California Higher Education Research Articles

Mandating COVID-19 Vaccination on Campus: A Qualitative Analysis of a Cross-Sectional Study of California College Students.

The purpose of this study was to examine college student perceptions related to institutional vaccine mandates. We utilized qualitative data (n = 2,212) from five open-ended questions in a cross-sectional study of students enrolled or intending to enroll in an institute of higher education in California in fall 2021. Data were collected between June and August 2021. Thematic analysis was employed to analyze student beliefs, and four themes were developed from the data: (1) Polarizing views and language, (2) deciding who to trust, (3) conveying rights and risk, and (4) staying focused on education. The themes represented vaccinated and nonvaccinated student perspectives, capturing views about trust, rights, and risk. Many responses were polarizing and included language that was emotional and political. Despite the range of responses, most students expressed appreciation and approval of the vaccination mandate on college campuses. Findings illustrate the important contributions of qualitative research and suggest opportunities for public health practitioners to lead and engage in critical dialogue about science and public health practices as we aim to promote public perceptions of vaccination programs and health promotion practice.

Addressing mental health, misinformation, & religious tensions among South Asian students across California higher education during the COVID-19 pandemic: A qualitative research study

BackgroundSouth Asian Americans comprise one of the fastest-growing ethnic groups in the US. Nevertheless, the scientific literature on the experiences of South Asian students is lacking, where often studies focused on Asian Americans exclude South Asians altogether. South Asian students have unique experiences in California higher education, often having to cope with high pressure to perform academically and various social responsibilities associated with being first-, second-, or third-generation American.Many South Asian countries have been more severely affected by COVID-19 due to the density of people living in close proximity to one another. Students of South Asian origin worry for their families overseas, especially as the COVID-19 pandemic has impacted populations there to a more considerable extent. MethodologyThis was a qualitative research study conducted using in-depth interviews with 25 students who identified as South Asian and were currently enrolled in higher education in California at the time they were interviewed. Ads were placed on social media networks, such as Facebook and Twitter, and participation in the study was voluntary. Students were chosen randomly to avoid bias. Study participants described their experiences navigating higher education throughout the ongoing COVID-19 pandemic in relation to their social, economic, cultural, and political spheres. Interviews were mainly conducted through Zoom, some through emails or phone calls. All participants will remain anonymous to protect the identities of students.This project sought to understand the experiences of South Asian students as they navigate the new normal amidst a global crisis. Qualitative responses were indexed by themes, with South Asian students reporting a relationship between the pandemic and worsened academic experiences, issues of exacerbated mental health, the spread of misinformation, and increased religious tensions.This research reflects pragmatism, and the findings of this paper are coupled with suggested recommendations to ameliorate pandemic related issues for future South Asian students. The project was conducted through both inductive and qualitative approaches. The research strategy is action research, and the research was meant to shine a light on issues South Asian students face and help university administrations understand how to better support students during a pandemic. The time horizon is cross-sectional. The research focuses on COVID-19 in relation to South Asian students’ performance and health.At 25 participants, data saturation was reached. Further participants were not needed as the qualitative research data was sufficient to draw conclusions from. The research was deemed to pose no risk to students; therefore, approval from an ethical committee was not sought. All participants signed consent forms in order to participate.Follow-up interviews were conducted to address students’ experiences with family in India experiencing the B.167.2 variant and the transition back to in-person learning following virtual schooling. Conclusions/significanceSouth Asian students in higher education bear a unique set of responsibilities in addition to the already rigorous coursework associated with college. However, the stresses and health of South Asian students often go understudied or overlooked. This research serves to begin to fill in the gaps in literature of South Asian experiences in higher education.The pandemic posed additional challenges for students, who lost access to their campus communities with university education going virtual, and many South Asian students had to move back home. Through this qualitative research study analyzing the experiences of South Asians enrolled in California higher education, it can be concluded that there is a relationship between the COVID-19 pandemic and students’ academic performance, mental health, as well as an increase in the amount of misinformation spread regarding COVID-19 public safety guidelines.

