Steinbeck Fellow Yalitza Ferreras Earns Rona Jaffe Award

Yalitza Ferreras wearing an orange top and smiling in front of some green hills.

Yalitza Ferreras is the fourth Steinbeck Fellow and seventh Spartan to receive the prestigious Rona Jaffe Award in recognition of her writing. Photo courtesy of Yalitza Ferreras.

On September 17, six woman writers were recognized with 2020 Rona Jaffe Awards by the New York-based Rona Jaffe Foundation. Among this year’s recipients is Yalitza Ferreras, a Dominican American fiction writer and recipient of the 2014-2015 Steinbeck Fellowship. Ferreras is the fourth Steinbeck Fellow and seventh Spartan to receive this award, joining Vanessa Hua, Gabriela Garcia and Dominica Phetteplace. Three other SJSU-affiliated writers have also received this recognition: Assistant Professor of English Selena Anderson, English Lecturer Aamina Ahmad, and former Lurie Visiting Writer ZZ Packer.

The prestigious honor awards $30,000 to emerging woman writers of exceptional promise and includes a reading at New York University. This year’s event was hosted online due to the COVID-19 pandemic. Ferreras read an excerpt of her novel-in-progress, The Four Roses, which follows Altagracia, a Dominican artist who immigrates to Spain in the 1990s to create art while struggling to survive.

“The characters I’m writing about are usually poor people, often people of color and very often women,” said Ferreras, whose work has been published in Kenyon Review, Bellevue Literary Review, The Southern Review, Aster(ix) Journal, and The Colorado Review. Her story “The Letician Age” was included in the 2016 Best American Short Stories, edited by Junot Diaz. “I like to explore everyday, quotidian situations—people trying to work and survive. There’s so much conflict in people’s lives as they go about their days and feed their families. I want readers to truly see my characters, to insert them into the stories that everyone is reading. That is very worthwhile to me.”

Born in New York and raised in both New York and the Dominican Republic, Ferreras identifies with the immigrant experience and sees fiction as an opportunity to “bear witness” to the daily triumphs and challenges of negotiating new places. The first in her family to attend college, Ferreras intended to pursue a career in law before discovering a fiction workshop as an undergraduate at Mills College. At the urging of her professor and 2010 MacArthur Genius Fellow Yiyun Li, Ferreras went on to earn an MFA in creative writing at the University of Michigan, where she worked on a short story collection and began writing her novel. She has since received fellowships from Djerassi Resident Artist program, Yaddo, Voices of Our Nations and the Tin House Writing Workshop. She describes San José State’s Steinbeck Fellowship as a turning point in her writing career, which was interrupted in 2011 when she suffered a brain injury in a car accident. The fellowship allowed her to visit Spain and the Dominican Republic, research trips for her novel. It also introduced her to a network of writers, fellows and alumni.

“The Steinbeck Fellowship was really timely for me; it allowed me to really begin working on the project in earnest,” said Ferreras, who has often supported herself as a graphic designer. “I’ve finished a draft of the manuscript and the support from the Rona Jaffe Foundation is going to allow me to finish the novel. I’m really grateful to both organizations for their support because they’re helping me make this happen. It feels really amazing to be a part of these two communities.”

“When a former Steinbeck Fellow wins a major award, or finds a large audience for a new book, I am thrilled for them first of all, but I also feel validated,” said Nick Taylor, professor of English and comparative literature and director of the Martha Heasley Cox Center for Steinbeck Studies. “It demonstrates that our program is good at finding and supporting talent. And these successes aren’t rare anymore. At this point we’ve had 64 Steinbeck Fellows who have received something like $750,000 in support from the program. They’ve gone on to publish 40 books—a number that increases every year without fail. Not every former fellow publishes a book every year, but every year some do, and each of those publications gives us an opportunity to call attention to what we’re doing here at SJSU.”

Current Steinbeck Fellows are Rita Chang-Epigg, Tammy Delatorre, Brice Particelli, Daniel Pearce, Kate Osana Simonian and Anthony Veasna So. Applications open January 2 for the 2021-2022 fellowship.


Watch Ferreras’ Sept. 17 Rona Jaffe reading.

SJSU Center for Community Learning and Leadership Launches Civic Action Fellowship

A young girl with long brown hair hovers over her desk as she works on an electric device.

Photo: David Schmitz / San José State University.

San José, Calif.— San José State University’s Center for Community Learning and Leadership (CCLL) is pleased to announce the launch of the Civic Action Fellowship—a partnership between the California Volunteers within the Office of the Governor, AmeriCorps and a coalition of public and private universities—designed to help students pay for college while addressing regional challenges.

This unique collaboration between federal and state funds will allow 44 San José State undergraduate and graduate students from diverse disciplines to become AmeriCorps Civic Action Fellows and engage in virtual service during a time of great crisis triggered by the COVID-19 global pandemic. CCLL received $75,000 for planning and $480,868 ($136,106, federal funds and $344,762, state funds) for implementation as part of the grants.

The goal of the fellowship is to ensure a new cohort of California citizens committed to addressing local and state challenges, public concerns and a life of public engagement. The students who dedicate time to public service will receive financial support to obtain a college degree designed to position them for success in career and life.

“San José State students will meet some of the highest needs in our country during this time, first, by providing STEM education to underserved youths in surrounding neighborhoods. And second, by contributing to health promotion around COVID-19 through high-impact social media campaigns,” said CCLL Director and SJSU Professor of Psychology Elena Klaw.

The Civic Action Fellows will primarily work with local after-school programs to provide computer programming enrichment for underserved third- and sixth-grade youths. In addition, Civic Action Fellows will participate in the city of San José and Santa Clara County initiatives. For their efforts, the fellows will receive a monthly living allowance and an education award upon completion of the program.

“The Civic Action Fellowship enabled our center to expand upon our Cyber Spartans program. We now have the capacity to increase our partnerships, reach more youths and expand the content the youths are taught from only cybersecurity to civic engagement and health promotion,” said CCLL Assistant Director Andrea Tully.

Since the once completely in-person program is now entirely virtual, Tully said, “Our fellows are learning how to teach computer programming in unplugged ways through interactive kits that have puzzles and other games. They’re learning how to provide social-emotional support virtually to youths who struggled with online learning when the stay at home orders were first issued in spring.”

Joshua Lawson, ’23 Computer Science, who worked earlier on the Cyber Spartans Program said the Civic Action Fellowship program offered him the opportunity to design a lot of the curriculum being used. “I was actually in charge of a lot of the design of the curriculum and had written a lot of programs and units of work that were designed to be either in person or in small groups with mentors,” said Lawson.

Due to COVID-19, the team had to dramatically change the curriculum over the last couple of months to adapt to the online environment. Lawson enjoyed the transition process as it allowed him to build a critically thought out creative project. Now, the virtual program model includes time to interact virtually with San José State fellows, as well as kits that students can work on at home.

