunities, visit http://www.san-marcos.net/adults50+.

Media Contact

Eric Breier, Public Affairs Specialist

ebreier@csusm.edu | Office: 760-750-7314

But something changed for Erika on this particular August night in 2016.

Her father was having another episode and Erika just wanted to get some sleep. She had a test the next morning. Her alarm would be sounding at 4 a.m. so she could get ready and leave her parents’ Chula Vista home in time to get to Cal State San Marcos by 7. Her pleas to her father to just go to bed went unheeded.

Erika started crying as her dad flung items from the kitchen around the house. Reaching her breaking point, Erika finally said, “I’m doing this because I love you.”

First, she called the police. Then she left … for good.

‘It wasn’t him anymore’

Erika was in high school when she realized her father’s problems went beyond alcohol. She began asking herself questions that no teenager wants to ask about one of their parents.

Why is my dad acting so weird?

Why is he behaving like a monster?

Why is he trying to take his own life?

“Can you imagine being in high school and seeing your dad threatening you that he’s going to take his own life?” Erika said. “It’s still hard to think, ‘Damn, my dad was crazy. Why did he try to cut his veins in front of us?’ It wasn’t him anymore.”

Erika’s father had a difficult upbringing in Tijuana. The seventh of 12 children, his family struggled financially and his education ended in middle school.

As Erika would learn later, her father battled substance abuse for most of his life. He got clean when he married Erika’s mother, but about eight years ago Erika’s paternal grandparents died within a year of one another.

“He relapsed when my grandparents passed, and he relapsed hard,” said Erika, who earned her bachelor’s in human development from CSUSM in December.

By her senior year of high school, Erika could recite a long list of the special events her father missed, from dance performances to her high school graduation. When Erika was part of the homecoming court as a high school senior, the school encouraged girls to have their fathers walk them down for the ceremony. Erika’s father refused to attend, leaving her younger brother to stand in for him.

Erika’s brother and older sister helped manage the chaos at home while she was in high school and during her time at Southwestern College. But about the time that Erika transferred to CSUSM in 2014, her sister moved out and soon had a family of her own. He brother wasn’t far behind, joining the Air Force in 2015.

In many ways, Erika’s siblings were like surrogate parents. Between her dad’s erratic behavior and her mom trying to deal with the tumult, her siblings leaned on each other for emotional support. So when they moved out, a difficult situation soon became intolerable.

“It was just me with both of my parents and their issues,” she said. “It was a lot to handle.”

The breaking point

Sometimes Erika would stay out late to avoid going home. When she did go home it was usually to a familiar scene.

“I get home, everyone’s screaming, somebody’s throwing something, my dad’s on something,” she said. “It was the same cycle over and over and over again.”

Erika finally had enough on that August night in 2016, just a week after her 22^nd birthday.

After calling the police, she packed up her belongings. Previously, any time she thought about leaving it was immediately followed by a reality check. Where would she go? How could she afford it? She thought about seeing if any of her friends wanted to share an apartment, but she couldn’t bear the thought of telling them why she needed to move.

Erika’s longtime boyfriend, Raul Diaz, a CSUSM kinesiology student, was the only person who knew everything that was happening. Raul tried repeatedly to convince her to live at his parents’ house, but she was too embarrassed by her situation to do it.

Though Erika didn’t have a plan, she knew she couldn’t stay at her parents’ house for another night.

So she grabbed her things and asked her mom to come with her.

“She got scared,” Erika said. “She wanted to know where I was going and why I was leaving her. She started crying. I said, ‘I’m not leaving you. I just can’t do this anymore.’ ”

Erika ended up at her sister’s house. What she thought would be a couple of weeks sleeping on her sister’s couch turned into five months. At the same time, she was juggling three jobs, attending school full time and contending with a miserable commute from Chula Vista to San Marcos.

“My situation wasn’t as extreme as other people I’ve met on campus, but it was extreme to me because I didn’t realize it was going to affect everything around me,” Erika said. “It affected my self-esteem, it affected my interaction with other people. I was embarrassed and ashamed.”

Getting help

Erika participates in CSUSM’s TRIO Student Support Services program, which assists first-generation, low-income and/or students with disabilities toward the successful completion of their college degree, and she reached out to counselors to help her deal with her depression. When she said that she was considering dropping out for a semester to focus on her family and helping her parents, she received a wake-up call.

“My counselor advised against that, saying, ‘You’ve tried helping him and he doesn’t want it,’ ” Erika said. “It was hard to hear, but it became clear to me that I needed to help myself before I could help my dad.”

Erika started by having a difficult conversation with her mom. No longer would Erika participate in daily phone calls in which her mom pleaded with Erika to move back home, calls that always ended with her mom crying and Erika feeling guilty.

With help from counselors, Erika learned the importance of opening up about her challenges and tribulations.

“Erika is an admirable young woman who has worked hard to put herself through school,” said Perla Rivas, a counselor for TRIO Student Support Services. “Her success is especially inspiring when you recognize that she has had to overcome financial, family and emotional hardships. I have been most impressed with Erika’s remarkable resilience.

