How Can Educators and Parents Prepare for the K-12 School year? A Q&A with Lara Ervin-Kassab

SJSU faculty interact with a small child in the Lurie College’s Child Development Laboratory Preschool in Feb. 2020. Photo by Bob Bain.

Whether you’re a K-12 educator, caregiver or parent, this fall promises more than the usual back-to-school excitement and anxiety. Nearly 18 months into the COVID-19 pandemic, caregivers and educators must, once again, evaluate how to safely interact with learners while feeling the pressure to make up for lost time. 

As the spouse of a high school teacher and mother to a kindergartner and a 1-year-old, I’m all too familiar with these concerns. While I’ll feel better once my kids can access a vaccine, I am still eager to usher them both into classrooms of some kind next week. Like many of my peers, I have way more questions than answers.

Lucky for me, San José State’s Connie L. Lurie College of Education is home to experts like Assistant Professor of Teacher Education Lara Ervin-Kassab, who has 25 years of experience teaching pre-K through graduate school. 

This summer, she offered a webinar on considering community and trauma as part of the Lurie College’s K-12 Teaching Academy. She was kind enough to answer my questions — and yes, lower my blood pressure — about preparing for school in a COVID world.

Lara Kassab.

SJSU Lurie College of Education Teacher Education Department Faculty Lara Kassab. Photo by Brian Cheung-Dooley.

How can schools, educators and parents prepare students for returning to a classroom environment?

Lara Ervin-Kassab (LEK): Everyone has experienced some level of trauma during the pandemic, and we need to acknowledge that in others and in ourselves.

First, this is an opportunity for us to step back and ask, what is really worthwhile in education? What is the actual purpose of this whole process? What do we really want it to do?

Then, we can reprioritize and open up dialogues around how we make schools a place where everyone feels supported coming out of this traumatic experience. How can we make schools a place where everyone’s humanity is acknowledged and engaged and their interests are being heard?

How have districts addressed some of these concerns? 

LEK: Several of our local districts and parent-teacher associations have started these conversations about what we want schools to look and feel like. At least one district has moved toward offering an in-house online school for parents and students who may have concerns about going back to face-to-face. That, again, is an opportunity to look at making sure our educational system is thinking about everyone’s needs and how those can best be supported.

How has COVID-19 affected how teachers design and implement curriculum?

LEK: I teach a course in classroom management for pre-K and K-12 teachers. I’ve also been researching how teachers should continue to use technology. 

I think there has been resistance to changing some of the ways we teach in order to better utilize technology, and COVID either reinforced resistance to the tech or helped teachers overcome their fears. A lot of us used tools we never used before, and the ways we used those tools caused us to reflect on how we’ll continue to use them moving forward.

For instance, I feel strongly that all student voices need to be heard. In a face-to-face classroom, you have students who may never speak, who may not raise their hands or who may feel really uncomfortable engaging that way. Since teaching online, a lot of the students who usually don’t want to raise their hands or speak out loud were very engaged through the virtual chat feature.

So, going forward, how can I still provide my students with that ability to be a part of the conversation through chat once we’re back in a face-to-face environment?

Many of my teaching colleagues have provided their students with options to do videos or podcasts in lieu of more traditional assignments. This semester will be a test case for what sticks and what doesn’t, not only in K-12, but in education writ large and even in the corporate world. 

As COVID protocols continue to shift and the Delta variant poses a threat this fall, how can teachers manage their own stress, mental health and well-being as well as that of their students?

LEK: I recommend teachers and parents look into the Center for Reaching and Teaching the Whole Child, which was founded by Emerita Professor of Elementary Education Nancy Markowitz. It is grounded in the idea of helping the whole person learn. It’s very integrated with  social emotional learning — helping our students learn to engage socially to understand and regulate their own emotions.

This is especially important after more than a year of being isolated from other people. With every class I teach, whether in person or online, I start with a short mindfulness activity that helps reinforce how to breathe and sit in the present.

The center has a great teacher competency anchor framework that reminds teachers to do the work alongside their students. So, for teachers and parents alike, if you take a few minutes to practice mindfulness with your kids, remember to practice it yourself. These activities are very helpful when you or your kids are feeling overwhelmed.

What main message do you have about returning to school, whatever it looks like, in 2021?

LEK: Be patient. Be kind to yourself and to all the people around you.

Take this uncertainty and find ways to embrace your creativity. This year is an opportunity for us to acknowledge the discomfort, and with that, we can either push back and close down, or we can say, “This is uncomfortable. What do I need to do to make it better? How creative can I be right now? How can I think of how these possibilities could recognize our diversity?”

What’s one tip you’d give every parent and teacher?

LEK: When you’re not sure about something, ask the children and listen to their answers. Because even children as young as 2 or 3 years old have a really good sense of what they need. They may not have the vocabulary for it, and they may not be able to distinguish between what they want and what they need, but if you have a conversation with them, you can begin to understand what they need.

Watch Ervin-Kassab’s 2021 K-12 Teaching Academy webinar, “Considering Community and Trauma,” for more resources for teachers, caregivers and parents.

San José State Launches In Our Own Words, a Community Collection of COVID-19 Experiences

In Our Own Words

How will the Bay Area remember the COVID-19 pandemic? For University Archivist Carli Lowe, the pandemic has offered a unique opportunity to interact with history in real time. This summer SJSU’s Dr. Martin Luther King, Jr. Library, in partnership with the College of Humanities and the Arts, have officially launched “In Our Own Words: A Multilingual Public History of the COVID-19 Pandemic in the Bay Area,” a public digital humanities project designed to document Bay Area residents’ personal experiences of the pandemic. 

The project is the result of Lowe’s partnership with San José State Assistant Professor of World Languages and Literatures Chunhui Peng, a memory studies scholar who is adding a multilingual component to the project.

“Usually, archives deal with records of things that happened many, many decades ago, or even centuries in the past,” said Lowe. “One of the reasons I was excited to partner with Dr. Peng is that we are very focused on collecting memories as they unfold in our contemporary moment. We know that we are living in a historic moment.”

In May 2020, Lowe launched “Spartans Speak on COVID-19, a project designed to memorialize journal entries, blog posts, social media posts, photographs, audio and video recordings, and other documentation of personal experiences during the pandemic and make them available online through SJSU Digital Collections. Community members have shared the effects of social distancing and county shelter-in-place orders on their social lives, mental health, financial well-being, and campus life. The project has already amassed more than 300 submissions.

Peng responded to Lowe’s call for submissions with a proposal to widen the project scope to reflect the diverse communities of the Bay Area. Together, they partnered with several faculty members of the World Languages and Literatures Department to translate their call for submissions into seven of the most commonly spoken languages in the Bay Area — English, Spanish, Chinese, Vietnamese, Tagalog, Russian. Associate Dean of Faculty Success and Research Jason Aleksander has been a big proponent of the project.

“‘In Our Own Words’ builds on ongoing collaborations between the library and the College of Humanities and the Arts to establish a digital humanities center at SJSU,” said Aleksander. 

“The project also fits well with one of the major public programming themes sponsored by the college — ‘Racial Equality and Social Justice’ — a series of public events that engages broadly with challenges and opportunities in the areas of diversity, equity and inclusion. ‘In Our Own Words’ is an impressive and interesting project.”

In Our Own Words Peng and Lowe hope to capture a 360-degree perspective of the pandemic by including essential workers such as farmworkers, health care workers, grocery store employees, as well as students and families who have lost loved ones to COVID-19 and employees who were laid off or had their careers otherwise derailed

“In memory studies, we always ask who is speaking and for what purpose,” said Peng. “The second world war was written differently by different groups — by the United States, by Germany, by Japan. Some groups were less visible in the conversation, and their voices were not recorded. That’s why it is very important for us to give all the invisible voices a chance to share their experiences about the pandemic.”

Lowe added that the true power of a digital archive is that it expands access to critical information to those who may not have been able to contribute to it. 

“Information can be transformative for individuals and communities,” said Lowe. “I’m trying to think about whose voices are being heard through this collection and whose voices are not being heard.

“My motivation as an archivist is rooted in actively making space in collections to serve people who may or may not be in power, projects that serve the needs of marginalized people. I see a project like this as an opportunity to create access to information and to bring people together.”

To contribute to the project, contact Lowe and Peng at covid19collection@sjsu.edu or visit https://library.sjsu.edu/own-words.

Social Work Professor Finds Online Substance-Abuse Prevention Programs Work During a Pandemic

Edward Cohen, Professor of Social Work

Most in-person gatherings went virtual when the pandemic hit in March 2020 — including substance abuse prevention groups. Turns out, virtual meetings like these can still yield positive outcomes for the participants.

That’s what Edward Cohen, professor for San José State’s School of Social Work, discovered when the in-person Celebrating Families!, an intervention program that focuses on improving parental skills and relationships in families where at least one parent has a substance abuse problem, moved to an online format. He studied participants’ outcomes and satisfaction in the program over 16 weeks, then published his findings in the journal Research on Social Work Practice.

What can we do with this information now that it’s becoming safer to meet in-person? The SJSU News and Editorial Team sat down with Cohen, who shared his insight on the wider implications of his study.

You define Celebrating Families! (CF!) as a family-based intervention program. What does that mean?