Mercedes Mansfield, ’22 MS Occupational Therapy, who is working with the CCLL for the first time, said, “the program is important, as it will help me gain experience in hands-on work with members in underserved communities, as well as help me develop leadership skills.” Mansfield and Lawson both agree that the CCLL weekly seminars have helped to broaden their knowledge on societal issues and what they can do to create a larger change in the communities they serve.

“Our model at the Center for Community Learning and Leadership has always been innovative in that although there are many organizations on campus that provide service, our emphasis is long-standing mutually beneficial relationships that address ongoing community needs,” said Klaw.

CCLL works closely with Campbell Unified School District’s Expanded Learning Program, as well as its long-standing partner, Third Street Community Center, located very close to the SJSU campus.

“The pandemic caused unprecedented challenges to our program launch, as it has for our community partners and for the families of the youths our fellows serve. They are learning patience and resilience that I know will serve them well in their future careers,” Tully added.

SJSU Recognized as Adobe Creative Campus

A female and make student smile while admiring graphic design posters lined up on the wall.

Students look at graphic design posters on the wall prior to the COVID-19 pandemic. Photo: Jim Gensheimer / San José State University.

San José State University has been named an Adobe Creative Campus for its commitment to using technology to provide students with a transformative path to success.

SJSU is among a select group of colleges and universities Adobe identified as higher education innovators actively advancing digital literacy skills across the curriculum. By making Adobe Creative Cloud available to its students, SJSU provides creative and persuasive digital communication tools that will give them an edge in the competitive modern workplace.

“San José State is honored to be recognized by Adobe as a Creative Campus,” said Provost and Senior Vice President of Academic Affairs, Vincent J. Del Casino Jr. “There is nothing more important in today’s world than creative and digital literacy. By providing our students with access to these creative software tools, we can enable them to do wonderful things in the digital world, but also to gain expertise at productive collaboration. Being named an Adobe Creative Campus is one of the many puzzle pieces we are putting in place to ensure that SJSU students can take advantage of as many opportunities as possible.”

SJSU students have access to all the Adobe Creative Cloud apps and services at no additional cost. Universal access to these industry leading communication tools is part of SJSU’s endeavor to prioritize equity and inclusion, leveling the playing field in the classroom. By becoming proficient in the software used every day by so many employers, SJSU students can gain valuable experience and soft skills to better demonstrate their digital literacy capabilities when entering the job market.

There are more than 20 Adobe Creative Cloud applications that students can practice with every day, including InDesign, Photoshop, Premiere Rush and Illustrator—leading industry standard applications across the curriculum used by many employers where SJSU students will be working.

“Digital literacy and fluency are quickly becoming core competencies for employment opportunities on an international scale,” said Sebastian Distefano, director, education strategic development. “One of the most effective ways academic institutions can ensure their students become digitally literate and fluent before they enter the competitive workforce is through early and frequent exposure to creative tools. We are delighted that San José State University has embraced Adobe Creative Cloud, as students will now have the tools they need to seamlessly unlock their creativity and share their stories in more visually compelling ways. As a result, students of all majors can nurture the fundamental soft skills that will be critical to success in their future careers.”

As an Adobe Creative Campus, San Jose State University will also have access to peer-to-peer collaboration with other Adobe Creative Campus institutions, support for driving student adoption in the classroom, and thought leadership opportunities within the global higher education community.

John Delacruz Named as a 2020 Adobe Master Teacher

Professor John Delacruz gestures with his hands while teaching his class.

John Delacruz teaches a course prior to COVID-19 pandemic. Photo: Jim Gensheimer / San José State University

Associate Professor John Delacruz was included as one of Adobe’s inaugural Master Teachers, one of 35 educators in K-12 and higher education selected from across the globe. The program recognizes pedagogical expertise, educational innovation, and a commitment by “master teachers” to share their best practices, insights, and curricular materials with educators across the globe. The summer program included a professional learning community within the cohort, training on instructional design and professional curriculum writing, and a badge to share on professional profiles.

An experienced educator in the School of Journalism and Mass Communication, Delacruz is responsible for the Creative Track of San José State’s advertising program. The fellowship recognizes his expertise in using Adobe Creative Cloud in his teaching, his ongoing development of industry and education partnerships, and his success guiding student collaborative projects nationally and internationally.

Delacruz said, “The collaboration tools, Adobe Creative Cloud, that I’m using in the classroom now are the collaboration tools that they’re going to be using when they get out into the working world.”

Last spring, in Delacruz’s senior capstone course in design for advertising, students created awareness campaigns for a local business or local nonprofit organization. Using the Adobe Creative Cloud, students make real-world advertising creative projects and pitch them to real clients. Delacruz said the projects his seniors did in class matched how they will work once they start their jobs.

“For a lot of my students, this is such a big taste of the real world,” Delacruz said. “They’re learning a bunch of digital tools they’re going to have to use to move forward. They get to present orally, they ideate and collaborate in teams, and they work through a problem using critical thinking and understanding user groups and people.

“Adobe Creative Cloud is what industries are built on,” he said. “Even in this online moment, our students are learning skills that are really going to help them in the workplace.”

Delacruz has been a campus and statewide leader in using Adobe communication tools to augment his teaching. Last year, SJSU hosted a unique virtual Adobe Creative Jam with participants from seven other California State Universities.

All of these partnering initiatives are part of the connection that becoming an Adobe Creative Campus brings with it. SJSU collaboration with other Adobe Creative Campus institutions is designed to foster the sharing of ideas and innovations that expand digital literacy on the path to student success.

Urban and Regional Planning Department Chair to Lead a National Professional Organization

Laxmi Ramasubramanian in a black blazer and white top smiling.

Photo: Robert Bain / San José State University.

Professor Laxmi Ramasubramanian, chair of the SJSU Department of Urban and Regional Planning, was elected vice president and president-elect of the Association of Collegiate Schools of Planning (ACSP).

ACSP, a consortium of more than 100 university departments and programs offering planning degrees, is a scholarly association dedicated “to promoting the field of planning as a diverse global community that works collectively toward healthy, equitable and sustainable neighborhoods, cities and regions,” according to its website.

Ramasubramanian described taking an ACSP leadership position as a “personal calling.” She said she felt now was a good time to help shape how planning professionals do their work because the current era demanded more active promotion of the values she teaches her students to keep forefront.

“My area of research is participatory planning,” Ramasubramanian explained. “I use every opportunity, whether in service, teaching or research, to think about process issues. Planning is about thinking about the future. To me, the governing board of the planning association should reflect the ethos of the field: Our processes should be transparent, accountable, participatory, engaged—all the things we want our public planners to do.”

Ramasubramanian said once the thought of contributing to her profession’s national leadership entered her head, she could not dismiss it. “I’ve been thinking this summer about the national mood,” she said, “which has refocused our attention to inequality in city after city, community after community. So I was struggling with this as an individual. And often I find that I need to be with other people to make change.”

Ramasubramanian said important structural changes could rarely be made by individuals alone, but only in concert with others. “We can’t do what we need to do by ourselves, and we shouldn’t try to do it by ourselves. How can we work in partnership with groups of people to create the kind of transformation they’re aspiring for?” Mulling that over led her to seek her new leadership position.