“One of the things I admire most about Erika – and there are many – is her willingness to serve as a role model. By setting an outstanding example, she has been extremely influential in establishing and maintaining an enthusiastic attitude and a strong work ethic among TRIO SSS students.”

Last June, Erika and Raul got an apartment of their own in San Marcos. With encouragement from Raul and a counselor, Erika reached out to her father about five months ago.

It started with a text.

I still love you. I still want to help you. I’m bettering my life so I can help you in the future.

“I wanted him to understand that I still need him in my life, regardless of everything,” Erika said.

The text turned into a phone call and, eventually, into seeing each other in person. Now, her father tries to visit her in San Marcos every other week. They’ll pick up some takeout for dinner and watch a movie together.

Erika knows her dad is still wracked with guilt over how she left. He tells her she is welcome to move back so she can save money. Erika politely declines. She assures him that she and Raul are doing well, that she’s grown by being away from home.

“After everything that has happened thus far in my 24 years I feel like I can do anything now,” she said. “I just feel that much more motivated to continue on with my education.”

‘It’s OK’

In December, Erika became the first person in her immediate family – and the first woman in her entire family – to earn a college degree. She is looking forward to crossing the commencement stage in May to shake President Karen Haynes’ hand. Her mother and siblings will be there, but she doesn’t know if her dad will attend. While hopeful, she also knows he takes things day-to-day and there’s no way for her to know until the day of the ceremony.

Erika will be back on campus this fall to begin CSUSM’s Master of Social Work program. She wants to become a clinical therapist and work with children and families who are dealing with addiction and other distressing events, a career path inspired by her own experiences.

“Out of a bad situation my dad gave me purpose,” she said. “Now that we talk more, he sees everything I’ve accomplished and he’s proud of me. It means a lot. It’s not easy for him. He knows my career path and he asks, ‘Are you doing this because of me?’

“He’ll ask questions like, ‘Why do you think I’m this way? Why do you think that my brain works the way it does?’ To me, that’s his way of being interested in my career and wanting to know about what motivates me and what keeps me going in school. And I’m very honest with him. I tell him, ‘In a lot of ways you helped navigate where I was going. Thank you for that. You hurt me a lot, but at the same time you helped me get to where I am.’ ”

Erika’s dad has been seeking help. Erika urges him to be honest, to take his medications and attend his therapy appointments. She wants to ensure that they avoid taking any steps backward in their relationship.

Erika and her siblings are working to make their father more accountable as they continue to rebuild trust in him. Erika knows it’s difficult for her dad. While they have made strides in their relationship, there are still moments of awkwardness.

And in those moments, Erika simply gives him a hug and says, “It’s OK.”

Students seeking support may reach out to Student Health and Counseling Services at (760) 750-4915 or Student Outreach and Referral (SOAR) at (760) 750-7627.

Media Contact

Eric Breier, Public Affairs Specialist

ebreier@csusm.edu | Office: 760-750-7314

There was Anaheim, Costa Mesa, Fullerton, Irvine, Newport Beach, Santa Ana, Tustin, the list is seemingly endless.

There were periods of being homeless when her mom would park their station wagon near the Newport Harbor docks. The longest stay she had anywhere was living on a 42-foot boat in Newport Harbor.

Being raised by a single mom working to make ends meet financially meant frequent moves, which led to Riley and her younger sister, Jordan, shuffling through numerous schools.

They were even home schooled for a time, which Riley says was less about schooling and more about hikes and writing poems – she jokes that the biggest skill she picked up during that period was learning how to rhyme.

Riley’s grades were so dismal that she ended up at a continuation school as a high school junior.

But ask Riley about the 180-degree turn her life has taken and she is hesitant to talk about her many successes.

“I still feel this thing where I can’t talk about how well I’m doing above a whisper because it feels like it will just vanish into thin air,” Riley said.

So she doesn’t boast about being a few months away from graduating from Cal State San Marcos with a bachelor’s in human development. She doesn’t brag about being on the Dean’s List every semester during her three years at CSUSM. Or about earning the “Kindest Orientation Team Leader Award” or the “Orientation Team Leader of the Year Award.” Or about being the President of the Human Development Club and the co-founder and president of the Tau Sigma Honor Society for transfer students.

Instead, she expresses gratitude to the people who helped her along the way – from her mom to her siblings to her professors to fellow students – all the while remaining somewhat mystified at how she reached this point.

The struggles

Riley’s transient youth never seemed abnormal.

Struggling financially simply meant moving often. And the constant moves made it difficult to get help in school.

Riley’s father had an intermittent presence in her life as he struggled with alcoholism and drug addiction. Most of her memories of him are from visits to rehab centers or hospitals, and he died when she was 16.

Her mother, Coco, had a difficult upbringing – pregnant at 15, married by 16, never having a chance to pursue education. Coco was determined to give her three daughters the opportunities she never had, and she worked numerous jobs in an effort to provide for the family, from cleaning houses to working at Riley’s elementary school.

But finances were always precarious.

“Being poor is expensive,” Riley said. “It’s difficult and debts accumulate. We don’t have a system that’s set up to fully support people who are struggling with poverty.”

Riley still marvels at the irony of her time at a Newport Beach elementary school. The school was a stone’s throw from the ocean in one of the wealthiest cities in the nation, but her family was temporarily living in her mom’s station wagon.