Edward Cohen (EC): Family-based interventions are those that attempt to strengthen families, reduce harm caused by poverty and traumatic experiences, improve parenting, and prevent future problems for family members such as child abuse, substance use problems and family violence.

These programs work by recognizing the centrality of the family in child development and strengthening resiliencies — those factors that help people deal with adversity. These interventions draw from the theories and practices of family therapy, child development, neuropsychology, trauma-informed care, peer support and cognitive behavioral therapies.

CF! is one of several programs that serve families in groups and provide classes focused on parenting skills development, improved family communication, improved healthy living, reduced violence in the home and reduced harmful substance use, among other goals.

What were the main concerns about moving this program online?

EC: CF! is a very relational type of program: It focuses on engaging families who need but have not made the best use of formal treatment services. The classes include a lot of experiential exercises, role modeling of positive behavior and personal support — all easier to do in person. And because all family members are involved in each class, they also include breakout groups for children and adolescents.

The program developers and treatment sites had concerns initially about the ability of group leaders to do similar work with online classes. Also, these families tend to have fewer technology resources, such as newer computers and Internet connectivity, which could limit participation.

However, our hope was that it would have a wider reach, and that delivering the content directly to families’ homes would provide a more realistic setting for families to practice new skills.

What surprised you about your findings?

EC: The online program performed much better than anyone expected. Some sites — CF! has sites all over the U.S. — reported better attendance in the online classes, especially in the early days of the pandemic when most people were home. Later in the year, however, some sites reported a lot of distractions — family members Zooming in from the car or while shopping, for example.

Nevertheless, the outcomes, measured by valid and reliable instruments, consistently have shown improved parenting skills, emotional health, relationships and self-confidence of parents. There were very few differences in outcomes comparing the previous in-person classes to those delivered online; both modes showed improvement.

The access to technology was also better than expected and did not pose a problem for most families. And Latinx families, which comprised 65 percent of one large sample in California, improved at the same rate as non-Latinx families in both the in-person and online classes. We’re hoping to see similar results in other sites, including Native American tribal authorities that have implemented CF!.

Now that we know CF! was effective online, would a family-based intervention online program serve as a suitable stand-in when an in-person program might not be available?

EC: It seems that it could. However, one area of concern is the difficulty in delivering the program to young children.

Most sites using the specialized curriculum for children up to 7 years old could only work online with the parents, whereas the in-person classes were able to provide therapeutic play activities for children on similar topics discussed by the adults at the same time.

Also, as the pandemic progressed, middle-school children seemed to suffer “Zoom burnout” from online schoolwork and were less interested in participating in the online activities. Adolescents seemed to have a better sustained response to the online activities.

Increased substance use seems to be a recurring theme during the pandemic. That makes us think that there may be an increase in issues relating to substance abuse and families. What has your research uncovered about how we can deal with this issue moving forward?

EC: The developers of CF! hope to break the cycle of substance-use problems, which tend to be intergenerational, as is family violence. Such programs have a place in the continuum of care: as a way to engage families in treatment and get them on the road to recovery.

However, there are gaps in our treatment systems, and for various reasons, people fall through the cracks and don’t get the treatment they need in formal outpatient clinics. The hope is that interventions like CF! will be expanded beyond the current families whose problems have already reached a crisis point — and extended to families early enough before major crises occur, like child maltreatment or intimate partner violence related to substance abuse.

CF! is currently expanding implementation of its newer early childhood programs. Both early prevention and later-stage interventions are needed to address the current increase in substance addiction problems.

As we start to open back up and in-person interactions become more and more safe, what can we do with these findings?

EC: I think that the online experience will have a lasting impact on how these sites deliver this program, even when they return to full in-person mode. I can imagine a hybrid type of intervention, especially in rural areas, similar to how telemedicine was initially developed to provide medical care to rural communities. Even in urban areas like San José, I expect we will see more online communication, such as special “homework” to practice at home what is learned in-person at the agency.

In terms of future research, we don’t know the longer term impact of this program. Sixteen weeks is such a short time period in these families’ lives, so we will be conducting more research from program graduates, and we will be trying to collect data about long-term avoidance of child maltreatment, violence and substance use problems.

To learn more about Cohen’s work, read the entire published study.

Recognizing SJSU’s COVID-19 Campus Heroes

Many in the Spartan community have not set foot on campus for more than a year. But during the pandemic, the university remained open, and some reported to work on campus every day to keep it clean and beautiful for when SJSU students, faculty and staff would return. Meet Lila Garcia and David Johnson, two of SJSU’s COVID-19 heroes who cared for the campus during the pandemic.

How Has COVID-19 Impacted the Health and Well-being of the LGBTQ+ Community?: A Q&A With Laurie Drabble

Laurie Drabble.

Laurie Drabble, associate dean for research and faculty.

It’s known that members of the lesbian, gay, bisexual, transgender, and queer or questioning+ (LGBTQ+) community face health disparities driven by social stigma and discrimination. But what happens when you introduce a global pandemic?

Laurie Drabble, associate dean for research and faculty with the San José State University College of Health and Human Sciences, explored the impact of COVID-19 on the LGBTQ+ community by serving as co-editor of a special issue of the Journal of Homosexuality, which was published earlier this year.

The issue also featured her recent research exploring alcohol and marijuana use among LGBTQ+ women during the pandemic.

The SJSU Editorial and News team sat down with Drabble to learn more:

What is the biggest takeaway from this special issue?

Laurie Drabble (LD): Social stigma and discrimination are important drivers of disparities in risk for depression, anxiety and suicidality among lesbian, gay, bisexual, transgender and gender non-binary groups. LGBTQ+ people also reported more job loss and financial difficulty compared to heterosexual and cisgender people. These risks were amplified during the with COVID-19 pandemic and need to be addressed.

What surprised you about the research findings?

LD: Research in the special issue found that LGBTQ+ individuals were more likely than heterosexual people to adhere to social distancing guidelines. This may not be entirely surprising, given collective experience with the global HIV/AIDS epidemic.

That past experience heightened community buy-in about the importance of public health strategies to curb disease transmission—and contributed to viewing adherence to public health guidelines as more of a collective responsibility than an individual choice.

However, adhering to guidelines was also associated with psychological distress, which underscores the importance of both formal and social support in public health crises.

This issue pulls together data and research that spans the globe. Did the U.S. stand out?

LD: I was struck by the commonalities between countries. In particular, studies described the negative impact of losing access to LGBTQ+ positive spaces, reduced access to social support, and concerns about invisibility and potential discrimination.

It was also notable that LGBTQ+ people across countries use technology to connect with community, friends and family more than heterosexual and cisgender groups. This is likely a consequence of being part of a community that is defined by common identity rather than location. So, many LGBTQ+ people already used apps, social media and technology tools to find community before the pandemic.

Health disparities already existed in the LGBTQ+ community. Are we making any progress in closing these gaps?

LD: We were making progress in some ways. For example, research has consistently found that reducing structural stigma—such as the legalization of same-sex marriage—has helped reduce disparities in mental health outcomes.

However, research from our special issue and other studies suggest that LGBTQ+ people—particularly LGBTQ people of color—are disproportionately experiencing health and economic harms associated with the COVID-19 pandemic. We need to make sure that policies and services intended to address the impact of the pandemic include the needs of LGBTQ+ populations.

Let’s talk about your research focusing on LGBTQ+ women and marijuana and alcohol use during the pandemic. What surprised you about what you learned?

LD: One of the more interesting findings was the degree to which routines or norms associated with alcohol and marijuana use were disrupted or changed.

For example, some study participants described drinking more because they used alcohol to mark the end of the day, and many described using more alcohol and marijuana to simply relieve stress or boredom. Others used less, because they were not spending time in social settings where they would typically drink alcohol or use marijuana with friends.

Sexual minority women had greater risks for hazardous drinking and drug use compared to heterosexual women before the pandemic, so it will be important to continue to study [post pandemic] whether or not these risks have been amplified over time.

Now that we have this information, what do we need to do about it?

LD: First, we need to continue to reduce stigma and address the economic impacts of the pandemic that disproportionately impact people of color and sexual and gender minorities.

For example, a growing number of states have passed harmful laws allowing health and social service providers to be exempt on religious grounds from laws prohibiting discrimination based on sex or gender identity. These trends are deeply concerning, particularly in the context of the COVID-19 pandemic.

Second, given our research suggesting that LGBTQ+ people are frequent users of Internet-based communications and apps, enhancing access to online and remote health and mental health services would be timely.

Third, the research in this issue highlighted the importance of access to community and social support. So it is critical to provide financial support to ensure the survival of LGBTQ+ health and social service organizations, as well as LGBTQ+-centered physical spaces.

How can this information help us better care for the LGBTQ+ members of our SJSU community?

LD: For many LGBTQ+ young adults, university communities are important for finding safe and affirming support, particularly for students who may need to live with unsupportive families for financial reasons. Providing opportunities for social support and counseling—such as those provided by the SJSU PRIDE Center and Student Services—are crucial.

Read more about Drabble’s research and these topics.

SJSU Looks Ahead to Fall Semester at Recent Adapt Town Halls

An infinity symbol with SJSU Adapt inside the inner circles

The recent town halls are part of the SJSU Adapt plan, a four-phase approach for the continuation of campus operations during the COVID-19 pandemic.