Ramasubramanian will serve as vice president through 2021, after which she advances automatically to president for the term 2021-2023.

“My goal is to spend this year really listening to the interest groups that are part of our association and who share the same anxieties and fears and mood that is going on around the country,” she said.

A professional organization undergoes the same struggles happening outside it, she said. Ramasubramanian said her role would be to actively support planning faculty and students who are Black, indigenous or people of color through both policy and action. “We’re a good organization,” she said. “We’ve always said the words. An academic organization with our heart in the right place. But that’s not enough right now. That’s what the world is telling us: It’s not enough.”

As a public university, SJSU is accountable to a wide range of people. “At public universities we have a teaching mission,” she said. “We are preparing planning professionals who go out in the world and solve the difficult problems of climate change and environmental degradation, build resilient and inclusive communities, fix our transportation problems. So I’m really proud of the work that universities like ours do.” Ramasubramanian said she hoped to represent the voices of public universities in the ACSP governing board. You have to have diverse points of view in the room to change the conversation.”

SJSU offers undergraduate and graduate degrees in geography and an accredited master’s of urban planning degree—the only programs of their kind in Silicon Valley. The department’s diverse student population includes working students who prefer to attend the program on a part-time basis—a rare opportunity, given that few fully accredited master’s in urban planning programs offer graduate students an entirely part-time option. Emphasizing experiential learning and career preparation, the department’s faculty members teach about architecture, communication, economics, history, public policy, and sociology. Through public service projects, students assist local communities in addressing topical planning issues. SJSU has excelled in the field of urban planning since 1970.

College of Social Sciences Dean Walter Jacobs said, “Laxmi was outstanding in her first year as the chair of the Department of Urban and Regional Planning, so I was not surprised to learn that she was selected as vice president of a national organization. I have absolutely no doubts about her ability to thrive as the vice president and then president of ACSP while she continues to excel as a department chair.”

Ramasubramanian said she saw this step as part and parcel of the university’s larger mission. “I’ve chosen a narrow pathway to have an impact—trying to serve my peers in the academy, a membership organization of university people—but the work that we do, the professors, is hugely important because we impact young people,” she said. “One reason I’m at San José State is that here we can see so clearly how education is the pathway to transformation. The education you receive at SJSU prepares you to move in your career, your life, to move your family and your community to the next aspirational goals you set for yourself, whatever they may be.”

Learn Anywhere Website Launched to Aid Student Success

student working remotely on his laptop.

Student working remotely.

On August 6, San José State University launched Learn Anywhere—a website to help students better adapt to the hybrid teaching and learning model for the upcoming fall 2020 semester that consists of mostly online learning.

The Learn Anywhere site—the third in a trio of help and instruction websites—joins Work Anywhere and Teach Anywhere, which were created last spring to assist staff and faculty members transitioning to sheltering in place.

Learn Anywhere offers students a readiness questionnaire, basic tips to get started, guides to Zoom mastery, help navigating Canvas—and even what to do if students don’t have reliable Wi-Fi access at home, or need a loaner laptop. The Learn Anywhere site also has many easy-to-find tips on how to access other SJSU resources available to students, including:

  • Academic support, like the Writing Center, Accessible Education Center and Career Center
  • Advising Hub
  • Campus Life’s rich range of virtual opportunities to join in and connect
  • Financial Aid and SJSU Cares
  • How to use the library remotely

Learn Anywhere provides a “one-stop shop” where students can find information about technology needs, using online tools and campus resources like student centers, activities and events.

Provost and Senior Vice President for Academic Affairs Vincent J. Del Casino, Jr., said the Learn Anywhere website “helps students tap in and figure things out: How do I connect to tutoring? How do I connect to other success programs?”

Melinda Jackson, associate dean for undergraduate education, said, “We are excited to roll out Learn Anywhere for our students. Online learning is a new experience for many, and we want to make sure that students know about all of the resources the university is offering this fall.

“We recognize that online learning brings new challenges,” Jackson said. “Our faculty and staff members have been working hard all summer to reimagine and revamp what we do to offer an excellent educational experience for all.”

Last spring—when sheltering in place threw everything into a whirl—eCampus launched Teach Anywhere, a rich resource to help faculty members find what they needed. “It was a whole campus team effort getting that up,” said Jennifer Redd, director of eCampus. “This was truly a cross-campus collaborative effort to design and develop,” Redd said. Together, Learn Anywhere and Teach Anywhere curate resources, provide tips and offer guidance for teaching and learning online.

In addition to pointing students toward upcoming workshops, the Learn Anywhere site also displays numerous helpful recorded tutorials, such as tips on how to go beyond Zoom basics. A simple video tutorial explains how to share videos within Canvas. Another reminds students that, with access to the Adobe Creative Cloud suite of tools, they’re able to practice making polished, professional-quality presentations.

The homepage also features personal tips offered by undergraduate and graduate students on strategies they use to succeed in learning remotely.

Sumeet Suhas Deshpande, a current student who helped the eCampus staff design and produce Learn Anywhere, said in an email that he hoped the site would make for “a smooth and efficient online learning experience in the semesters to come. Learn Anywhere is primarily built to cater to the needs of students who are not so well-versed with technology and software applications and are new to online learning.” Deshpande said he intended to use the very site he helped create to better manage his own time and studies, learn how other students were coping and succeeding, and connect with peers. As a student himself, Deshpande said he and the team had put a great deal of thought into “building the website with the end user’s perspective, as that is what matters the most.”

“We hope that students will bookmark the Learn Anywhere site and visit it often throughout the semester,” Jackson said. “We are all on this online journey together and want this site to help students connect to the Spartan community and find the support they need.”

STEM Faculty Members Receive $1.69M NSF Grant Award

SJSU community members participating in STEM education program.

Photo: David Schmitz

The National Science Foundation (NSF) has recently awarded a $1.69 million grant to San José State’s faculty members for a research proposal titled “Transforming Undergraduate Teaching and Learning Through Culturally Sustaining, Active and Asset-Based Approaches to Introductory Science Courses” that aims to increase diversity, inclusion and retention in STEM.

Over the course of the next five years, the STEM research team led by Cassandra Paul, associate professor of physics and astronomy, and science education, will be employing innovative instructional approaches to reduce attrition rates in introductory STEM courses.

“The goal of this grant is to increase student success and graduation rates for undergraduate students and, more specifically, for Latinx and other students belonging to regional, racial and ethnic minority groups,” said Paul, principal investigator of the project.

Historically, the attrition rates in STEM courses are highest during the first two years of college, especially among Latinx and underrepresented minority students. “We want to make sure that we’re listening to what the students are bringing with them to SJSU, and engaging with them more actively,” said Paul.

According to Pamela Stacks, associate vice president of research, the beauty of the kind of research that Paul and her team are doing is that it not only tells us about Latinx students but provides insights into all students.

“Getting this grant opportunity means that STEM faculty members can now be more collaborative and informed about connections between different STEM disciplines, and also they’ll be able to identify issues students are struggling with,” said Stacks. Stacks added, “eventually when the research gets published, it will impact a much bigger audience and, in the process, elevate our whole institution.”