“My mom would pick us up in our home and we’d drive and park our home somewhere,” she said.

Riley credits her mom for always making their lives feel normal. Despite Riley’s struggles in school, Coco’s mantra never changed: Go to college.

“You have to break that cycle,” Coco said, “and breaking that cycle means you have to go to college.”

But figuring out how to get there was another matter, especially when Riley was floundering in school.

Riley ended up at Richland Continuation High School in the city of Orange as a junior. Riley still laughs about the school’s name – “They certainly didn’t have money and there wasn’t a lot of land,” she says – but she praised the school’s faculty for their efforts, even if she still lacked the necessary motivation to succeed in school.

“I just couldn’t pass a class to save my life,” she said. “I can’t imagine how frustrated my teachers and my mom must have been. I tested well and I read so much. I loved to learn, but I didn’t have the skills.”

Riley completed high school through a home schooling program that allowed her to walk in commencement ceremonies with her original high school.

Though Riley struggled throughout her K-12 education, her mom’s persistent refrain – Go to college – resonated.

Riley moved to North San Diego County to live with her older sister, Kelly, who is 19 years her senior, and attend MiraCosta College.

But the change of scenery didn’t mean a change in performance, at least not right away.

“I loved my professors and courses at MiraCosta,” Riley said. “I just could not figure out how to do all the things I needed to do to get a letter grade that reflected my curiosity.”

The turning point

Riley still isn’t sure exactly why things changed when she transferred to CSUSM. She didn’t even think she could afford to attend a four-year university. Kelly, having navigated the path to CSUSM two decades earlier, insisted that Riley would get financial aid. It was something Riley had never before considered.

Poverty and debt had made Coco wary of sharing personal financial information, and Riley was always told to never provide her Social Security Number for fear it might be used against her in some way.

When Riley started filling out the Free Application for Federal Student Aid form, more commonly known as FAFSA, she stopped as soon as her Social Security Number was requested. She called Coco, who again warned against providing it.

But Riley decided there was little to lose at that point. Completing the application proved a sound decision as she received grant money to cover the entire cost of tuition.

“I was just dumbfounded,” she said. “Not only was I not getting arrested for some debt that we didn’t pay when I was 13, but they were giving me money.”

Riley was cognizant of how isolating it can potentially be for commuter students and transfer students at a four-year university, but she felt none of that when she stepped on to CSUSM’s campus.

“The fact that I was still able to get involved and create a support system felt so incredible to me,” she said. “It’s something I never expected. It was some magical intersection of the culture that Cal State San Marcos fosters – its passion and inclusivity and diversity. It’s just this strong community that I was immediately folded into without ever really trying.”

Not only did Riley get involved in student organizations, she saw dramatic improvement in her academic results. Her grades skyrocketed and she found a perennial spot on the Dean’s List.

“Riley impressed me the first time I met her at an HD Club meeting,” said Tracy Hall, a lecturer in CSUSM’s Human Development department and faculty co-adviser of the HD Club. “What impresses me the most is her positive outlook on life and her enthusiasm for wanting to do well and be someone who is making a positive difference in people’s lives.

“She has had to overcome many obstacles in her life, and to come this far is a testament to who she is.”

The future

Riley will attend graduate school next fall to study marriage and family therapy.

Going through the application process made her cringe seeing some of the grades that are no longer reflective of the student she has become. But she is learning to appreciate the adversity and struggles she went through to reach this point.

She recently received an email alerting her to the development of a clinical counseling master’s program at CSUSM. But the program won’t launch before fall 2019 and Riley doesn’t want to lose the momentum she has gained at CSUSM.

“When I got that email my heart just stopped because I would love to stay here,” said Riley, 24, who has applied to graduate programs at Cal State Fullerton, Chapman and Long Beach State. “The hardest part for me in going to grad school is not the applications or anxiety anticipating the rigor of the program, it’s leaving my community.

“The sense of community and belonging can have such an impact on a person. I think that’s why I’ve tried so hard to get involved in things that can provide that for other students because that sense of having a support system really changed the game for me.

“I see so many student leaders on campus and so many people who are inspiring, so when I hear that I’m able to contribute in some way to that and provide that for others, it feels unbelievable. I never would have expected to feel this reality at this point in my college career.”

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“I struggled a lot growing up,” Carlos said. “I struggled adapting to a new culture and I rebelled quite a bit.”

The struggles continued into his freshman year at Escondido High School where his grade-point average was just 1.25 that first year.

Needless to say, college wasn’t on his radar back then. He wasn’t even thinking about graduating from high school.

“My goal was just to break necks in football,” he said. “I was angry.”

Carlos overcame that anger and those struggles, becoming the first in his family to attend college. He will cross the commencement stage at Cal State San Marcos next month after earning his bachelor’s in human development.

Carlos credits his turnaround to a high school counselor. First, she put him on a program to recover lost credits from his freshman year. By the end of his sophomore year, his grade-point average was 4.0. As a junior, Carlos started taking Advanced Placement classes and began to think about attending Palomar College. It wasn’t long before he set his sights on a four-year university. He was accepted to all five universities to which he applied, but there was little doubt that he would choose CSUSM.