Over the past week, San José State outlined how the university plans to adapt to an expected increase of students, faculty and staff on campus in the fall. In December, the California State University announced an anticipated return to delivering courses primarily in person during the fall 2021 semester. 

The SJSU Adapt Town Halls on March 10 and March 16 featured short presentations by President Mary A. Papazian, Provost and Senior Vice President of Academic Affairs Vincent Del Casino, Jr., and Dr. Barbara Fu, acting medical director of the Student Wellness Center, before shifting to a Q&A format. The Q&A featured questions submitted by attendees prior to the event as well as during the town hall.  

Most of the discussion was focused on fall 2021 courses and repopulation of campus for employees and students, with an emphasis on how the continued progression of the COVID-19 vaccination process plays a role in SJSU’s planning for the fall. 

“We live in a time of flux and fluidity, and we are doing the best we can to plan for fall while also understanding that a lot could change between now and August,” Del Casino said.

Del Casino added that he expects more face-to-face opportunities for learning in the fall while also remaining flexible for students who like learning in an online or hybrid environment. SJSU will continue to closely follow Santa Clara County and state of California public health guidelines as it finalizes the course schedule. 

Joanne Wright, senior associate vice president for University Personnel, said SJSU will not require the COVID-19 vaccination for students, faculty and staff. She added that departments will spend the coming weeks finalizing repopulation plans for employees. 

“Our mission is to educate our students, so as we repopulate, that will be foremost in our minds,” said Wright. “For individual units, the question will be: ‘How do we need to staff to best support our mission given that we anticipate a larger campus population for fall semester?’”

Wright added that some positions may continue telecommuting. SJSU currently has employees working on campus to support the limited on-campus population for the spring 2021 semester. 

To view the town halls in their entirety, visit the SJSU Adapt Town Halls page

Lurie College Case Study Illuminates Unequal Access to Internet in Central California Amid COVID-19

California Assemblymember Rivas taps SJSU to provide data for new broadband legislation

In spring 2020, as schools began to close in-person instruction during the COVID-19 pandemic, California Assemblymember Robert Rivas, ’11 MPA, saw how “blatant” limited access to broadband Internet was negatively impacting families in his district—Assembly District 30, which spans from Morgan Hill to King City.

As a native of California’s central coast and an alumnus of San José State, Rivas hoped that by collaborating with faculty members to collect data in the region, the state Legislature would benefit from scientific information to help address the lack of broadband access in the state.

“COVID-19 has exposed and exacerbated the broadband inequities that have existed in our state for years,” said Rivas.

Shortly after, a conversation with San José State Provost and Senior Vice President for Academic Affairs Vincent Del Casino, Jr., sparked an opportunity for Rivas to gather data that could support potential legislation to improve broadband access.

Luis Poza, Tammie Visintainer and Eduardo Muñoz-Muñoz

(L-R) Luis Poza, Tammie Visintainer and Eduardo Muñoz-Muñoz

Heather Lattimer, dean of the Lurie College of Education, recommended that Assistant Professors of Teacher Education Luis Poza, Tammie Visintainer and Eduardo Muñoz-Muñoz collaborate to create a case study about the lack of broadband access in the coastal town of Watsonville. Together, the faculty partnered with teachers at Watsonville High School’s Education, Community, Humanitarian, Outreach (ECHO) Leadership Academy to create curriculum that involved high schoolers in the data collection process.

The project sought to answer a few key questions: How could students attend online school with limited Wi-Fi? How could residents access telehealth services without reliable Internet? And how did the pandemic shed light on infrastructure inequities across California?

Mapping Inequity

Students interviewed members of their communities about their Wi-Fi access since the pandemic began in March 2020. Poza and Visintainer presented the resulting case study, along with a series of maps created by the SJSU Spatial Analytics and Visualization (SAVi) Center, led by Assistant Professor of Urban Planning Ahoura Zandiatashbar, that depicted broadband access by demographic across District 30.

“Now that both jobs and education are increasingly relying on high-quality Internet access, the lack of Internet access means a barrier to the upward mobility of residents,” said Zandiatashbar. 

The maps specifically use American Community Survey 2018 data to highlight school-age children, Hispanic and African-American populations, as well as residents with below-poverty earnings. The SAVi team also used Fixed Broadband deployment data released by the Federal Communication Commission to identify four types of broadband service available. 

Early analysis revealed that communities with a higher proportion of vulnerable households live in areas with lower broadband access fixed services. 

“Our work shows that the neighborhoods of these individuals are suffering from insufficient service providers or the provided service is at a low speed,” explained Zandiatashbar.

“The fact that this region has had issues with Internet access has less to do with the Internet itself, but rather the populations affected,” said Muñoz-Muñoz. “Our racial identities connect with how we speak and choose to communicate, so these inextricable issues make it a social justice matter, a racial matter, a linguistic matter, and a right to learn matter.”

According to Poza, Internet access is not an all-or-nothing issue. A household might have to share wireless accounts across multiple families, which affects speed and reliability. Slow connectivity, in turn, makes it difficult for students to download resources and upload completed assignments.

This was acutely demonstrated when Monterey County Supervisor Luis Alejo tweeted an image of two young girls sitting outside Taco Bell with laptops in August of 2020, attempting to attend online school by accessing the restaurant’s Wi-Fi. The picture went viral, epitomizing the height of the digital divide.

“That photo captured this inequity at its core,” said Rivas. “Low-income families of color are facing the brunt of this pandemic, and it is research like San José State’s broadband report that informs our legislative response to this digital divide through data and facts.”

“Many of the participants mentioned the psychological and mental health costs of managing all this during a pandemic,” said Visintainer. “These kids are often portrayed as students who don’t care or aren’t motivated, but it’s very obvious that’s not the case and that they’re fighting so much harder to just access school right now, much less learn.”

From Research to Legislation

Poza and Visintainer were allotted five minutes with Rivas to explain how unequal access to Internet hotspots was just one way that the pandemic had amplified issues across the region. Central to their argument was that adding broadband infrastructure alone would not address the issues these communities experienced.

“Working with the ECHO Academy students, working with their teachers and hearing from their families and community members, made it abundantly clear that they are as brilliant, motivated and dignified as anyone in Silicon Valley,” said Poza.

“Their lack of access to broadband, housing or financial insecurity or their disproportionate exposure to COVID-19 risk are the results of policy decisions underlying these Band-Aid fixes around infrastructure in years past.”

How can policymakers and education researchers move beyond the Band-Aid? While there is no single cure for social, racial and economic inequity, this collaboration between the Lurie College and Assemblymember Rivas’ office is one critical step in closing the digital divide.

This was made clear in December, when Asm. Cecilia Aguiar-Curry, ’84 Accounting, introduced Assembly Bill 14, which Rivas co-authored, in the California Legislature. The bill, nicknamed the “Internet for All Act of 2021,” would allow educational agencies to report on issues with Internet access as it affects student learning.

“As a graduate of San José State, I am excited to work with the university community,” said Aguiar-Curry. “I know how educational, or anchor institutions, as they are defined in my AB 14, are critical hubs for learning and community engagement. We need the support of every educational, health and public safety institution in California so we can deliver 21st-century Internet technology to all Californians now.”

In the end, the 175 ECHO Academy students who participated in the project with the Lurie faculty had the satisfaction of knowing that the data they collected could lead to positive change not only in their hometown but also across the region. While their contributions could support Rivas’ campaign to improve wireless access, the project empowered students to reflect on pre-existing inequalities that have been exacerbated by the pandemic and what steps they could take to address them.

Lurie College to Host Free K-12 Online Teaching Academy Starting January 8

K-12 Online Teaching Academy

The Lurie College is launching its second K-12 Online Teaching Academy on Jan. 8.

San José State University’s Connie L. Lurie College of Education is launching its second K-12 Online Teaching Academy on Friday, January 8, from 3 – 4:30 p.m. PST. The five free sessions are designed to prepare educators to teach online. The webinar series originally launched in summer 2020 in response to the inequities in learning exacerbated by the COVID-19 crisis and gained media attention for providing high-quality professional development for educators nationwide. The 23 Summer 2020 webinar recordings discussed how to build equity and employ emancipatory pedagogies in an online environment, how to utilize various online platforms, and more. More than 100 participants have already registered for each of the five sessions, which include presentations such as “Decolonizing STEM” and “Providing Students Choice: Engagement and Equity.”

“Initially, our goal was to create an initiative that would support our college’s teaching candidates and teachers in the field as we were all making the transition to remote teaching, learning, and working,” said Lurie College Dean Heather Lattimer. “Since our summer K-12 Academy was online, we decided to also make it available to anybody at no cost and we were amazed by the overall demand for the webinars—over 3,000 people attended our 23 summer webinars and the recordings have over 20,000 views on our YouTube channel. As the COVID-19 pandemic has laid bare and exacerbated the many social inequities within education and the movement for racial justice has gained momentum in recent months, we wanted to host another K-12 Academy at the midpoint of the academic year to provide further support to educators as we are navigating this landscape. The presenters for our upcoming webinars on January 8, 15, 22, 29, and February 5 will highlight the intersection of their topics with educational equity, social justice, anti-racism, and/or emancipatory education.”