Co-PIs Tammie Visintainer, assistant professor of teacher education and science education, and Marcos Pizzaro, associate dean of the Lurie College of Education, have lent their expertise in educational equity to the project. Their research and service work informs the culturally sustaining and asset-based approach of this work.

“This grant is truly unique because it explores introductory science instruction as something that needs to be more inclusive and leverage the diverse resources that Latinx and other students of color bring with them—which has consistently been ignored and/or not celebrated in institutions of higher education,” said Visintainer, who played a significant role in writing the grant.

Part of the impetus for the grant, according to Paul, came about during informal meetings with STEM faculty members Resa Kelly, professor of chemistry and science education, and Katherine Wilkinson, associate professor of biological sciences, who are also co-PIs for the project. The idea to better align and link content across different courses like biology, chemistry and physics motivated the team to create a cohesive experience for students entering STEM majors.

The novel part, said Visintainer, “is how faculty “see” students of color and how this shapes their instruction.”

“The innovative approach of this grant is that we are specifically seeking to identify the cultural wealth, assets, and strengths that uniquely position Latinx students to thrive and succeed in STEM disciplines – and tapping into those,” said Visintainer.

The entire first year of the five-year grant will be spent on collecting data, talking to students and interviewing them, and also learning more about their experiences.

“The first year is really about getting a better understanding of what the students’ STEM experience is at SJSU in order to be better informed for the next stages of the grant,” Paul said. Subsequently, the team has plans to develop new faculty learning communities that will engage with the data, identify different aspects of the curriculum, and then adapt and align content to ensure a coherent experience for the students.

Since it’s a grant with a particular focus on Hispanic-Serving Institutions (HSI), Tammie Visintainer said, “we are going to focus on that population while also transforming science and undergraduate education for everybody.”

Stacks agrees that gender, race and ethnicity elements are crucial in STEM, she thinks that diversity of thought is what the community should strive for. “What’s more powerful as we become more inclusive is that we expand the intellectual elements, and then we make possible solutions to how we approach things,” said Stacks.

Stacks said that Paul has implemented a radical reform process in her physics classes since joining SJSU in 2012. Besides improvising on teaching style and technique, Paul is also experimenting with grade scales that are different from the traditional percent scale for assessing students. “We saw our fail rates go way down. And so our students are much more successful in the course,” said Paul. “We’ve also started group quizzes and group portions of the finals. So every aspect of the class has a community element to it,” she added.

“In this moment in history, the most exciting part of this grant is that it creates space for a true reimagining of undergraduate STEM education,” said Visintainer.

The other important aspect of the grant is that the research faculty members were supported for preliminary research by CSU STEM-NET (a system-wide research affinity group) that promotes research, community building and innovative educational ideas across the CSU university system.

Diversity in STEM Master’s Degrees Recognized

Professor sits with science students in lab.

Photo courtesy of Miri VanHoven.

The July 23 issue of Diverse Issues in Higher Education highlighted a list of institutions that best produce minority post-baccalaureate graduates in STEM fields. San José State took multiple honors.

In addition to its regular annual top 100 rankings, Diverse published an expanded list highlighting master’s degrees in the STEM fields of engineering, math and statistics, and physical science. SJSU was included on all three lists.

In granting a master’s in engineering, SJSU ranked #5 in diversity among all institutions, any size, public or private. Rounding out the top five were Georgia Tech, UC Berkeley, USC, and Stanford. Minorities also earned SJSU master’s degrees at high rates in:

  • Mathematics and statistics: #13
  • Physical sciences: #52

This analysis was based on master’s degrees conferred in the 2017-2018 academic year.

Marc d’Alarcao, dean of the College of Graduate Studies, said, “One of our priorities in the College of Graduate Studies (CGS) is to assure that the grad student population reflects the diversity of the community. Although we still have more work to do, we’re delighted to be recognized in this way.”

In March, the CGS hired Dr. Amy Leisenring as associate dean of inclusive student success. Her work, d’Alarcao said, would “continue to deepen an examination of our practices in the College of Graduate Studies, focusing on making them inclusive and equitable.”

“San Jose State University is proud of its role in serving all students seeking graduate degrees in STEM fields,” President Mary A. Papazian said. “SJSU has a legacy of a commitment to inclusion, and sending our diverse group of talented STEM graduates into the Silicon Valley workforce and beyond, and on to advanced degrees, is just one way we demonstrate that commitment.”

In 2019, SJSU ranked #1 for total minorities receiving master’s degrees in Diverse’s library science category, and #1 for Asian Americans, Hispanics, and African Americans.

Bachelor’s Degree Diversity across All Fields

San José State University has also previously topped the magazine’s charts for diversity in bachelor’s degrees awarded.

San José State was the #1 school in the country in Diverse‘s rankings for producing Asian American bachelor’s degree graduates in visual and performing arts, and in business administration, management and operations. For both those undergraduate majors, the school ranked #3 nationwide in total minorities (including Hispanic, African American, Native American, and graduates who list multiple ethnicities).

For all disciplines combined, SJSU ranked #5 in the 2019 data for Asian American bachelor’s degrees, split evenly between men (1285) and women (1262).

Those same rankings show SJSU placing tenth in all minorities completing a bachelor’s in the two fields of communication/journalism/related degrees and natural resources and conservation. Nationally, SJSU ranked #6 in engineering bachelor’s degrees for all minorities.

“The diversity of the undergraduate program reflects the larger community,” d’Alarcao said, “and we hope undergraduate students stay on for graduate school, further increasing our diversity there.”

These recognitions come on the heels of recent rankings demonstrating SJSU’s excellence at facilitating social mobility. Last year, U.S. News and World Report added a ranking for social mobility that compares how well universities and colleges do in graduating Pell grant-eligible students. SJSU ranked #3 among public universities in the West, and #5 overall for the region.

SJSU Launches Human Rights Institute

HRI director W. Armaline with his students that make up the HRI team.

Director William Armaline (far right) with the HRI team.

Formally launched in October 2019, San José State’s Human Rights Institute (HRI) has already been making an impact—and now is poised to do even more.

Years in the making, the HRI recently launched its website offering a world-class policy and research institute’s research, education and praxis, the intersection of policy with action.

Director William Armaline credited numerous faculty and staff members who collaborated to bring the San José State’s Human Rights Institute come to life. “So many people have been critical in building this entire project,” he said.

Armaline said creating the HRI “has really has been sort of my grind and mission since I’ve been at at San José State: Trying to build this—both the minor program, which launched in 2012 out of justice studies—and also a research and policy institute that would go beyond pedagogy and education to actually giving a public university very real roles in the communities we serve.” Armaline said the HRI brings research and frameworks from international human rights and international standards to bear on “social problems that confront the communities that we literally are chartered to serve as a university.”

College of Social Sciences Dean Walt Jacobs said that creating a formal institute had meant navigating a long approval process to win official status. Within the CSU system, research centers tend to spotlight research, which the approval process is designed to prioritize.