“This is my community,” he said. “This is where I grew up. Before I make a difference anywhere else, I need to make a difference here.”

Though Carlos said he struggled again during his first year at CSUSM, he was better equipped to handle those struggles. He credits CSUSM’s Personalized Academic Success Services (PASS) for helping him hone the skills he needed to be successful in college.

Carlos’ efforts culminated in a trip to Chicago in March for the annual Scientific Meeting of the Association for Applied Psychophysiological and Biofeedback.

CSUSM professor Eliza Bigham, Carlos’ HD 497 instructor, recommended that he attend the conference to present a project titled “iCare Health Monitor Phone App vs. Traditional Portable Pulse Oximetry.” The project compared the accuracy of the iCare application to a pulse oximeter by examining heart rate and oxygen levels in blood cells, or SpO2.

The results found the iCare’s heart rate measurement to be accurate when compared to the pulse oximeter, but inaccurate when measuring SpO2.

“The most amazing things happen when students go to conference,” Bigham said. “Carlos, for example, was not sure if he should go and I could tell he was a little uncomfortable knowing that he was going to have a presentation of his research project.”

Carlos serves as a teaching assistant for Bigham on a similar project. He received experience presenting at last year’s Nu Upsilon Research Conference (NURC) and he helped the groups that will be presenting at this year’s NURC event on May 4. The event is from 3:30-6:30 p.m. at Markstein Patio and is open to the public.

“Carlos put all of what he learned as a teaching assistant and also on his research team last semester into this iCare poster, and it turned out wonderful,” Bigham said. “I had so many comments from attendees that they were impressed with his understanding of the project and with his excitement about research in general. It was as if he had found something new and exciting and realized that he could have a significant place in that. I know that Carlos will continue to reach new heights with each step that he takes. And I look forward to continuing to support and applaud him as he goes on this journey.”

Carlos plans to pursue his master’s and would like to eventually work as a school psychologist so that he can positively impact lives like his high school counselor did for him.

But before continuing his education, he wants to make a difference close to home.

“I need to make an impact here first,” said Carlos, who works as a sports coordinator for Rincon Middle School in Escondido and also interns for Escondido Union High School District. “I can’t just leave my community behind after it’s done so much for me.

“Graduating from college is a great accomplishment and I’m proud of it. But I’m not done yet.”

It allows Bigham to finalize numerous details, including plans for the students’ work with a local partner in the country they are visiting.

But Bigham had to deal with a slight problem before her January trip to Australia. The person she worked with on the pre-trip planning was no longer with the anticipated partner group.

Bigham wasn’t fazed by the hiccup. CSUSM alumna Hannah Hawker, one of Bigham’s former students, was in Australia and stepped in to help with logistics before Bigham and a group of 15 CSUSM students arrived.

The students collaborated with the not-for-profit group If Toys Could Talk, which was founded by Hawker, Allan Murnane and Molly Murnane. The goal of If Toys Could Talk is to bring joy to the lives of refugee children around the globe. The group notes that, according to the United Nations, about 41 percent of the 43 million forcibly displaced people in the world are children.

Bigham’s students joined If Toys Could Talk in hosting a series of art workshops on Australia’s Sunshine Coast. They invited locals to join them in making teddy bears that are being sent to children at Syrian refugee camps around the world.

“Projects like this broaden everybody’s perspective,” said Bigham, who led a class in the fall that researched culturally appropriate toys for Syrian refugees.

Making the teddy bears was initially a challenge, particularly as the students did it without the benefit of a sewing machine for the first few days.

Abryana Young, one of the CSUSM students on the trip, jokingly described the first attempt at making a teddy bear as “Eww,” but noted that their work was practically ready for a toy store by the end.

“We know the kids will love them,” added student Allison Geviss.

Other students on the trip included Katelyn Agunat, Kat Fredeluces, Brenda Hernandez, Jocelyn Herrera, Kaitlyn Jenkins, Devine Kelly, Jimin Lee, Meredith Mendez, Jenna Morse, Ashley Pautin, Diana Ramirez, Alexis Santiago and Jessica Toliver.

Bigham said participating in community engagement is a centerpiece of the program and allows students to learn about different communities and perspectives while building new partnerships.

There were times during the trip when those lessons were shared with local community members. The students were surprised by the lack of diversity in the rural areas in which they were based for most of the trip.

At one store that they visited, a group of African-American CSUSM students were ignored by a store employee each time they asked a question.

After the students left the store, Bigham went inside to discuss what had happened with the store employee, noting it was a “teachable moment.”

“It was an awkward situation and she had an eloquent way of expressing how the treatment of our students was wrong,” Meredith said. “I admire the way she responded. That was a really important moment.”

The students had an opportunity to not only explore the culture and traditions of communities on the Sunshine Coast, but also to participate in myriad new experiences.

They spent nine of the days on the trip camping in tents, something many of the students had never done before. They participated in everything from scuba diving and snorkeling to holding a koala and feeding kangaroos.

There were some harrowing moments along the way. One student came face-to-face with a barracuda in the water, two students were stung by jellyfish, and there were bed bugs, walking through leeches and spiders that Devine described as the size of her hand.