Working for Equitable Higher Education in California

Working for Equitable Higher Education in California

Higher Education for California Native Nation Building: A Retrospective on College Experience and Completion

ABSTRACT The purpose of this study was to empirically investigate the symbiotic relationship between Native nation-building and higher education in California (CA)—an understudied topic in Indian education. The aim was two-fold: 1) understand how, and whether, educational achievement and nation-building are tied together, and 2) extend current literature on in-college experience by elevating the perspectives of CA Indian students. Working with a select sample of CA Indians (n = 5), all who graduated from the same public university in the state and are actively involved in their tribes, this exploratory retrospective study examined aspects of college student experience, motivations to complete, and the role of tribal communities in graduation. Participants reflect on the relevancy of education, feeling (under)valued on campus, classroom invalidation and hostility, campus involvement, giving back, and the role of their tribes in pursuing and completing college. These findings extend current research on American Indian college students, while concurrently centering the voices of and building on existing scholarship to include CA Indian college graduates.

Academically Achieving Hmong American Students in Higher Education

As the largest Asian-American ethnicity at one large public Institution of Higher Education in California, undergraduate Hmong students as a whole are falling behind other sub-groups in graduation rates. Fortunately, a handful of Hmong students do find their way through the challenges of their collegiate experiences to attain academic success. This study identified and connected with four high achieving undergraduate female Hmong American students at the IHE to explore the factors for a successful academic experience counter-narrative. This qualitative asset-based in-depth, semi-structured virtual interview approach allowed discovery into unique and shared narratives regarding their academic achievements. Verbatim transcript analyses in relation to the current literature on Hmong American college students and the frameworks of the Model Minority Myth, Critical Race Theory, and Microaggressions, illuminated important themes as considerations to cultivate increased undergraduate Hmong American student academic achievement. These included aspects of recognizing the mismatch of traditional Hmong cultural norms and the individualistic values of the U.S. IHE, supporting student self-advocacy, and increasing awareness of the Hmong ethnicity as distinct from other Asian groups to dismantle the harmful consequences of the Model Minority Myth on Hmong student success.

The Enlightenment of American Public University Student Training Mode to Higher Education in Hebei

Since the 21st century, with the leap-forward development of China's economy, China’s higher education has also entered a stage of popular development, and many problems have arisen along with it. Faced with this situation, China should learn from the experience of other countries. USA leads the education in the world today. California’s public higher education system is an important component of the education system of USA. Looking back at the history of the development of public higher education in California, it can be seen that the California public higher education system, while ensuring the quality of higher education, also meets the diverse requirements of California's higher education. The successful practice of California's public higher education system has withstood the test of time and has had a huge impact on the world. China should explore the experience of USA in order to provide inspiration to the development of higher education in China. This article uses the methods of literature analysis, comparative analysis and other research methods to deeply study the development and current situation of California's higher education system and provide reference opinions for the construction of Chinese public universities.

Latino Faculty in Hispanic-Serving Institutions: Where is the Diversity?

Diversity in higher education with respect to faculty composition and executive leadership remains an elusive goal for many institutions of higher education. Over thirty years of research on faculty of color in academe has found that the pipeline for faculty of color still remains a significant challenge across higher education institutions and sectors (Turner, Gonzalez, & Wood, & 2008). For Hispanic-Serving Institutions, that possess a diverse base of students, faculty diversity, and the presence of Latino faculty, plays a critical role in academic excellence, mentorship and overall climate (Milem, 2003; Santos & Acevedo-Gil, 2013). This study examined two systems of higher education in California to explore the trends in Latino faculty diversity, given the critical mass of Latino undergraduates at both the community college and California State University systems of higher education. Findings suggest a disconnect between student diversity and tenure line faculty diversity exists. For HSI systems, like those present in California, faculty diversity may play an even greater role in raising Latino college completion, ultimately transforming the next generation of Latinos in California.

The Task of Reformulating University System and a Critique of the Discourse for Networking National Universities: In Reference to Paris University and the California Higher Education System

The Task of Reformulating University System and a Critique of the Discourse for Networking National Universities: In Reference to Paris University and the California Higher Education System

The Master Plan and the California Higher Education System

The 1960 Master Plan for Higher Education in California, created by University of California President Clark Kerr and his contemporaries, brought college within reach of millions of American families for the first time and fashioned the world’s strongest system of public research universities. The California idea, combining excellence with access within a tiered system of higher education, and underpinned by a taxpayer consensus on the common good inherent in equality of opportunity in education, became the leading model for higher education across the world. Yet the political conditions supporting the California idea in California itself have evaporated. The taxpayer consensus broke down two decades after the Master Plan began and California no longer provides the fiscal conditions necessary to ensure both excellence and access, especially access for non-white and immigrant families. Many students are now turned away, public tuition is rising, the great research universities face resource challenges, and educational participation in California, once the national leader in the United States, lags far behind. The article traces the rise and partial fall of the Californian system of higher education as embodied in the Master Plan, and draws out lessons for other countries in general, and China in particular.