“But the HRI is unique,” Jacobs said. “It also has that component of praxis. Which is about teaching action, putting research into action. We had to go through a lot of hoops to get the HRI approved. But we did. And it fits really nicely into the legacy of social justice work that San José State has done throughout its history. It’s a good fit.”

Armaline described his view of how an institute in a public university ought to serve community needs: “We want to answer legitimate questions from the community: ‘If I don’t have kids going to your university or even beyond that, why should we really support it? Why do we need to have it here? Why is it a critical member of our community institutionally?’ And we want to be an answer to that question. We want to be able to say, ‘Because centers of learning are critical for communities to be able to understand the world around them and develop solutions for the problems that they face.’ And also to answer the questions they find interesting and relevant. I think people rightly want direct and pragmatic kinds of answers to those kinds of questions.”

Jacobs said that when Armaline was hired in 2007, his purpose was to build something like the University of Connecticut Human Rights Institute, where Armaline previously worked. Preeminent nationally, even internationally, “they had a very robust program there,” Jacobs said. “Bill was hired in part to establish an institute here on the West Coast that would be very similar to the very successful one on the East Coast.”

A sociologist by profession, Armaline moved to the sociology department from the justice studies department, where he was hired in 2007. Doing the work, demonstrating results and setting up the structure of the HRI have consumed almost a decade of his life—along with the many other projects and initiatives he’s engaged in (not to mention teaching).

HRI faculty members include award-winning authors, educators and journalists who partner with SJSU’s extremely diverse student body—as well as organizations across the region—to inform policy and practice according to international human rights law, standards and scholarship. For example, since 2012 the HRI has offered an undergraduate minor to students who want to add training in international human rights law or human rights reporting/journalism and advocacy to their field of study.

After receiving official approval as a research center in October, the HRI has been preparing for the public launch of its website amid the months of the 2020 COVID-19 restrictions.

“One of the requirements is that the center or institute has to have a plan for self-sufficiency within two years,” Jacobs said. “As a college, we’ve been supporting them as they’ve been in the planning process. But a big part of their efforts will be to raise funds to keep going. I’ll also be helping too, as we go out and talk to donors about places we can help support them.”

Armaline highlighted the importance of connecting international human rights research with the lived experience of Californians right here in SJSU’s neighborhood. For him, tying scholarship to immediate, real-world problems is at the core of the mission: “We dedicate ourselves as a research and policy institute to study and understand the problems that confront us—the local community but also the national and global community. And then really work with those communities and other stakeholders and decision makers to develop the best possible solutions.”

Support the Human Rights Institute

Beyond supporting human rights education and research, contributors can support the HRI’s new Human Rights News Network, which includes human rights reporting classes where students will develop original news content, report on the HRI’s research and action, and learn to use human rights laws, conventions, monitoring mechanisms and data in news stories. The HRI has already received gifts that will support student scholarships, and seeks additional support to further the institution’s path to self-sufficiency as an institute advancing research and action on human rights. Learn more about the Human Rights Institute and how you can support its work.

$1.2M Gift Commitment from Michael C. and Kathryn M. Grischy to Provide Future Support for Students Studying Abroad

Michael C. and Kathryn M. Grischy.

Photo courtesy of Michael C. and Kathryn M. Grischy.

San José, Calif. — San José State University is pleased to announce that it has received a $1.2 million gift commitment from Michael C. and Kathryn (Katy) M. Grischy. The gift will support students who study abroad for a semester.

“This generous gift commitment will help us share the life-changing opportunity of a globally facing educational experience that exposes SJSU students to a deeply immersive cross cultural experience to help them reach their academic, personal and professional goals,” said Study Abroad and Away Director Susie Morris. “We’re grateful for how these resources will support our mission to provide accessible global experiences for all SJSU students, providing the support they need to incorporate a global experience into their university education but who might not have the resources to experience study abroad otherwise.”

The Michael C. and Kathryn M. Grischy Study Abroad Fund in the College of Professional and Global Education will establish an endowed fund for scholarships that cover tuition and fees for one semester of study abroad.

A consulting software/firmware engineer, Michael is the retired co-founder and president of Octave Software Group, a technology service consulting firm in San José, California. Michael graduated summa cum laude with a degree in electrical engineering in 1985. Katy Grischy studied English at SJSU from spring 1967 to spring 1968, completed her bachelor’s in English at Cal State Long Beach, and attained her master’s in counseling psychology at Loyola Marymount University Los Angeles. She retired from her 30-year San José private practice in psychotherapy in 2016.

The Grischys both expressed a deep commitment to the value of a broad-based education that is more than just the sum total of classroom experience.

“Michael and I want more students to have the opportunity to see the world from a different perspective, to augment their academic experiences and have the privilege of learning through travel,” Katy said.

“A study abroad experience can change a student’s worldview, a student’s life,” said Michael. “Our idea is to enable more SJSU students to be able to have those experiences.”

“Internationalizing San José State cultivates an environment of diversity and inclusion,” said Ruth Huard, dean of the College of Professional and Global Education. “The Grischys’ generous donation will directly support students and the wider campus community as we continue to prepare to live and lead in a globalized world.”

Their gift commitment was established via the Grischys’ living trust.

To learn how you can make a gift to SJSU from your estate, please contact Randy Balogh, director of planned giving, at 408-924-1123, randy.balogh@sjsu.edu.


About San José State University

The founding campus of the 23-campus California State University system, San José State provides a comprehensive university education, granting bachelor’s, master’s and doctoral degrees in 250 areas of study—offered through its nine colleges. With more than 35,000 students and nearly 4,370 employees, San José State continues to be an essential partner in the economic, cultural and social development of Silicon Valley and the state, annually contributing 10,000 graduates to the workforce. The university is immensely proud of the accomplishments of its more than 280,000 alumni, 60 percent of whom live and work in the Bay Area.

NSF Awards $1.5M to Fund STEM Curricula for Students with Visual Impairments

A student with visual impairment touches a 3D model.

A student explores a 3D printed tactile model of the constellation Orion. The spherical stars have diameters that represent their true relative brightnesses and are attached to posts whose lengths indicate the stars’ true relative distances from the Earth. Photo: Professor Thomas Madura/San José State University.

Multiple 3D printers assembled by students with visual impairment.

3D printers assembled by students with VI at the Bureau of Services for Blind Persons in Kalamazoo, MI. Photo: Professor Thomas Madura/San José State University.

Researchers from San José State University, The Ohio State University and the Space Telescope Science Institute (STScI) located at John Hopkins University have been awarded a $1.5 million dollar Innovative Technology Experiences for Students and Teachers (ITEST) grant from the National Science Foundation (NSF) to develop science, technology, engineering and mathematics (STEM) curricula for students with blindness and visual impairments (VI).

The funding will be used to research and develop STEM Career Exploration Labs (CELs) where students with VI can learn about STEM, career opportunities in STEM and develop STEM skills.