“We all got out of our comfort zone,” Brenda said.

Added Allison: “We had some amazing experiences, and I’m thankful for all of it.”

“A lot of times they are hesitant and say they’re just going to watch,” said Marilyn Huerta, a communications specialist in Cal State San Marcos’ College of Education, Health and Human Services. “But before you know it, they’re involved.”

Operation Art, an art-healing project aimed at helping homeless veterans, debuted last spring as CSUSM professor Eliza Bigham and Huerta worked with three of Bigham’s human development students to facilitate sessions at the Hawthorne Veteran and Family Resource Center in Escondido on Friday mornings for six weeks.

“Interfaith considers Operation Art a building block to healing for veterans and non-veterans recuperating at our Hawthorne Veteran and Family Resource Center,” said Micki Hickox, volunteer coordinator at Interfaith. “With the support and encouragement from Operation Art volunteers, participants unleash their creativity and rediscover more about themselves than they might expect. It is partnerships such as this that strengthen and enrich our community."

Operation Art was born from a conversation Huerta had with Greg Anglea, the executive director of Interfaith Community Services. Huerta visited Interfaith while participating in CSUSM’s Leadership North County program in 2015. She asked Anglea if Interfaith ever did art-healing projects with clients, a conversation that led to the creation of Operation Art.

The program completed its second semester this fall, this time with seven students from Bigham’s Human Development 497 class participating. The students gathered research and completed surveys while working with clients at the center.

“It was a definite worthwhile experience that made my Friday mornings something to look forward to,” CSUSM student Lilliana Ojeda said.

The students visited Hawthorne early in the semester to become acquainted with the community and clients at the center. They also examined previous studies on healing arts to learn how art can be used as a tool for healing.

“Art is not just for art majors or people who want to create masterpieces,” Huerta said. “It’s a tool that brings people together. Art helps people to connect, communicate, create and cope.”

Operation Art sessions typically begin with work on a group mural painting, which acts as an icebreaker between the students and the clients.

Other individual art projects have included mask painting, friendship bracelets, drawing and even utilizing coloring books.

“We always try to have them reflect by asking, ‘Can you tell me about your piece?’ ” Huerta said. “We don’t pry. It’s whatever they want to share. Art is the tool for communication.”

Huerta said it’s not only rewarding to work with the veterans, but also to see students who may start out passive and quiet come out of their shells by working with the veterans.

Helping veterans holds special significance for Huerta, who comes from a military family. Her father served in the Air Force, her husband was a Marine, her son is an active-duty Marine and her daughter recently joined the Coast Guard.

“My dad used to do art with me when I was a kid,” she said. “As a kid, I always loved art and my parents always encouraged me. Many years later, I learned how to use art as a tool to help people communicate and connect.”

Jessica, a human development major at Cal State San Marcos, knew she would be surrounded by political science students and was concerned about being behind in her knowledge of the political landscape.

She quickly learned there was no need to worry.

The internship started with an intensive two-week prep period at the Panetta Institute, which was founded in 1997 by former CIA Director and Secretary of Defense Leon Panetta and his wife Sylvia. Then it was off to Washington, D.C., for a 2½-month stint working on Capitol Hill.

Panetta interns are assigned to work in the office of a member of the California congressional delegation while also attending weekly seminars on policy issues and various aspects of government.

“This experience got me even more interested in politics,” said Jessica, who was assigned to the office of Rep. Steve Knight of California’s 25^th district, which includes parts of northern Los Angeles County and Ventura County.

Jessica and the other 25 students who participated in the program, including one from each California State University school, were exposed to a wide array of speakers, including former Vice President Dan Quayle.

However, it was Panetta himself who really resonated with Jessica.

“We had a lot of exposure with him,” she said. “We know what a big deal he is, but he’s such a down-to-earth person. He’s so knowledgeable on so many different things, and I think that’s why we had so much time with him because he could talk to us about everything from foreign affairs to how a bill gets passed.”

Jessica went through a rigorous process to obtain the internship. It first piqued her interest when she read about it in one of CSUSM’s campus announcements. She then made an appointment with Joshua Galea’i, a counselor in CSUSM’s career center, to work on her resume and interviewing skills.

Jessica said Galea’i and Shannon Nolan-Aranez, coordinator of student involvement in Student Life & Leadership, were instrumental in helping her land the internship.

“Jessica’s persistence and follow-through is what allowed her to maximize our services and resources at CSUSM,” Galea’i said. “And I am sure those are qualities she brought to the internship.”

In addition to the application, Jessica had to make it through an intensive interview process to earn CSUSM’s recommendation to the Panetta Institute. Even after passing those hurdles, she had one final interview at the Institute with a panel that included Sylvia Panetta.

“That was really nerve-racking,” she said. “I just tried to be myself.”

It worked.

Not only are all costs associated with the internship covered by the Institute, but students each earn 20 semester credits. Jessica is in the process of completing a 20-page policy paper – she chose to focus on campaign finance reform and the impact of Citizens United – and will also submit a 20-page journal about her daily experiences.

The experience also changed Jessica’s future path. Though she had been interested in attending law school before the internship, she now plans to pursue a double master’s after she graduates from CSUSM in May – one in peace and conflict studies and another in public policy.