In an EdSource article published in October, student teacher Erin Enguero, ’16 Kinesiology, stated that the webinars helped “contribute to this very important conversation about what it means to do distance learning.” Most recently, the California Governor’s Task Force on Business and Jobs Recovery identified the webinar series as one of the most helpful distance learning resources for educators and highlighted it on the COVID-19 CA website.

There is still time for educators to register in the webinar series, which occur January 8, 15, 22, 29 and February 5 from 3 – 4:30 p.m. PST: sjsu.edu/education/community/k12-academy.

 

Dr. Anthony Fauci to Receive SJSU’s William Randolph Hearst Foundation Award

 

Please note the time for this event has been changed to 2:00 p.m. (PST). The media availability has been changed to 3:30 p.m. (PST)


On Tuesday, November 17, 2020, the faculty in the School of Journalism and Mass Communications at San José State University will present the William Randolph Hearst Foundation Award for excellence in mass communication to Dr. Anthony Fauci. 

Throughout the COVID-19 global pandemic, public opinion surveys nationwide have consistently reported Dr. Fauci as the medical expert most Americans trust and sought out for timely and reliable information about the deadly virus. 

As Director of the National Institute of Allergy and Infectious Diseases (NAID) since 1984, Dr. Fauci has earned a national reputation for timely and astute professional public communications about developing health threats to the United States. Before his work during the COVID-19 pandemic, Dr. Fauci was best known for his groundbreaking work in HIV-AIDS research, helping to develop effective drugs to scale back its mortality rate. Dr. Fauci has also spearheaded the federal government’s public responses to combat West Nile Virus, SARS and Ebola.

“Dr. Anthony Fauci was the unanimous choice of our faculty because it was obvious by late spring 2020 that most Americans prioritized knowing what his thoughts were to help them understand the gravity of COVID-19 and determine how to save lives,” says Bob Rucker, professor in the SJSU School of Journalism and Mass Communications and coordinator of the William Randolph Hearst Foundation’s annual award and national media education top honor. Rucker, a former CNN correspondent in San Francisco who covered the initial outbreak of the AIDS epidemic, said “Dr. Fauci has once again masterfully drawn on his extensive medical training and experiences to educate and advise people while maintaining a calming, reassuring doctor’s tone and bedside manner that inspires confidence.”   

SJSU students, faculty and staff, and community leaders will participate in the celebration of Dr. Anthony Fauci in a virtual ceremony Tuesday, November 17, 2020 at 2 p.m. Space is limited, and registration is required

A picture of Dr. Anthony Fauci with the William Randolph Hearst Award text and medallion

History of the William Randolph Hearst Foundation Award

In the 1990s, the SJSU Journalism School received a William Randolph Hearst Foundation Endowment for Visiting Professionals. It established the creation of a special honor for outstanding professional media service in journalism, public relations, advertising and mass communications. Each year, an honoree’s work is showcased for students and celebrated for efforts that meet the expectations and high standards for public service by a free press, as provided in the First Amendment of the United States Constitution.

The School of Journalism and Mass Communications (JMC) was founded in 1936 and is the largest of its kind in Northern California. It remains dedicated to the proposition that the free flow of ideas, together with accurate and timely information, is vital to developing and improving democratic societies. Today, the JMC School is recognized worldwide for producing outstanding graduates who become leaders in global communications.

“Closed” Campus? Not San José State

A lifegaurd wearing a mask watches a swimmer doing laps in the SRAC.

Photo: Robert Bain / San José State University

Abundance of Student Services, Programs Available Even in the Midst of Pandemic

Though it might sometimes seem that SJSU’s campus is “closed” due to COVID-19 and the largely virtual classroom approach the university has adopted, a closer look reveals the extent to which staff, faculty and others have worked to give students the fullest, most meaningful college experience possible.

Sonja Daniels, associate vice president for campus life in the division of student affairs, said a large priority has been placed on delivering services that meet the personal and academic needs of students during what is an unprecedented and atypical period.

Diaz Compean Student Union remains a hub of student life for the more than 850 students (and 55 student staff) who are living in university housing or periodically coming to campus, and the facility is open from 8 a.m. – 3 p.m. each weekday. The building houses more services than any other on campus, and several remain available for use—even during the pandemic.

Coffee and other essentials

About half of the eateries located in Diaz Compean Student Union—including Starbucks, for that all-important shot of caffeine students often require—are open, though hours have been adjusted due to a general decrease in traffic.

In addition, the Spartan Food Pantry remains open and available to students; in fact, all SJSU Cares and Case Management operations are still available. SJSU Cares is the university’s “one-stop shop” for a variety of student resources and services—particularly unanticipated financial crises—while the Case Management team provides individualized case managers to help with similar issues and student needs.

Student wearing a mask in the Spartan Bookstore looking through apparel.

Photo: Robert Bain / San José State University.

“Access to these services and resources is always important, but even more so given the extraordinarily challenging period this continues to be for our students and their families,” said Daniels.

Recognizing the many routine academic needs that students require, the SJSU Spartan Bookstore is also open and serving students and the campus community. Like other facilities that have modified their operations in light of the pandemic, the bookstore and its staff have implemented a number of safeguards to keep customers safe, including social distancing measures, rigorous cleaning, contactless payment and sneeze shields at checkout.

Study resources and academic services

Student on a zoom call in the Ballroom study area.

Photo: Robert Bain / San José State University.

Perhaps one of the more innovative uses of space during the pandemic, said Daniels, has been in the ballroom.

With no large presentations or ceremonies occurring there, administrators decided to repurpose the facility and create a “Student Specialized Instructional Support Center ” where students could briefly attend to their studies. The venue has been equipped with computers, tables and chairs, and strong Wi-Fi completes the study space.

Student worker handing some paper to another student behind plastic safety guards at the Printing Services center at SJSU.

Photo: Robert Bain / San José State University.

Because safety and health remains the campus’s first and foremost priority, students are asked to sign in and complete short surveys upon arrival in the ballroom. Although “lingering” is not permitted for long periods, the space offers a quiet place where students can complete important assignments right on campus rather than remaining “stuck” in their resident hall or apartment.

Other important Associated Students  services are still available, too, such as printing services and Transportation Solutions. Academic advising and even resume preparation services are accessible via the virtual environment.

Recreation, fitness and wellness

Student with a yellow hair cap doing laps in the SRAC pool.

Photo: Robert Bain / San José State University.

Many students, of course, are eager to return to the full suite of activities typically found in the Spartan Recreation and Aquatic Center (SRAC). As the pandemic situation stabilizes and updated guidance from Santa Clara County leads to fewer restrictions, recreational and fitness opportunities will expand, said Daniels.

Even now, however, the swimming pool at SRAC is open for lap swims (at 45-minute intervals). SRAC has also been offering immersive virtual fitness and exercise activities, while virtual classes, at-home workouts, intramural gaming tournaments and outdoor adventure virtual trips are also available.

SJSU’s Student Health Center, said Daniels, has likely been one of the most valuable and needed resources available to students during the pandemic, particularly Counseling and Psychological Services (CAPS). The facility remains open several days per week from 8 a.m. – 4 p.m., and one-on-one virtual appointments—free of charge for students—can be made online. Regular health visits, such as eye and general medicine appointments, can also be made, with doctors and nurse practitioners remaining available.

Other virtual programming

From the outset of the pandemic, SJSU’s staff members were determined to put together and deliver a range of virtual events and other programs that students could enjoy and learn from right at their desktops. Admitted Spartan Day and Weeks of Welcome for example, developed innovative programming chock full of direct outreach, webinars, videos and other features designed for our newly admitted students and their families as well as returning students, providing superb examples that others around campus have worked hard to match.

Students and other members of the campus community are now able to enjoy virtual programming through the MOSAIC Cross Cultural Center and Spartan Speaker Series, for instance, while “Let’s Talk Movies” and “Virtual Music at Noon” events as well as podcasts, “open mic” events and game nights, are being staged by Student Affairs through the fall as a way to bring arts and entertainment directly to students in an online environment.

A variety of other SJSU campus resources remain available to students—including a number of useful apps—and are described in a recent story by Sachi Tolani (’23 Marketing) for the Her Campus™ at SJSU website.

“Everyone continues to work hard to build and expand our capacity for the fullest student experience imaginable,” said Patrick Day, vice president for student affairs. “In the end, that’s what we’re striving for.”

SJSU Clinical Lab Scientist Training Program Expands in a Crisis

A professor in a lab coat watches her student conduct research in a lab.

Photo: Robert Bain / San José State University.

Waiting on medical test results can be unpleasant, and the expansion of San José State’s Clinical Laboratory Scientist Training program could reduce those painful wait times. By building new hospital partnerships, the program serves as a crucial component in California’s response to the COVID-19 pandemic.

From Bakersfield to Chico, from Oroville to Newport Beach—across the state, 38 hospitals,  laboratories and medical centers are now state-approved SJSU affiliates, partnering with the university to train clinical laboratory scientists and get them to work where they are desperately needed.

“California has a shortage of clinical laboratory scientists,” said Michael Bowling, director of the Clinical Laboratory Scientist (CLS) and Clinical Genetic Molecular Biology Scientist (CGMBS) Training programs. “People are coming to us.”