CS-CAVE

Bits & Bytes CS-CAVE: DISTRICTS’ ROLES IN BROADENING CS ACCESS Susan Yonezawa, Nan Renner, Monica Sweet, Beth Simon and Diane Baxter This research investigates the spread and sustainability of university efforts to increase the number and types of computer science (CS) courses available in K-12. Two university/K-12 collaborative projects in the San Diego region provide insights into pathways for sustainability. Nearly 75 teachers were trained to teach CS Principles through professional development by university CS faculty and staff. Despite myriad challenges, one-third of the teachers implemented the course. Subsequent research explores three school districts as active players rather than passive recipients (or worse, resistors) of NSF-funded university-led efforts, revealing political and cultural challenges to implementation and sustainability of CS education reform. Computing pervades contemporary life. The US economy demands workers with computational competence. Yet, few K-12 students, particularly those from low-income and minority back- grounds, have access to formal learning opportunities in computer science (CS) [2]. To meet economic demands and give students access to opportunities, the US education system must expand CS offerings in K-12 education. Equally critical, this expansion must be equitable and accessible to diverse student populations, not limited just to the affluent and tech-endowed schools. Educational leaders call for expanding access to K-12 comput- ing education, with deliberate attention to broadening participation by students traditionally underrepresented in computer science, including female, African American, Latino, Native American, and students with disabilities/learning differences. Researchers have documented disparities in students’ K-12 access to computer science learning opportunities, but higher education’s investment to actively assist K-12 is more recent [1]. Higher education part- nerships with K-12 have increased the number and types of CS courses available for students. Our research expands the scope to investigate sustainability and spread of CS reforms. Two sequential CS education projects involving collaboration between California higher education (UC San Diego and San 80 acm Inroads 2015 December • Vol. 6 • No. 4 Working with district partners, ComPASS and CS-CaVE reveal that the technical as- pects of CS curriculum and teacher training present only one set of challenges. Diego State University) and K-12 education in the San Diego region highlight this recent progression from implementation to sustainability research in K-12 CS education, providing insight into pathways for sustainability. Two efforts to broaden participation in CS: From ComPASS to CS-CaVE In 2011, the National Science Foundation (NSF) funded teams at University of California San Diego (UCSD) and San Diego State University (SDSU) to conduct research on adapting a college- level course, CS Principles (CSP), for high schools in San Diego County, California. This CE21 project, “Computing Principles for All Students’ Success” (ComPASS), aimed to create a broader pool of CSP teachers, expand CSP class offerings, increase the number of schools offering CSP, and broaden teacher and student partici- pation. ComPASS project objectives were to: ■ develop and evaluate content and pedagogy training and support resources for teachers (with or without computing backgrounds) to teach CSP; ■ build a regional computing education community to provide sustainable peer support for new CSP teachers. ComPASS has trained approximately 75 teachers to teach CSP, through intensive CS workshops and professional development led by UCSD and SDSU Computer Science faculty and instructors from the San Diego Supercomputer Center (SDSC). However,

The Making of Parsons’s The American University

Talcott Parsons is often identified as the ‘master’ of mid-twentieth-century social theory. In the 1960s and 1970s, however, his writings were hardly any longer discussed, but mostly neglected. The American University is Parsons’s last monograph published during his lifetime. On the basis of extensive archival research, this paper discusses the conception, construction and publication of this monograph. The first section clarifies how and why some fine distinctions were made within ‘the team,’ viz. between co-author (Gerald Platt), collaborator (Neil Smelser) and editorial associate (Jackson Toby). The second section focuses on the two epilogues of this monograph, viz. Smelser’s epilogue to The American University and Parsons’s epilogue to Smelser’s coeval study on Public Higher Education in California, in which the tensions within ‘the team’ surfaced most visibly. The third section looks at the publication of the monograph and the failed attempts to complete related research projects. Altogether, this reconstruction of the making of The American University clearly illuminates the descending phase of Parsons’s scientific career. It also sheds light on the substantive problems of the work Parsons produced in the latter part of his life and career.