“I’ve always tried to stand up for the underdog,” she said. “I’ve always wanted to figure out how to solve problems and how to fix things. And I like to be able to make sense of things.”

Jessica is also planning to begin another internship, this time in the San Diego office of Rep. Susan Davis. She said the internship with Davis wouldn’t have been possible without the connections she made through her Panetta internship.

Jessica said there weren’t a lot of applicants at CSUSM for the Panetta internship when she went through the process and she’s hoping more students pursue it in the future, especially after seeing the impact it has had on her own life.

“It’s such a great opportunity,” she said. “It’s such a huge steppingstone. The connections I made there are going to last a lifetime.”

While on a trip to Vietnam with one of her Cal State San Marcos Human Development classes a few years ago, Bigham saw tour vans pull up to the orphanage where she and her students were based and leave a variety of Disney-related toys for the children.

Once the tour vans left, the kids would return to their previous activities, never showing the slightest interest in the toys that had been left for them.

“They didn’t need Disney toys,” Bigham said. “And Disney toys don’t even really fit in with how these kids play. It’s just not part of their culture.”

Bigham will be taking another HD class abroad in January, this time to Australia, where they will work with children at a YMCA to create toys for Syrian refugees.

To ensure that those toys and lessons with Australian children produce culturally appropriate materials for Syrian refugees, many of Bigham’s current HD students are participating in a project to gain a better understanding of the refugee crisis.

Bigham designs projects in four categories that she has seen her students wanting to pursue – counseling, education, health and nonprofits. Most of the projects are ongoing, though she trades some in and out depending on the availability of community partners and other resources.

The Syrian culture/child development project is one of three being undertaken by students in the nonprofit category. There is a second nonprofit project related to Syrian refugees that is focused on increasing awareness on campus by making the experience personal. The third nonprofit project centers on inclusive language leadership training in partnership with the YMCA of San Diego County.

“All of the students want to do something really good and make a contribution,” Bigham said. “They really, truly want to make a difference.”

Bigham has three teams of students working on the Syrian culture/child development project. The students use a variety of resources for research, including literature, YouTube videos, documentaries and even an in-person interview with someone who grew up in Syria.

One of the teams includes CSUSM students Veronica Cruz, Ashley Duncan, Stephanie Ferro, Jessica Hulteen, Jocelyn Mancilla and Gina Rossi.

Ashley said their research will eventually be given to a nonprofit in Australia to help create activities that are educational-based to send to refugee camps.

While the students were aware of the Syrian refugee crisis before embarking on the project, their work has helped them gain a greater knowledge of the issue.

“We have a little bit more of an understanding because we’ve been consistently researching it and keeping up to date with it,” Ashley said.

Another CSUSM team of students researching the Syrian refugee camps includes Angela Edgcomb, Lizette Leon, Lisbeth Soria Barrios, Sonia Vasquez and Linette Villalobos. They said a typical week of research includes viewing videos, reading news articles, contacting organizations and sharing their findings as a group.

“I knew about it, but I didn’t know how serious it was until I started looking into it and researching the refugee camps,” Lizette said.

Said Lisbeth: “We want to bring awareness to the students here.”

Bigham also has a team of students -- Alexandra Albarran, William Lebbin, Chelsea Lundeen, Veronica Portillo, Kelsey Quinlan and Daisy Ramirez -- working on an art-healing project for Syrian refugees.

“The focus is on using art as an opportunity for a discussion, an opportunity to come together and collaborate,” Bigham said. “And also an opportunity for students to feel like they can do something.”

The team set up tables during each U-hour in October and invited students passing by to help paint half of a mural. The mural is then sent to a Syrian refugee camp where refugees complete the mural and send it back to CSUSM. The group also created materials to display at the tables to help inform other students of the extent of the Syrian refugee crisis.

“It definitely makes you want to speak out about it more and help in any way you can,” Veronica said. “I hardly knew anything about it going into it. Now that I know and understand that not a lot of people know what’s going on, you want to bring people into it and you want them to be aware of what’s going on.”

The project is being undertaken with the assistance of Marilyn Huerta, a communication specialist in the College of Education, Health and Human Services, and Joanne Tawfilis of the Muramid Museum in Oceanside.

It can take many months for murals to be returned to CSUSM, which means the students working on the project this semester may have already graduated by the time a completed mural makes its way back to campus. But the possibility of not seeing a finished product hasn’t dissuaded them.

“Knowing that they are going to be sent to refugee camps and they will be painted is fulfilling in itself,” William said.

Bigham has two teams of students working on inclusive language projects with the YMCA. One team includes Samantha Di Angelis, Liz Leguizamo and Patrick Ross. The other includes Trammie Dang and Marian Rodriguez.

Learning about inclusive language and some of the common words or phrases that they had never given much consideration before this project was an eye-opener for many of the CSUSM students.

“Filling out the sheets for the YMCA staff training, I realized that I’ve used some of those and I didn’t even know it had some of those meanings attached to them until we started doing this project,” Samantha said.

Said Marian: “I had never really thought about it. As we were doing the research, I realized, ‘Oh, I’ve said that before.’ ”

The students in all four project categories will present their work at a poster fair at Markstein Hall on Dec. 1.