SJSU is the largest training program in California in number of hospital affiliates, many of which serve rural populations. At those affiliates, the CLS trainees take SJSU coursework remotely and train in laboratories throughout the state. Within one year, they can earn a state CLS license and get to work, easing the laboratory staffing crisis.

A student in a lab coat and goggles dispenses liquid into a test tube.

Photo: Robert Bain / San José State University.

CLSs examine the sample taken at your medical facility after you have blood drawn, for example. “They’re the ones running the tests. They are licensed by the State of California to perform the highest complexity testing,” said Bowling. That might mean differentiating types of cancer cells or identifying COVID-19.

Together, Bowling and longtime program coordinator Sharlene Washington run the program. “We send 50 licensed CLSs into the workforce every year,” Bowling said, “which is especially important when qualified hospital professionals are needed more than ever.” Since Bowling began as program director in 2018, the program has added five new affiliates—which means arranging contracts, insurance, state approval and many other complex, time-intensive challenges. “We’re really proud of that,” he said.

Students who are accepted to the program do their SJSU coursework remotely on Mondays, then train the rest of the week on site at their local affiliate laboratory or medical center. Such locations include Adventist Health Bakersfield, Natividad Medical Center in Salinas, El Camino Hospital in Mountain View, and Santa Clara Valley Medical Center in San José. Bowling said the course instructors are also practicing clinical laboratory scientists from all over the Bay Area, experts in the latest techniques and methods.

Each six-month cycle the SJSU program receives about 140 applications. A cohort of about 25 accepted students will then study and train for 52 consecutive weeks to meet State of California requirements. Students who complete the graduate level program may then obtain national certification from the American Society for Clinical Pathology and a California Clinical Laboratory Scientist license.

“It’s quite rigorous,” Bowling said. To become licensed, CLS trainees must master every laboratory in the hospital—microbiology, hematology, chemistry, immunology. “They’ll have a basic competency to perform any of the tests a doctor may order,” he said.

At orientation, Bowling tells new CLS trainees, “If you love working in a laboratory, if you love science—that’s enough, as it is. But it’s such a bonus that we get to help people too. And with starting salaries of $50 an hour, CLS is a good career choice.”

“What’s unique about our program is that we have a lot of remote affiliates,” Bowling said. “Hospitals all over the state have staffing shortages, so it is appealing to both urban and rural hospitals that students can take classes online while training anywhere in the state. Hospital administrators are reaching out to us to train more students right now during this crisis.” The result? More opportunities for students, more university revenue, and training more clinical laboratory scientists for the workforce.

Bowling said the CLS program was scaling up while other programs, hindered by the pandemic and campus closures, had suspended training. “We are still trucking along and actually expanding during the COVID-19 crisis,” he said. “Our students are working with our hospital affiliates’ doctors and other laboratory professionals to get patients diagnosed and treated, and it is very rewarding to be part of this great work.”

COVID-19 Playing Major Role in SJSU’s 2020-2021 Fiscal Year Budget

The university is leveraging reserves in effort to prevent layoffs and continue Transformation 2030 strategic plan.

 

Amid the COVID-19 pandemic, San José State University (SJSU) is in the process of releasing its budget for the current academic year. SJSU is scheduled to release its budget for the current academic year by the end of September.

With the California State University (CSU) system facing a $299 million budget reduction from the state of California due to COVID-19’s impact on the state’s overall budget, SJSU’s $377 million budget — down $26 million from last year — has been affected significantly by the state’s reductions and the economic impact of the pandemic. 

SJSU estimates a financial shortfall of more than $92 million from lost revenue and COVID-related expenses tied to the state’s budget reduction and university-specific revenue streams, most notably housing, which accounts for nearly half of the university-specific losses, parking, dining, concerts and events, athletics revenues and international student enrollment. Although SJSU’s total enrollment number is on track to mirror the 2019-2020 academic year, the loss of an estimated 500 international and out of state students this fall factors into the revenue reduction.

“On top of being a major health concern, the pandemic has created a financial impact on higher education that will hurt universities like SJSU for some time to come,” said President Mary A. Papazian. “The recovery from this will be long and arduous. I have and will continue to call upon Congress and others to support institutions like SJSU to ensure a well-educated workforce vital for our state’s future.”

The projected deficit is nearly six times the original estimate of $16 million in losses the university estimated during the spring semester after the county’s shelter-in-place order went into effect March 16. The federal government’s CARES Act, distributed in April, provided more than $30 million to SJSU, with nearly half of it earmarked and distributed as direct student aid. The remaining $16 million funded faculty training through the SJSU Teach Online Summer Certificate Program, enabled the purchase of much needed student and faculty IT equipment, and provided some relief to enterprises, including housing and parking services. The remaining funds from the CARES Act were used to support COVID-related infrastructure expenses, such as cleaning supplies and other uses by Facilities Development and Operations, and expenditures in Academic Affairs.

Options for this year and beyond

In July 2020, CSU Chancellor Timothy P. White shared a message emphasizing that the financial challenges caused by the COVID-19 pandemic will be felt by the CSU for at least the next three years. Chancellor White described the CSU’s plan to reduce expenses, including instituting a systemwide hiring slowdown, halting most travel for all campuses and the Chancellor’s Office, and the consideration of a furlough program beginning in the 2021-2022 fiscal year. Chancellor White has delegated to each campus president the responsibility and accountability for implementing local campus layoff plans, as determined by the campus and consistent with applicable collective bargaining agreements. 

“Layoffs are the least preferred option for SJSU, and we continue to look at the budget to find creative solutions to the looming financial challenges we face,” Papazian said. “We are committed to exhausting all avenues before resorting to layoffs. We will continue to find ways to ensure the university can maintain courses and services for students and keep our faculty and staff employed in the midst of a global crisis.”

While SJSU has continued to hire faculty and key strategic positions, the university has significantly slowed hiring and backfilling positions, resulting in budget savings.

Despite the expected financial shortfall over the next three years, SJSU is committed to continuing the work necessary to achieve goals of the Transformation 2030 strategic plan — including graduation rate increases, tenure-track faculty hiring and start-up, research growth, safety and growth of graduate studies. 

“Despite what feels like insurmountable challenges, we will continue the progress we have already made toward these vital goals for the growth of San José State University,” said Vice President of Finance and Administration and Chief Financial Officer Charlie Faas. 

In his July message, Chancellor White also wrote that use of reserves will be vital to protecting our institutions from financial exigency over the next three years. Campuses and the Chancellor’s Office will be measured in drawing on these funds to ensure they do not “zero out” their reserves. Funds from reserves intended for a specific need or priority will only be used to fund those particular areas.

Drawing from reserves

SJSU will utilize a significant portion of its reserves — currently $161 million from the general fund and enterprise reserves which amount to a little less than five months of funding to support all university operations. Given the long-term impacts of COVID-19, SJSU looks to draw on about 60 percent of its reserves in the 2020-2021 fiscal year. The remaining reserves will be largely expended in the next two fiscal years.

SJSU is also working closely with its auxiliary organizations to determine how they can best partner with the university. The university is prepared for several years where the state budget could be significantly decreased and additional state funding is not available. 

“Getting through the pandemic and its lasting financial impact will be a team effort, and potential support from divisions, enterprises and auxiliaries will allow SJSU to continue to adapt in crucial areas across campus and emerge from the pandemic on solid ground,” said Faas. “Together, we will continue to fulfill our academic mission and support graduation initiatives that have made San José State University a world-class institution that is the most transformative university in the country.”

Some of SJSU’s COVID-19 Heroes

Photo: Robert Bain/San José State University

San José State alumni, students and faculty members have risen to the challenges of the COVID-19 pandemic. Many alumni are frontline workers, government leaders and decision-makers managing and taking care of essential and emergency services.

Also tending to the community are current students and faculty–contributing valuable resources, raising awareness, generating funds and displaying creative ingenuity in addressing social and healthcare needs. As fall semester begins, SJSU recognizes some of the valiant efforts of these Spartans working tirelessly to keep the community safe and healthy.

Frontline Workers and Government Leaders

Christina Salvatier, ’19 MPA, is the CFO of the Valley Medical Foundation, and created the management systems for receiving, acknowledging, sorting, warehousing and issuing thousands of masks, gowns and related equipment.

Brandi Childress, ’08 MS Transportation Management, is the pubic information officer for VTA, developing COVID-19 messaging for its internal employees and for passengers, in collaboration with the Santa Clara County Health Department.

James Griffith, ’15 MPA, is the advanced planning lead in the State Operations Center (SOC) in Sacramento, managing the projections of resource needs for the management of COVID-19 response statewide.

Julie Nagasako, ’12 MPA, is a manager in the Office of the Secretary, California Department of Health, coordinating the department’s work on the medical issues.

Robert Sapien, ’95 Bachelors Political Science/Public Administration, chief of the San José Fire Department (SJFD), and current MPA student Reggie Williams, SJFD assistant chief, are leading the daily emergency medical response to the San José community.

Robert Herrera, ’18 MPA, San José Fire Department Battalion Chief supervises firefighters/EMTs in a number of stations.

Curtis Jacobson, ’19 MPA, is the chief of the Fremont Fire Department.

David Swing, ’08 MPA, has been appointed as the chief of the Pleasanton Police Department. Joseph Perez, ’18 MPA, is a corporal in the Watsonville Police Department.