“Students will participate in hands-on activities such as assembling and using desktop 3D printers and using 3D printed models and sound to learn astronomical topics, such as celestial motion and lunar phases,” said Principal Investigator and San José State University Assistant Professor Thomas Madura. “Spatial thinking is particularly important for students with VI, who touch their surroundings and gather information via sound to form mental images and make sense of the world.”

The STEM Career Exploration Labs will also include interactions with STEM professionals with VI and field trips to local businesses that offer insights into STEM careers. The CELs will serve high school students from ages 14 to 20 with VI, their sighted peers, STEM high school teachers and teachers of the visually impaired.  The Council of Schools for the Blind will help recruit students and teachers for the program.

Previously, researchers conducted two pilot workshops including one in Kalamazoo, Michigan, with the Michigan Department of Licensing and Regulatory Affairs’ Bureau of Services for Blind Persons and the South Carolina Commission For the Blind in Columbia, South Carolina.

“In the workshops, the students explored current research data obtained with NASA’s Hubble Space Telescope through 3D prints,” said Hubble Space Telescope Outreach Project Scientist at STScI Dr. Carol Christian. “The use of such tactile materials allows students to discover the wonder as well as some of the scientific detail of the astrophysical universe.”

A student with visual impairment holds a 3D printed model of the Eta Carinae Homunculus nebula.

A student explores a 3D printed model of the Eta Carinae Homunculus nebula created using observations obtained from the European Southern Observatory’s telescope in Chile. Photo: Professor Thomas Madura/San José State University.

According to Assistant Professor Thomas Madura, there is very little research to date on how students with VI learn science and fewer studies on the impact of technological tools designed for students with VI. Researchers will collect and provide new data by investigating:

  • The effect on students with VI’s understanding of scientific concepts
  • How students participate in the inquiry-based STEM work
  • How the project affects student attitudes towards STEM, STEM careers, and astronomy
  • Assess understanding of spatial thinking skills and astronomy concepts
  • Identify STEM high school teachers’ attitudes towards students with disabilities in STEM classes

Data results will be distributed in a variety of ways, including peer-reviewed research journals, presentations, and workshops at various STEM, astronomy, VI, education, 3D printing, persons with disabilities and related domestic and international conferences.

“We know very little about how persons with visual impairments understand abstract concepts, such as astronomy, as they are presented through 3D models,” said Project Researcher and Associate Professor at The Ohio State University Tiffany Wild. “The results of this research can impact the way we teach astronomy to students with visual impairments and ultimately increase accessibility for all those with visual impairments to the world of astronomy.”

Depending on the current COVID-19 pandemic, researchers plan to set up STEM Career Exploration Labs in public high schools, schools for the blind, and state agencies in 12 states beginning in spring 2021.

CSU May Require Ethnic Studies Course to Graduate

Mural of Cesar E. Chavez.

The César E. Chávez Monument: Arch of Dignity, Equality and Justice, designed by Judith F. Baca.

A bill that moved forward in the California legislature on June 18 would require all CSU students in the class of 2025 and those beyond to complete a three-unit course in ethnic studies. If signed into law, the graduation requirement would begin in fall 2021.

College of Social Sciences Dean Walt Jacobs said that SJSU’s readiness to respond to an incoming mandate along these lines stems from the years of preparation. Several steps have already been taken to strengthen ethnic studies. One is the College of Social Sciences’ Ethnic Studies Collaborative, established in 2018.

“A collaborative is a more informal way of getting people together,” Jacobs said.

Yvonne Kwan, an assistant professor of Asian American studies, who joined the program in 2017, is director of the collaborative.

“The collaborative was a way for us to bring together the various ethnic studies programs and departments that we already have,” Kwan said. Chicana and Chicano studies and African American studies are departments, whereas Asian American studies and Native American studies programs are smaller. One thing the collaborative helps do, Kwan said, is to make them more equal and balanced. “The collaborative is a way in which we can come together to have these difficult conversations.”

Kwan said that an ethnic studies graduation requirement would help students understand what is going on in our world. “It’s important to know because K-12 education tends to have a very Eurocentric basis.” She distinguished her field from the fields of history and purely studying a culture. “It’s about a critical interdisciplinary way we understand racial and ethnic relations and how it shapes power dynamics in the United States.”

New Faculty Hires and a New Minor

Another weighty step taken, Jacobs said, is new hiring in all four of these fields.

“Three new faculty members in African American studies are starting this year, including a new department chair,” Jacobs said. “We’ve also had two recent hires in Chicana and Chicano studies, and a new faculty member in sociology who also does Native American studies is coming in this year. We also have two recent hires in Asian American studies, including Yvonne Kwan, who is doing a fabulous job leading the Ethnic Studies Collaborative. She followed inaugural director Magdalena Barrera, who will soon step down as chair of Chicana and Chicano studies to become SJSU’s vice provost for faculty success.”

In the fall, SJSU will offer a minor in comparative U.S. race and ethnic relations for undergraduates who want to pursue this topic alongside another course of study.

Kwan explained that some students already enroll in ethnic studies classes to fulfill a general education requirement. Two of her Asian American studies classes, for example, are heavily populated by students not focused intensively on ethnic studies.

Concerns that adding a three-unit ethnic studies graduation requirement might slow progress to graduation were unfounded, Kwan said. “We’re often worried about how AB 1460 could delay students’ time to graduation. But if students take an ethnic studies class, it’s not going to, because many of our existing courses already fulfill several GE requirements.”

She said students complete her classes with new skills and tools for looking at history, culture, comparative thinking and especially how power structures work.

She described one student who, at the beginning of the semester, told her that ethnic studies fosters divisive thinking. “But by the end of the semester—and especially with COVID and the proliferation of anti-Asian racism,” she said, the student’s understanding and analysis changed. The student said, “Many minority communities still do not have full human rights. People fought for ethnic studies courses because ethnic minorities have been politically oppressed for a really long time, and no one wanted to talk about it.”

Kwan added that sometimes ethnic studies classes serve other purposes—like engaging students and building skills that help them in whatever other course of study they are pursuing. “The research shows that it doesn’t matter what race you are. It benefits students academically and socially,” she said. “Also for students of color in particular, ethnic studies increases retention and graduation rates.”

About AB 1460

According to the language of the bill, AB 1460, “It is the intent of the Legislature that students of the California State University acquire the knowledge and skills that will help them comprehend the diversity and social justice history of the United States and of the society in which they live to enable them to contribute to that society as responsible and constructive citizens.”

Kwan described how the bill had moved forward in 2020. “As a collaborative, we’d been having this conversation [about the issues in the bill] for a very long time. The recent reinvigoration of the Black Lives Matter movement, spurred on by continued proliferation of police brutality and the murder of Breonna Taylor, George Floyd, Ahmaud Arbery, Tony McDade, Dion Johnson—and the list goes on—made it ever so clear that this is what we need at this moment. Because AB 1460 passed with a great majority, 30 to 5, it’s clear that ethnic studies is important.”

Although no ethnic studies graduation requirement is in place yet, if a CSU-wide ethnic studies requirement is coming, Jacobs said, “We’re ready to go.”