“These projects are good and they shouldn’t just be stuffed in a classroom,” Bigham said. “They should be out there.”

“These kids want to change the world, and they can have a major that actively works at that,” said Alice Quiocho, director of CSUSM’s human development department in the College of Education, Health and Human Services.

CSUSM’s human development program provides students with a strong foundation for career development in working with people with diverse needs and backgrounds.

“The faculty here are open to possibilities,” Quiocho said. “They’re open to thinking outside the box.”

Human development contributes to promoting quality of life by understanding how individuals develop and change from conception to death; how environments influence individual development; and how basic knowledge of human development can be used to develop and assess programs to improve the lives of individuals.

Research plays a large role in the work human development faculty do with CSUSM students. Here’s a closer look at some of their projects:

Rodney Beaulieu

Beaulieu is an assistant professor whose research interests are action oriented, focusing on methods to improve personal development, organizations and communities.

He recently published a research article in Cogent Education titled, “A Critical Discourse Analysis of Teacher-Student Relationships in a Third-Grade Literacy Lesson: Dynamics of Microaggression.”

The study focused on a recording from a week of third-grade classroom sessions that was used to train new teachers in a certification program.

While the third-grade teacher was described as “outstanding” and “culturally responsive” by the university professor who had been using the recording to train teacher candidates, Beaulieu’s article notes that critical discourse analysis revealed microaggressions that prioritized white males, among other findings. The recording was eventually withdrawn from the certification program.

Beaulieu also submitted to the Journal of Practitioner Research a research project titled “A Practitioner Research Model for Human Services” and co-authored a recently submitted article to Administrative Science titled “The Self-Action Leadership Model: A Qualitative, Nomological Expansion of Self-Leadership Theory Rooted in Action Research Theory.”

Beaulieu is part of a team presenting at a poster session next month at the 2016 Gerontological Society of America Conference. The project is titled “An Action Research Approach to Adapting Jaques-Dalcroze Eurhythmics as a Community Fall Prevention Program for American Older Adults.” The project included CSUSM kinesiology interns who supported the older adult clients.

Rafael Hernández

Hernández is an assistant professor who is collaborating on a project that provides academic support for Chicano/Latino males.

F.U.E.RZA is a mentoring program developed within the Pathways to Academic Success and Opportunities Hispanic-Serving Institution grant at CSUSM.

Hernández said the program is designed to meet the needs of Chicano/Latino male students in their second year with resources and support not currently available to them.

Other collaborators on the project include Marisol Clark-Ibáñez, professor of sociology; Leo Melena, Director of Student Success in the College of Humanities, Arts, Behavioral & Social Sciences; Leandro Galaz, lecturer in the Department of Social Work; Crystal Guerrero, peer mentor; and Nancy Peñaloza, peer mentor.

Research on the program examines how F.U.E.RZA mentors manage their intersecting identities, navigate their own personal journeys through higher education and “reach back” to help others overcome obstacles on the path to graduation.

“We hope that what we learn from our research will enhance the F.U.E.RZA mentoring program’s ability to support and empower our students, inform institutional efforts to reduce educational inequalities, and inspire similar programs in this and other universities,” Hernández said.

Hernández noted that the program isn’t concerned solely with issues of race or ethnicity. He said it also aims to encourage critical reflection about how race, ethnicity, class, gender, sexual orientation, age, disability, immigration status and other identities intersect to impact students’ experiences and journeys in higher education.

Fernando Soriano

Soriano is a professor who is working on three projects with a fourth in the planning stages.

His project “Early Developmental Exposure to Violence Among College Students” assesses childhood and adolescent exposure to violence among university students. Soriano said preliminary findings showed that 89 percent of the 272 college students who participated in an online survey experienced at least one form of community violence either by witnessing it, experiencing it, perpetrating it or simply knowing that it happened near them all before turning 18.

Soriano said additional analyses are being conducted to examine the exposure to violence among various cultural groups and to identify risk and protective factors.

Another project, titled “Youth University Mentorship and Food Culinary Skills Training Program,” is working to engage human development and College of Business Administration undergraduates in mentoring and training a group of students from area alternative high schools in culinary arts and food services with the intent to start a self-supported university-based food cart. One of the project’s goals is to prepare students for various occupations in food-service sectors.

Soriano also is working on a “Surfing Youth Prevention Program.” He said the focus is on developing a pilot prevention program that will use training in swimming and surfing as means of integrating low-income multicultural high-school youth within mainline society and culture while enhancing their self-concept and positive identity. Soriano is collaborating on the project with kinesiology professor Sean Newcomer.

Noriko Toyokawa

Toyokawa is an assistant professor whose work focuses on family relationships and health across adulthood.

“As a family gerontologist, I have been trying to understand how family relationships are linked with health in later life,” she said.

Toyokawa’s current research projects examine:

• Intergenerational relationships in adulthood.
• Cross-cultural comparison of aging and family relationships.
• Older couples’ stress processes within dyads.

Toyokawa said the first project aims to understand the negotiation process of aging parents’ autonomy and adult children’s legitimacy of intervening into that autonomy. She said she is working on developing a measure to assess adult children’s domain-specific intervention into parental autonomy and parents’ domain-specific acceptance of adult children’s intervention.