Current MPA student Katy Nomura is the assistant to the City Manager in Cupertino and in charge of its emergency management programs, and Genevieve Yip, ’20 MPA,  is part of the city of Santa Clara emergency response.

Council member, District 7 Maya Esparza, ’11 MPA, and Council member, District 2 Sergio Jimenez, ’08 Political Science are members of the San José City Council, developing important legislation to protect our most vulnerable community members from evictions during the COVID-19 crisis.

Sergio Jimenez also oversees the work force that prepares food for distribution to the community impacted by COVID at Sacred Heart.

Kira Valenta, ’18 MPA, and Christopher Hoem, ’18 MPA, are aides to Mike Wasserman, Vice President, Santa Clara County Board of Supervisors. Lakeisha Bryant and Galen Boggs, ’21 MPA, are aides to Member of Congress (CA-17) Ro Khanna.

Current MPA student Galen Boggs is a National Guard officer who has been on active duty setting up COVID-19 facilities, including temporary hospitals

Current MPA student Viviane Nguyen and Patrick Cordova, MPA ’20 are working in the city of San José Emergency Operations Center team.

Current MPA student Maria Rodriguez is the Food Unit Lead for the Santa Clara County Emergency Operations Center.

Current MPA student Rob Wayman is running the 200-person quarantine facility for Stanford University students from out of Santa Clara County.

Current MPA student Darius Brown supervises a City of San José Community Center shelter for homeless people to enable them to shelter in place from Covid.

Daniela E. Torres, ’12 MPH, is responsible for all health information, health education, and health data collection in California’s public and charter schools which serves over 6.2 million students. She works very closely with the California Department of Public Health and CDC’s surveillance unit on multiple health topics.

Faculty and Frontline Students and Interns

SJSU Dietetic interns worked with Pajaro Valley Unified School District, Institute of Child Nutrition, Santa Clara County Senior Nutrition Program to make meals accessible to K – 12 students. They also helped centers to develop online training and marketing materials for K – 12 school lunch and child care programs, including topics related to nutrition, exercise, and recipes for staying at home.

Interns also worked on disaster menu and food supply planning at skilled nursing facilities. Many of SJSU’s internship sites/hospitals are now implementing these new guidelines in caring for affected patients.

For aspiring Registered Dietitians enrolled in NUFS 110B, Medical Nutrition Therapy, in Spring 2020, Associate Professor of Nutrition, Food Science & Packaging, Kasuen Mauldin, guest lectured on the topic of nutrition support and shared recent guidelines released by the American Society of Parenteral and Enteral Nutrition (ASPEN) about nutrition therapy for Covid-19 patients. The guidelines focus on providing optimal nutrition (along with potential novel nutrient recommendations) to patients with severe respiratory syndrome while minimizing healthcare provider exposure.

As part of an IBM competition, Master of Information Science students under the leadership of Yu Chen, assistant professor in the School of Information Systems and Technology, created technology-based social solutions to COVID-19. Divided into virtual teams, students designed various apps to address the problems people are facing during this pandemic, such as generating recipes based on photos of ingredients in the pantry, measuring the intensity of symptoms when they’re sick, generating analysis by scanning key words in tweets employing IBM’s Personality Insights, etc.

PPE Donations

Faculty members and students in the industrial design department worked on 3-D printers in SJSU’s Calvin Seid Innovation Lab to make test kit swabs and badly needed ventilator parts for frontline medical staff.

The College of Science’s biology department staff have contributed 56 cases of gloves, plus a smaller supply of N95 and surgical masks to Valley Medical Foundation.

Valley Foundation School of Nursing donated personal protective equipment (gowns, gloves, masks) to a local hospital.

San José State’s athletics department partnered with Sacred Heart Community Service and Family Supportive Housing on the Heart for San José initiative to help the community cope. From sales of Heart for San José merchandise, $800 and 451 masks have been donated.

Creative Entrepreneurs

When extreme shortages of masks for healthcare workers  dominated the COVID-19 news headlines in March, Nitin Agrawal and his team formed a group called “The Free Maskeeteers.” The group raised more than $14,000, brought together 240 volunteers, including seamsters, drivers, website developers, and project and operation staff members to deliver more than 3,500 high-quality, hospital-grade, hand-sewn masks, 6,000 surgical masks and 3,400 KN95 masks to more than 70 hospitals, clinics, nursing centers and other facilities.

Occupational therapy graduate student Rebecca Farrell and her husband created a website called Bay Area Masks, which helps coordinate mask sewers with healthcare professionals and other individuals in the community.

San José State Football Head Coach Brent Brennan, Stanford University Football Coach David Shaw and University of California Football Coach Justin Wilcox came together for a video that highlights the importance of washing hands and practicing safe social distancing. San José State Football’s Director of Digital Communications Cam Radford edited the video.

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.”

SJSU Launches SJSU Adapt Plan for Fall 2020

Note: The following message from President Mary A. Papazian was shared with the SJSU campus community on Monday, July 13, 2020.

SJSU campus community, 

I’m sure we can all agree the past few months adapting to the challenges of COVID-19 has tested us physically, emotionally, psychologically and, for some, spiritually. Although every one of us has been affected by the pandemic in their own way, as Spartans, we have shown strength in taking on whatever has come our way, while continuing to show compassion, care and a helping hand for others. 

The SJSU Adapt plan is now available after months of planning and responding to constantly evolving external guidelines. I want to thank everyone who played an integral part ensuring this plan addresses the needs of the entire campus community. I also want to thank the campus community for their patience as we developed the plan and obtained needed approvals from the California State University Chancellor’s Office.The SJSU Adapt logo, an infinity symbol with blue and gold colors The multi-phased approach of the SJSU Adapt plan purposely aligns with health orders of Santa Clara County and California Department of Public Health Departments. This plan serves as a roadmap for us to navigate the uncertainties of the COVID-19 pandemic and adjust to the continued gradual reopening or potential future closing of Santa Clara County and the state of California.

The new website features an explanation of the four phases of the plan, FAQs, and health and safety guidelines. SJSU is currently in “Phase 2: Modified Campus” of the SJSU Adapt plan.

A depiction of the four phases of the SJSU Adapt plan, with Phase 2 of the picture being highlighted to signify that SJSU is in Phase 2.

SJSU could move backwards or forwards in phases if it is deemed necessary, due to new or revised health ordinances from local and state public health departments. 

The following information from SJSU Adapt has been posted:

The icons for information that is available in the SJSU Adapt plan.

Please note that the fall plan for Athletics is still being reviewed by the California State University Chancellor’s Office. When information has been approved to share, the site will be updated and a follow up message will alert you to the update. 

After the community has had some time to review the details of the SJSU Adapt plan, there will be an opportunity to discuss parts of the plan and answer questions in one of two virtual town halls in late July. Details will be communicated soon.

Thank you again for your flexibility and patience during these last several trying months. I look forward to the time we can all be together, once again.

Sincerely,

Mary A. Papazian

President

2020 Graduates Reflect on their Time at SJSU

As the unique and challenging spring 2020 semester comes to a close, some of the resilient members of SJSU’s graduating class reflect on their time at SJSU, achievements and plans for the future.

Tram Phan, ’20 Chemical Engineering

Tram PhanTram Phan’s family in Vietnam was about to fly to a different city to get visas sponsored when they learned the SJSU spring commencement ceremony is postponed for the graduating class of 2020. The news broke their hearts, as well as Phan’s.

“I know a lot of people get a degree in the U.S., but for international students, it’s a big event, much bigger,” Phan said.

During four years away from home, Phan has grown out of her shyness. She credits the San Jose State’s diverse community for helping her open up to the unknown. Today, she has more friends than she could imagine, but regrets not being able to share the culminating moments of the journey together in person.

“They are all nerdy and funny, and I like that about them. I feel like I didn’t get a chance to say goodbye to my friends; I didn’t realize I’d miss them that much,” Phan said, her eyes gleaming through the computer screen.

But Phan has been quick to measure the positive side of the picture. She appreciates the university offering graduates a choice to be a part of a future live commencement ceremony. The COVID-19-dominated spring semester has been an eye opener for her in terms of adapting to new skills and challenging environments. The transition from in-person classes to online instruction proved to be a harmonious experience for her.

“The online settings encouraged people to talk more freely in class. Even folks who were inherently shy shed their inhibitions and became more approachable,” Phan said.

The resilience Phan demonstrated during the global pandemic paid off for her. She received an unexpected job offer that has made her optimistic about the future.

“I wouldn’t have gotten to this point unless I believed in myself,” she said. “SJSU made me believe everything is possible.”

Eric Ortiz, ’20 MA History

Eric OrtizEric Ortiz went to school sporadically following his 1985 high school graduation. Three decades later, the war veteran has earned a master’s degree.

“In the military, if you quit, you die,” said Ortiz. “Even though it’s been difficult for me to go back to school at my age, I never gave up.”

Since Ortiz found it difficult to relate to students half his age, he viewed school as a place to attain a goal. But the department professors, he said, made his journey worthwhile. “I learned so much from all of them. I had the opportunity to study subjects like the French revolution, ancient Greek society in depth,” said Ortiz. “Professors Pickering, Roth and Hilde, and others brought them to life.”