San José State University and the City of San José Extend Operating Agreement of Hammer Theatre Center for 35-Year Period

Editors note: This media advisory was distributed on June 25, 2020.

Corner view of the Hammer Theatre Center Box Office entrance.

Hammer Theatre Center. Photo: Christina Olivas.

Media Contacts:
Robin McElhatton, San José State University
O: 408-924-1749
E: robin.mcelhatton@sjsu.edu

Steph Keay, Carla Befera & Co
O: 650-327-1200
E: steph@cb-pr.com

SAN JOSÉ, CA – June 25, 2020– The city of San José and San José State University have agreed to a new contract that allows the university to continue operating the Hammer Theatre Center for up to 35 years. The theatre, which is owned by the city of San José, is a state-of-the-art performance venue located in the heart of downtown San José at 101 Paseo De San Antonio.

In March, San City Council voted unanimously to proceed with the contract, which builds on a successful partnership initiated in 2016. San José Director of Cultural Affairs Kerry Adams Hapner told the council, “This has been such a successful model in so many ways.” She says, “We are looking forward to continuing a fruitful partnership that increases the cultural vibrancy of the downtown and brings long-lasting benefits to the city and SJSU.”

San José State has signed the agreement, which allows SJSU to operate the Hammer for the next fifteen years with additional options to renew through the year 2055. “This contract allows the Hammer Theatre to bring high-quality arts programming to San José for decades to come,” said College of Humanities and the Arts Dean Shannon Miller. “It also gives our music, theater, and dance students the opportunity to perform on the Hammer’s professional stage, and connects our campus community to the cultural and economic corridors throughout the downtown area.”

Formerly the home of San José Repertory Theatre, the architecturally striking, bright blue building sat vacant from June 2014 until SJSU took the helm in early 2016, investing approximately $2 million to renovate the facilities. “One of the hallmarks of the Hammer has been the diversity of our programming,” said Hammer Executive Director Christopher Burrill. “We have been attracting new audiences with a wide range of interests—not only theatre lovers, but also fans of dance, music, film, live talks, and much more, with programs that speak to all sectors of our multicultural community.”

For the past four years, the 528-seat theatre has presented an array of offerings including outstanding professional productions, community-based works, SJSU shows, and concerts, as well as dance, music, talks, film screenings—even live aerial performances with dancers suspended outside, scaling the sides of the iconic blue building. In addition to a complete renovation of the stage, and updated audio and lighting equipment to reflect the latest technology, an upstairs rehearsal space was transformed into Hammer 4, a black box theatre space designed for intimate productions such as Hammer’s “Black Cab Jazz” collaboration with San José Jazz.

In the last season, the Hammer presented nearly 200 events, drawing more than 57,000 audience members. From jazz performances to mariachi extravaganzas, the popular National Geographic Live! speaker series to the acclaimed National Theatre Live film screenings, Cinequest film festival presentations, ballet and modern dance shows, kid-friendly performances, live art and more, the Hammer’s mission is to serve the community through artistic and educational programming that express the unique characteristics and diverse cultures of Silicon Valley. The Mercury News raved, “It’s safe to say San José State has exceeded anyone’s expectations for the reactivation of the theater and have kept it as a vital community asset. That is certainly worth applauding.”

On June 15, 2020, the Hammer announced its plan to invest in additional technology to create a studio-quality, high-definition, multi-camera video environment that will allow the theatre to offer its audiences live stream events to view from home. These tech upgrades provide the Hammer the opportunity to offer high-quality alternatives for the short term—while large public gatherings are prohibited by COVID-19—and long term—for those who may not be able to attend a live event in person for accessibility reasons. To help with the effort, the Hammer has launched a crowdfunding campaign to raise $30,000 to pay for the refit of the theatre and to offer live stream content from its stage. For more information visit: power.sjsu.edu/hammertheatre.

About San José State University

The founding campus of the 23-campus California State University system, San José State provides a comprehensive university education, granting bachelor’s, master’s and doctoral degrees in 145 areas of study with an additional 108 concentrations—offered through its nine colleges.

With approximately 35,000 students and nearly 4,370 employees, San José State University continues to be an essential partner in the economic, cultural, and social development of Silicon Valley and the state, annually contributing more than 7,000 graduates to the workforce.

The university is immensely proud of the accomplishments of its more than 280,000 alumni, 60 percent of whom live and work in the Bay Area.

SJSU Appoints New Dean of College of Health and Human Sciences

Audrey Mengwasser Shillington has been appointed dean of SJSU’s College of Health and Human Sciences (CHHS), effective July 1.

Shillington joins SJSU from Colorado State University, where she has held the positions of Director of the School of Social Work, Associate Dean for Academic Affairs, and Interim Associate Dean for Research in the College of Health and Human Sciences. She will be replacing Pamela Richardson, who served as interim dean of CHHS for the past year.

“Dr. Shillington brings an energy, creativity and background that will allow her to facilitate the larger strategic conversation in CHHS and on the campus in academic affairs,” said Provost and Vice President for Academic Affairs Vincent Del Casino, Jr. “More importantly, Dr. Shillington has a clear commitment to the mission of the California State University system and SJSU.”

New dean of the College of Health and Human Sciences Audrey Mengwasser Shillington

Audrey Mengwasser Shillington has been appointed dean of the College of Health and Human Sciences, effective July 1.

Prior to her leadership roles at Colorado State University, Shillington was a professor at San Diego State University’s School of Social Work, where she helped create and co-led the Center for Alcohol and Drug Studies and Services. She also served as Senior Investigator at SDSU’s School of Public Health Center for Behavioral Epidemiology and Community Health. Upon arriving at Colorado State University, Shillington helped develop an interdisciplinary Cannabis Research Group.

“I am excited to join the SJSU team — my work has always been interdisciplinary and collaborative throughout my training, research and leadership — and I look forward to working with leadership, faculty, staff, students, alumni, industry, and community partners to build the College of Health and Human Sciences,” Shillington said. “In light of recent COVID-19 impacts, there has been no other time in recent history when the call and need to better understand and address health disparities has been stronger. SJSU’s CHHS is poised to be at the forefront of this important work.”

Shillington is currently a Fellow of the American Academy of Social Work and Social Welfare and also Fellow of the American Academy of Health Behavior — both preeminent national organizations for disciplinary researchers and practitioners.

Shillington earned her MSW and PhD in social work at Washington University in St. Louis, Missouri, and her undergraduate degrees at Drury University in Springfield, MO. She served as a Peace Corps volunteer for three years in Benin, West Africa, where she was involved in projects on energy conservation and food insecurity for rural communities. She was a NIH National Institute of Mental Health postdoctoral fellow for three years and received a master’s in psychiatric epidemiology from the Washington University School of Medicine’s Department of Psychiatry. Shillington also spent two years as a National Institute of Drug Abuse trainee for the Hispanic Drug Abuse and HIV/AIDS Research Training through the Yale University School of Medicine.