The second project focuses on investigating the commonalities and differences in the value and practice of familism between Latino and Asian cultural contexts.

Toyokawa’s third research project examines family members’ mutual influence on their aging processes. She looks at custodial grandmothers’ and grandfathers’ mutual influence in the process of caregiving-related stressors.

“I employ a variety of research methods that can capture trajectories of individuals’ changes over time, differences of the patterns of changes among individuals and interdependence of family members in developmental processes and outcomes,” she said.

“I just thought it was cool from the first day when it was super awkward – we all sat in the corner next to each other and Bigham was like, ‘Mingle, go in and mingle with the kids’ – compared to the very last day we were crying when we left because it was so sad to leave them,” said student Isabella Passentino, who worked in a group that included classmates Adelle Brophy and Barbara Knapp.

They were among 12 CSUSM students who made the three-week trip with Bigham. Not only does the course give students a chance to gain 90 hours of field experience, studying abroad allows them to gain a greater sense of direction in their personal and professional development, broaden cultural perspective and improve critical thinking skills.

Students had two pre-trip meetings: one to discuss Zika virus and the other to review some of the curriculum. But there was no crash course on Portuguese or how to communicate with non-English-speaking children as young as 7.

“They really rose to the occasion,” Bigham said. “They adapted to where the kids were, they listened to them, they let the curriculum and the show kind of emerge from the kids.”

The students were based at a YMCA in Sao Paulo. They worked in groups of three to teach the children English. There were about 120 children ranging in age from 7 to 14 split into morning and afternoon sessions with about 15 children per class.

Using the theme “All About Me,” the students worked with the children for two weeks, culminating in a performance on the final night to show off what they learned.

The students started each day with breakfast with the first group of 60 children. A three-hour class was followed by a break that included a chance to touch base with Bigham on any issues. A second session with the other 60 children followed in the afternoon. The students met with Bigham for up to two hours each night to discuss three questions: What’s working? What’s not working? What would you want others to know?

Most of the children and YMCA teachers spoke little English. And, because the CSUSM students didn’t speak Portuguese, it made for some challenges.

The CSUSM group that included Jordan Freiler, Jocelyn Herrera and Kennedy Ravelo had an additional challenge – the YMCA teacher assigned to their classroom had been let go just before they arrived in Sao Paulo, leaving them on their own with the children.

“It was intimidating for them and it was intimidating for us,” Jordan said. “But I think the most important thing we learned along the way is we were right there with them in this whole learning process. As much as they were trying to understand us, we were trying to do the same.”

Every child received a blank notebook to use as their “All About Me” book. Even one of the YMCA teachers created her own “All About Me” book.

Much of the first week was spent getting to know each other and work on English basics like greetings, colors and foods. The second week was more focused on preparing the children for the show.

“Every day we’d try to go over what we did the day before so it could stick a little longer,” said student Francisca Velazquez, whose group included Norma Campos and Catalina Petersen.

The children proved enthusiastic learners.

“Every time they came to class, they would grab their book right away and start practicing without us even telling them to grab their books,” student Cristian Mcgough said. “It was exciting to see.”

Said Catalina: “Sometimes I felt like they were teaching me more than I was teaching them.”

The work paid off. Kennedy designed cover art for a show program and the children had a chance to demonstrate what they learned for their families. Topics included their favorite video games, favorite superheroes and what they wanted to do for a living. Some dressed up as their favorite superhero, others wore face paint and many had props.

The older kids performed last. Their routine evolved quite a bit in the planning stages. It ended up being a little shorter than desired and Jocelyn came up with an idea to incorporate the Village People’s iconic “Y.M.C.A.” That idea grew to include the entire group, and all 120 children performed together after the older kids did one verse of the song.

The CSUSM students each took time to address the audience with a brief prepared message in Portuguese at the end of the show. One of the YMCA teachers, with help from the children, created little dolls that were replicas of each CSUSM student to present as going away gifts. The dolls, which double as pens, are so detailed that even the clothes were patterned after what the students had worn.

“The parents were so, so proud,” said student Lillian Murphy, whose group included Mcgough and Cristal Trasvina. “At the end of the show we had parents running up to us wanting us to take pictures with their kids. It was very tearful.”

“Diversity, social justice and engagement with the community are important to me, and the objectives and values of this university reflect those qualities,” Hernandez said.

Wrapping up his first year at CSUSM, Hernandez’s research analyzes the strategies that Latinos and Latinas use to cope with racial microaggressions, the subtle insults and indignities aimed at people of color.

“We live in an age where overt acts of racism are commonly denounced,” Hernandez said. “But, the more subtle and camouflaged forms of racism are still pervasive at the university level for people of color.”

And that, Hernandez said, can adversely impact their adjustment, sense of value and college persistence.

He says he feels fortunate to be teaching at CSUSM during its 25^th anniversary.

“I’m blessed to be at such a remarkable campus in a beautiful part of the country, and it is exciting to be at a place that has so much promise for the next 25 years. I’m honored to have the opportunity to contribute to the legacy at Cal State San Marcos.”