Ortiz served the nation on three battlefields, including in Iraq and Afghanistan. While he’s reticent about broadcasting his Army experiences, Ortiz attributes his ability to cope with the ongoing stress of the global health pandemic to his military background.

“I found it easier to deal with the isolation surrounding COVID-19 than many of my fellow Spartans,” he said. The school’s move to online teaching didn’t bother Ortiz either. “It’s nothing new to me, having to do everything from a distance,” he said. “It didn’t bother me one bit.”

Channeling the Army principle of “hurry up and wait,” Ortiz focused his energy on research, developing arguments and preparing papers as the final semester drew to a close. Passionate about learning, Ortiz hopes his degree will open opportunities to teach history someday. His resilience shines through: “Yesterday is gone. We should work toward the future.”

Rachel Lee, ’20 BFA Graphic Design

Rachel LeeRachel Lee doesn’t dwell on the strangeness of her final SJSU semester. As online classes began to set in, seeing everyone on the screen became a routine she looked forward to. Looking back at her time at SJSU, Lee said there are two high points: a summer 2019 trip to Europe and her first design job.

During a three-week trip with her graphic design class, Lee traveled to eight countries including the UK, France, Germany, Poland, Switzerland, Italy, Belgium, and the Netherlands. “We explored many cultures, visited art museums and historic landmarks, and we participated in workshops where we exhibited our work in Katowice and Warsaw, Poland,” said Lee.

The first design job in the College of Humanities and the Arts also remains her most cherished memory from her four years at SJSU. Lee’s work was featured in The Metro, on SJSU’s North Garage, and distributed across San Jose.

“I had the pleasure of working for H&A Marketing as a graphic designer,” said Lee. “It was a great experience working with other students, faculty and staff at Hammer Theatre.”

Originally from Vancouver, Washington, Lee was glad to hear the news about SJSU’s graduate recognition websites. She was also excited about her virtual, live senior exhibition show. Along with her friends, her family virtually took part in the celebrations.

Lee wants to touch people’s lives through her design. “I’ll try to incorporate social messaging into the work I do.” Spreading positivity, helping people, volunteering for a cause is what keeps this Spartan powered up.

Ezequiel Ramirez, ’20 Justice Studies

Ezequiel RamirezHaving lived his entire life in San Jose, Ezequiel Ramirez thought he knew all about his city until he joined San Jose State. The cultural perspectives of the people he met and interacted with at school were an awakening experience for him.

“I enjoyed meeting and interacting with people from different nationalities and also people who came from different walks of life,” said Ramirez. “The school brought in everything for me. Vocabulary, education, people, habits. I love it. I love the experience right now.”

Having worked in a nonprofit as part of an internship program helping at-risk youths, Ramirez now wants to continue working with community-based organizations and to use his degree for social change.

“I’m a first-generation graduate student, and I understand the struggle of people starting from the bottom and reaching to the top,” he said. “I worked countless hours without sleep on a lot of occasions, slept in my car from long days of work and school, also was homeless at a time, but made it, and I’m still making it. I’m about to graduate.”

Not only is Ramirez the first in his family to graduate from college, he’s also the first in his family to graduate from high school on time. Having lost his father at age 11, Ramirez’s determination and strength came from watching his mother raise three kids, his fraternal twin brother and an older sister.

“My mom has always put her ambitions on the back burner while putting us first,” he said. “With me graduating college this week, I want her to know all of her sacrifices and hard work have not been in vain.”

Ramirez had dreams of decorating his graduation cap as an honor to his mom, grandmother and the rest of his family—the Ramirez, Rodriguez and Garcia households. He calms himself with his take on the COVID-19 situation: “From pressure, diamonds are made.”

Saadatou Ahmad, ’20 Accounting and Information Systems

Saadatou AhmadIn Saadatou Ahmad’s home country of Cameroon, West Africa, education is a luxury. When she came to the United States with her husband 12 years ago, she set out to chart a new course.

“Back home education is not for the poor, but here it is so encouraging,” said Ahmad. “Here, I have the support system to be a first-generation student. ”

After a stint at a beauty school and working in a salon for four years, Ahmad transferred from a community college to San Jose State as she dreamed about the future for herself and her family. Wanting to set an example for her three children–between the ages five and ten–Ahmad brought her kids to school so often “they are now used to the school environment.”

Even when she was pregnant with her third child, Ahmad continued to make it to all classes, she said, because “I always feel if I miss a lecture, I will fall behind.”

The online spring semester at SJSU was troubling for Ahmad, who loves in-person classes. While she missed seeing and talking to her classmates and professors in person, Ahmad is not someone who gives up easily. She channeled all of her time and effort to carve out a better life for her family. She recently received a full-time job offer, but she also wants to pursue more education, possibly an MBA. Right now, Ahmad is overjoyed. Her bachelor’s degree has been a long time coming. And, she said, her daughter wants to go to San Jose State when she grows up.

SJSU Receives $28M in Federal Funds To Help Cope With COVID-19 Hardship

San Jose State University has received more than $28.7 million dollars from the Federal Coronavirus Aid, Relief, and Economic Security (CARES) Act to help students and the campus deal with COVID-19 related hardships.

Half of the funding, or approximately $14.4 million, will go directly to students in the form of emergency financial aid grants to help cover expenses related to the disruption of campus operations due to coronavirus. Eligible expenses include a student’s cost of attending college, food, housing, course materials, technology, healthcare and childcare. The funding can not be used to pay tuition or registration fees.

CARES Act SJSU Grant

“This is an unprecedented time and many of our students are dealing with unexpected hardships because of the COVID-19 crisis,” said Vice President of Student Affairs Patrick Day. “We want our students to continue on their educational journey and get their degrees. This emergency federal funding will help them do that.”

Eligible students can apply for an emergency aid grant through SJSU Cares and the Financial Aid and Scholarship Office and. The amount of individual grants will be determined by the number and scope of the requests that are received. All grant money will be distributed by the end of the spring semester.

Although the CARES Act requires recipients to meet certain qualifications related to enrollment, citizenship, residency and how they are impacted by COVID-19, SJSU Cares distributes funds from a variety of other sources.  Any student in need of emergency funding is encouraged to contact SJSU Cares.

San Jose State will use the remaining funds to enhance distance learning programs and other critical needs to meet the university’s core mission.

The CARES Act, passed by Congress on March 27, 2020, is a $2.2 trillion stimulus bill, the largest emergency aid package in U.S. history.

SJSU Alumni Develop Test for Rapid COVID-19 Results

Two San Jose State University alumni are part of the team that developed the first rapid COVID-19 test that delivers results in 45 minutes.

David Persing

David Persing, ’79 Biochemistry, is one of two SJSU alumni working at Cepheid to develop a COVID-19 diagnostic test. Photo: David Schmitz.

Dr. David Persing,‘79, Biochemistry, and Rich Nolasco, ‘08, Mechanical Engineering, work for Sunnyvale-based Cepheid. The molecular diagnostic testing company announced on March 21 that it has received emergency authorization from the U.S. Food and Drug Administration for its SAR-CoV-2 Xpert Xpress test. It is the first rapid COVID-19 test that can be administered at point-of-contact locations, such as hospitals, emergency rooms and urgent care centers, and delivers rapid results.

Persing is the executive vice president, chief medical and technology officer for Cepheid. He explains in this video how the COVID-19 rapid test works and why it’s so important.

Persing graduated from SJSU with a degree in biochemistry and then earned an MD-PhD in genetics. He founded the Mayo Clinic’s Molecular Microbiology Laboratory. Eventually, he left academia to focus on cancer and infectious diseases in the biotech industry. In an interview with Washington Square Magazine in 2019, Persing said “It was gratifying to treat one patient at a time, but I ultimately decided I needed to amplify the impact of my research and touch the lives of many people simultaneously.”

Richard Nolasco

Richard Nolasco, ’08 Mechanical Engineering, is a member of a team at Cepheid working on a COVID-19 diagnostic test. Photo: Courtesy of Rich Nolasco.

SJSU alumnus Rich Nolasco graduated with a degree in mechanical engineering and works as a failure investigation engineer at Cepheid.

“When I joined the Cepheid team in late 2015, I knew that the company and my work directly affected lives around the world in a positive way,” said Nolasco. “When I found out that Cepheid was coming up with a test to detect the virus, I knew it would make a huge and positive impact.”

Cepheid expects to begin rolling out the COVID-19 rapid test at the end of March.

FAQ – Coronavirus Disease 2019 (COVID-19)

**This page is no longer being updated. Visit the FAQ section on the SJSU Health Advisories website for more information.**

 

Frequently asked questions about Coronavirus Disease 2019 (COVID-19).


New FAQ (March 8, 2020)

Editor’s Note: The FAQ section has been updated as of March 9, 2020 to reflect new content.

Will campus remain open?

Faculty and staff should continue to report to campus for work and carry out their normal responsibilities. For faculty and staff on campus who may have conditions that put them at higher risk for COVID-19, we take this very seriously. Please contact your supervisor and/or the following offices immediately if you need accommodations, sick/medical or other leave, or wish to discuss other options or concerns:

  • Employment Accommodations Resource Center: Cindy Marota: x4-6003
  • University Personnel, Leaves Manager: Josh Etherington: x4-2155
  • University Personnel, Employee Relations: Stacey Elsibai: x4-2142, Julie Paisant: x4-2255, Joanne Wright: x4-2458

Faculty and staff who have fevers or respiratory infections should stay home. We will ensure that sick time is applied so that you will not lose pay or applicable benefits and will work with you if you have exhausted your sick time balance.