Shillington’s research has focused on the prevention and intervention of substance use behaviors among youth and young adults. She has over 70 publications and been Principal Investigator or Co-Investigator for $16 million in NIH and state grants and contracts. Her research focused on addressing disparities that exist in the nosology and measurement of mental and behavioral health. Shillington has also led work aimed at reducing problematic alcohol use and issues related to the legalization of recreational marijuana use among young adults.

New Provost Arrives at SJSU July 15

Vincent Del Casino, Jr.

Vincent Del Casino, new provost and senior vice president for Academic Affairs, joins San Jose State University July 15.

Vincent Del Casino, who was named the university’s next provost and senior vice president for Academic Affairs in January following a comprehensive national search, will arrive at San Jose State University July 15 ready to prepare for the fall 2019 semester.

“I have great confidence that he will bring a strong foundation to this key leadership position while fostering collaboration across colleges and departments. Vincent is a visionary who will chart a course for our Academic Affairs division into the future,” President Mary A. Papazian said, following his appointment in January. “He is an exemplary fit to lead our continuing efforts to support students and faculty, build community partnerships, and expand innovative teaching and learning at our university.”

Del Casino joins SJSU from the University of Arizona, where he has most recently served as the interim senior vice provost and vice president for Academic Initiatives and Student Success, but he started his academic leadership career in the California State University system in 2007 as chair of the Department of Geography at CSU Long Beach.

“Having worked in the Cal State system previously, I have always been energized by the fact that this system serves a very diverse group of first-generation learners,” he said. “San Jose State University is no exception. What makes this campus unique, however, is that it is located in the heart of one of the most robust economies in the world.”

He sees the university’s greatest potential in its ability to drive regional, national and global conversations about the value of higher education.

“SJSU can be a hub for applied and basic research that plugs into the networks of creativity that surround the campus and its global position,” he said. “There are also many new ‘solutions’ being presented to address the world’s educational attainment gaps at the undergraduate and graduate levels, some of which are driven by the tech industry that surrounds the campus. As public educators we have to provide leadership in those conversations, otherwise we will end up with market-driven solutions that don’t necessarily meet the needs of our diverse learners.”

Del Casino envisions SJSU as a leader in taking up the question of what the future of higher education should be as well as a model for the value of public education that continues to demonstrate that ‘technological innovation’ must also be met with strategies that recognize the complex and diverse experiences of students.

At the University of Arizona, Del Casino provided leadership and administrative oversight as the campus redeveloped central spaces for student support activities; re-organized its central administrative areas; and enhanced student success and retention. During his tenure, the university greatly increased its online undergraduate enrollment and program offerings. He was also integral in implementing the University of Arizona’s 100% Engagement Initiative that allows students to participate in “extra-classroom” activities through credit-bearing and non-credit engaged learning experiences.

He said he is especially excited by the opportunities—such as finding ways to leverage the location of SJSU to support all members of the campus community—and the challenges—such as recognizing the real socioeconomic and political strains that come with the Silicon Valley economy.

“I think the faculty, staff and students are already driving this conversation and I look forward to supporting those efforts,” he said.

Del Casino’s own academic background lends itself to considering the social implications of geography. He is a prolific writer and researcher who has authored the book Social Geography: A Critical Introduction and co-edited with CSU, Long Beach faculty member, Dr. Mary Caputi, Derrida and the Future of the Liberal ArtsHe has also edited and co-authored multiple other books and published dozens of articles and book chapters on topics ranging from health, robots and robotic technologies, cartographic theory, and tourism, in the context of geography. Del Casino has a bachelor’s in international relations and East Asian studies from Bucknell University, in Pennsylvania, a master’s in geography from the University of Wisconsin and a doctorate in geography from the University of Kentucky.

“I am looking forward to deepening my understanding of the rich historical geography of SJSU and the Silicon Valley region, and to partnering with community organizations, the city of San Jose as well as for-profit companies and nonprofits that want to work with SJSU to create a more inclusive environment for the ideas that we are generating and the students we are educating,” he said.

Students and Faculty Members Recognized for Environmental Effort

Photo: Courtesy of Keep Coyote Creek Beautiful

Photo: Courtesy of Keep Coyote Creek Beautiful

Keep Coyote Creek Beautiful, a community organization that works closely with the SJSU Center for Community Learning and Leadership and CommUniverCity, has received a 2015 Outstanding Environmental Project award from the Friends of the San Francisco Estuary.

“This award demonstrates the value of collaboration, as a community of stewards, to raise awareness, educate, restore and preserve our precious waterways,” said CCLL Director Michael Fallon. “On yet another front, the partnership between SJSU, the city of San Jose, and environmental organizations is benefiting our community.”

More than 200 SJSU students and faculty members have been volunteering their time and talent to help clean and care for Coyote Creek, a 64-mile long waterway spanning Henry Coe Park near Gilroy, San Jose, and the San Francisco Bay.

A multidisciplinary approach

Spartan volunteers include faculty members and students from the departments of Environmental Studies and MIS (Management Information Systems), and the School of Journalism and Mass Communications.

Volunteer Mary Yan, ’16 Environmental Studies, appreciates Keep Coyote Creek Beautiful Program Manager Deb Kramer’s passion and attitude “about bringing organizations together to work towards the same goals.”

“All the issues and connections to the creek are very interesting to me,” Yan said. “I am hoping that Coyote Creek becomes a successful restoration story one day without any reason to continue cleaning it up.”

Wildlife, homelessness

Photo: Mary Yan, ’16 Environmental Studies

Coyote Creek is a wildlife habitat and location for an important steelhead trout restoration project. Bike and hiking trails line the banks, which have also become a refuge for the homeless.

Acutely aware of the need to mitigate the environmental impact of homeless camps while caring for those who live there, SJSU advertising and public relations faculty members and students organized Coyote Creek Howl, a one-day summit in April focusing on ecological and human issues.

Communication studies students produced “Journey Through Homelessness: Silicon Valley’s Unsolved Problem,” described as “a thought and emotion provoking performance that immersed the audience into a world ignored by the masses and experienced by the few.”

Work continues

On Oct. 2, SJSU hosted the premiere of “Exodus from the Jungle,” a documentary on the closure of the nation’s largest homeless encampment, which was located within a mile of campus, on the banks of Coyote Creek.

As a new academic year begins, Keep Coyote Creek Beautiful continues to connect this generation of Spartans with service-learning opportunities. The goal? Gifting a vibrant watershed, and the knowledge of how to rally community support to protect it, to future generations.

 

SJSU’s Accreditation Reaffirmed

WASC noted SJSU presented "a detailed and organized approach to describe assessment" of five core competencies, with a special focus on information literacy and writing (photo by Christina Olivas).

In a letter reaffirming the university’s accreditation, WASC noted SJSU presented a detailed and organized approach to describing assessment of five core competencies, with a special focus on information literacy and writing.

Media contact:
Pat Harris, SJSU Media Relations Director, 408-924-1748

SAN JOSE, CA – The Western Association of Schools and Colleges (WASC) has reaffirmed San Jose State University’s accreditation for seven years.

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