What will happen if SJSU closes?

The President will notify the campus by email. The information will also be announced through Twitter and the SJSU Newsroom. In the event we need to close campus, “essential personnel” will still provide on-campus services that relate directly to the health, safety, and welfare of the university, ensure continuity of key operations, and maintain and protect university properties. When appropriate and feasible, these responsibilities may be carried out remotely. Guidance for essential personnel will be distributed this week.

Will classes be moved online?

We have a number of resources already available for faculty to adapt their courses to a “remote teaching” modality, either distributed or online. We encourage faculty to begin to engage this process in case it becomes necessary. In addition to these resources, this week, the division of Academic Affairs will begin providing additional support and training to assist faculty and teaching associates, as applicable, with moving their in-person classes to distributed or fully online modalities. Where fully online means that all course material is delivered through an online format, a distributed class may include aspects, such as synchronous live lectures delivered from one’s office or distributed materials that are returned to the instructor via a variety of modalities. This provides maximum flexibility to each instructor within the confines of this very challenging public health care environment.

If our campus has a reported case of COVID-19, we will activate a plan to move in-person classes to either a distributed or fully-online model. We will notify the campus community when the decision has been made.

What are the guidelines for travel?

Effective immediately, San Jose State University and its auxiliary organizations will suspend all international and non-essential domestic travel from now through the end of the spring semester (May 31, 2020). This includes suspension of travel approved prior to March 8, 2020.

  • If you have upcoming travel that was approved before March 8, 2020, you will be contacted with information on how to request reauthorization.
  • Many conference organizers and airlines are issuing full refunds. In the event that a traveler is unable to obtain a refund, expenses for approved travel incurred prior to March 8, 2020 are eligible for reimbursement.
  • Future travel, including summer and fall 2020, will be determined as the COVID-19 situation evolves.

Will upcoming events continue as planned?

We are evaluating meetings, gatherings, and events through the end of spring break. The President’s Leadership Council, in consultation with faculty, staff, and student groups responsible for the events, will make decisions that will best serve our mission and our community’s health, safety, and well-being. More information and guidance will be distributed this week.

How should I handle information about others’ health?

As stated above, certain members of our campus community are charged with providing guidance and assistance concerning individuals who may need accommodation or leave, have returned from international travel, or have possibly come in contact, either through acquaintance/relationship or work in health care, to individuals exposed to COVID-19.

As part of our community responsibility, I ask that you respect the privacy of all members of our community and refrain from sharing information outside appropriate reporting channels about the identity or identifying characteristics (e.g., staff position, undergraduate/graduate status, faculty position, department, unit) of individuals in our community who may have been asked to self-quarantine, seek testing, or may themselves, at some point, be diagnosed with COVID-19.

Exercise caution so as not to contribute to unintended consequences of speculation, unfounded fear, stigmatization, or behavior that may increase the likelihood of individuals not self-reporting their possible risk of exposure to COVID-19.

How do we address the stigma that often emerges with such diseases?

It is very important to remember that viruses do not target specific racial or ethnic groups. So, although people are understandably worried about the spread of COVID-19, we want to avoid fear and anxiety turning to social stigma. Unfortunately, we have already seen some of this reported anecdotally on campus, as some people show concerns about Chinese or other Asian Americans, international students generally, people wearing protective masks, or those who were in quarantine.


Editor’s Note: The FAQ section was last updated March 5, 2020 to reflect new numbers from the Centers for Disease Control and Prevention (CDC) and World Health Organization (WHO).



Medical Questions

How is COVID-19 spread?

According to the CDC, as of March 5, there are 148 identified cases of COVID-19 in the United States out of the more than 93,000 worldwide (WHO, March 4 report). This includes confirmed cases, cases under investigation and cases among people expatriated to the U.S. There have been 10 deaths related to COVID-19 in the United States. The virus is thought to spread mainly from person-to-person:

  • Between people who are in close contact with one another (within about 6 feet).
  • Via respiratory droplets produced when an infected person coughs or sneezes.
  • These droplets can land in the mouths or noses of people who are nearby or possibly be inhaled into the lungs.

How do I protect myself and others from COVID-19?

Guide on how to stop the spread of germs.

CDC guide on how to stop the spread of germs. Graphic courtesy of CDC.

  • Treat Yourself Well
    • Maintain good sleep habits.
    • Manage stress.
    • Drink plenty of fluids and eat nutritious food.
  • Make It Hard for Viruses to Spread
    • Wash your hands often with soap and water for at least 20 seconds. If soap and water are not available, use an alcohol-based hand sanitizer.
    • Avoid touching your eyes, nose, and mouth with unwashed hands.
    • Avoid close contact with people who are sick.
    • Cover your cough or sneeze with a tissue, then throw the tissue in the trash; or cough or sneeze into your upper sleeve, not your hands.
    • Clean and disinfect frequently touched objects and surfaces.
    • Check with your heath-care provider whether obtaining the influenza vaccine is advisable for you.
  • Think of Others
    • If you feel ill, call or email a health provider for advice.
    • Stay home or reduce contact with others until your symptoms subside.

As with all communicable diseases, employees should stay home when sick and practice respiratory etiquette and hand hygiene. See also the CDC guidelines on their website.

As stated on the CDC website, to prevent stigma and discrimination in the workplace, use only the guidance described on the website to determine risk of COVID-19. Do not make determinations of risk based on race or country of origin, and be sure to maintain confidentiality of people with confirmed COVID-19. There is much more to learn about the transmissibility, severity, and other features of COVID-19 and investigations are ongoing. Updates are available here.

What do I do if I believe I have been exposed to COVID-19 (but have no symptoms and feel well)?

The CDC strongly recommends that you self-quarantine. Students should contact your faculty instructors to discuss how you can continue to make progress on your coursework. Staff and faculty who may self-quarantine and can fulfill their responsibilities without physically reporting to campus should contact their supervisors to make arrangements to work remotely. For those who may need to self-quarantine but cannot work remotely—sick, vacation and/or personal holidays as well as leave programs may be applied.

What do I do if I believe members of my household or myself have been exposed to COVID-19 and have symptoms consistent with COVID-19?

Stay home if you have any concerns or symptoms of acute respiratory illness. Do not come to work until you are free of fever (100.4°F), signs of a fever, and any other symptoms for at least 24 hours. Notify your supervisor and stay home if you are sick. As with other communicable diseases such as the flu, supervisors should send home employees who become sick during the day to prevent others from becoming ill. Call your healthcare professional for guidance on whether to be tested and what to do.

Has anyone in the United States gotten infected?

The first COVID-19 case in the United States was reported on January 21, 2020. The first confirmed instance of person-to-person infection of this virus in the U.S. was reported on January 30, 2020. See the current U.S. case count of COVID-19.


Monitoring and Managing

Who is in charge of monitoring the ongoing outbreak and managing SJSU’s response?

SJSU is monitoring the COVID-19 outbreak and managing the university’s response via the Emergency Operations Center (EOC), which includes campus leaders from the Academic Affairs, University Police Department, Student Affairs, Facilities Development and Operations, and other groups. The EOC consults regularly with the President and her staff who will make large-scale policy decisions.


Classes, Work, and Campus Closure

Is there a plan to conduct some classes by teleconference such as Zoom?

With no reported cases on campus, we will continue to operate the campus and its classes as normal. If a case is reported, and there is concern that coming to campus can put our community at risk, we will ask that faculty provide alternative access to course content – this could take place through Zoom (we have a campus-wide site license) or alternative assignments.

Under what circumstances will classes be cancelled or the campus closed? How will I be notified?

The EOC will continue to monitor and assess the situation. They will also manage any operations necessary to respond to or address an outbreak. One case, with no identifiable route of contagion (exposure) may be enough to trigger closure, while one case with a clear epidemiology and low exposure on campus may not trigger a closure.
Ultimately, the President, in consultation with her Cabinet, will determine whether to cancel classes or close campus. This information will be distributed by the following communication channels: Email, Twitter, Facebook, and the SJSU Newsroom.


Potential Outbreak on Campus

What will happen if an SJSU student, faculty, or staff member is diagnosed with COVID-19?

The campus community will be notified through email, Twitter, Facebook, and the SJSU Newsroom about potential class cancellation or campus closure.

What will happen if students, faculty, or staff living in the residence halls are diagnosed with COVID-19?

The EOC and University Housing Services will initially coordinate with the Santa Clara County Public Health Department on the most appropriate response that protects the safety of individual students and the larger campus community. University Housing is currently preparing for multiple response scenarios and will communicate with students, families, and the university community in the event of an emergency situation.

Whom should I contact with questions?

  • Students should contact their faculty instructors for questions about specific classes.
  • Employees should contact their healthcare providers. Students may contact the SJSU Student Health Center at (408) 924-6122 with questions about symptoms.
  • Faculty should contact their department chairs with questions about their classes.
  • Staff should contact their supervisors with questions about working remotely in the case of self quarantine.
  • Faculty and staff should contact University Personnel (408) 924-2250 with questions about sick time and leave programs.