Management strategies for sustainability education, planning, design, energy conservation in California higher education

Purpose – The purpose of this paper is to describe and analyze the effects of campus sustainability planning to annual campus energy inflows and outflows in California higher education. The paper also offers a preliminary statistical analysis for the evaluation of impact factors on energy outflows and a link between energy outflows and building utilization. Design/methodology/approach – The paper reports two campus examples University of California Merced and California State University Stanislaus, analyzing 36-months’ campus energy outflows data. It uses statistical linear regression analysis to determine the most significant impact factors to energy outflows and what is their relationship. Finally, the paper draws on building utilization data and presents sustainability management strategies for campus energy conservation which make the most of building utilization and contributes to campus sustainability planning efforts. Findings – Statistics analysis considered ten multiple models of linear regression to identify the greatest impact factors on campus energy outflows. Interestingly, the overshadowing positive impact factor is renewable energy credits (RECs) which is expected as is required by California energy law. After removing RECs, cost of RECs and cost of electricity from further statistical analysis, we re-compute linear regression for the remaining variables, and natural gas outflows have the strongest – negative – relationship with energy outflows. In this study, it is demonstrated how sustainability planning applies to campus green building design criteria; how much do sustainable campus buildings cost; how sustainability planning affects the inflows and outflows of energy during the period of one academic year; and what are the direct benefits of campus sustainability planning and design to faculty, students, staff, administrators, environment and society. Research limitations/implications – The research is focused on two campus examples in California higher education and may have overlooked some campus sustainability plans and energy data from other California campuses. Nevertheless, it is a fairly comprehensive analysis of campus sustainability planning efforts and their effects on energy conservation. Practical implications – Campus sustainability plans and their effect on campus energy inflows and outflows are very important. Understanding the details and potential effects of impact factors to energy conservation can help broader adoption and implementation of sustainability planning. Originality/value – As an emerging method for campus sustainability efforts, statistical analysis of multiple linear regression models allows colleges and universities to examine energy conservation and align it with campus sustainability planning operational, academic and administrative functions in an integrated manner. To date, very little scholarly attention has been paid to the effects of sustainability planning on campus-level energy conservation, and no prior attempt has been made to consider how they might be analyzed statistically.

California's Downfall: Obama's Stimulus Funding Is a Lifeline, But What about Next Year?

California's famed public higher education system is undergoing a significant redefinition, driven solely by severe budget cuts. The state's tripartite system (the University of California, the California State University, and a network of nearly 110 community colleges) faces a daunting challenges in terms of access, time-to-degree, degree production, and the morale of faculty and staff at public universities and colleges. Though, currently, no consensus or political leadership appears to solve the long-term consequences, a debate on the next logical phase of California's higher education is necessary.

Two Loops that Need Closing

ABSTRACT The existing literature on non-tenure-track (ntt) faculty focuses largely on whether relying on contingent faculty is harmful to students. However, studies rarely survey contingent faculty or explore how to increase ntt faculty participation in outcomes assessment, even though contingent faculty teach most general education courses. Our survey of ntt faculty at California higher education institutions finds that (1) community colleges are conveying accreditation concerns, rather than pedagogical benefits, to ntt faculty; (2) contingent faculty training has not sufficiently emphasized the purpose of assessment; and (3) ntt faculty should be included in meetings and training on assessment.

Two Loops that Need Closing: Contingent Faculty Perceptions of Outcomes Assessment

The existing literature on non-tenure-track (ntt ) faculty focuses largely on whether relying on contingent faculty is harmful to students. However, studies rarely survey contingent faculty or explore how to increase ntt faculty participation in outcomes assessment, even though contingent faculty teach most general education courses. Our survey of ntt faculty at California higher education institutions finds that (1) community colleges are conveying accreditation concerns, rather than pedagogical benefits, to ntt faculty; (2) contingent faculty training has not sufficiently emphasized the purpose of assessment; and (3) ntt faculty should be included in meetings and training on assessment.

Glimpses of American Higher Education’s Past

John Thelin’s new book Essential Documents in the History of American Higher Education is a collection of documents that illustrate the history of American higher education. It is designed to supplement the second edition of his history of American higher education (Thelin, 2011). The 46 documents are mostly primary sources, but there are also articles from The Chronicle of Higher Education and excerpts from books. The history of higher education in California gets special emphasis. So do research universities, although the community colleges and state colleges get a little more attention here than in his textbook. The primary purpose of this collection is to provide illustrative material for readers of the textbook, but because of the nature of the documents, the book is of interest in its own

Implications of State and Local Policy on Community College Transfer in California

Lower division transfer preparation for the university has been the primary mission of community colleges since their inception creating an important pathway to baccalaureate degree attainment for many students who may not otherwise have the opportunity for higher education. Once considered fairly straightforward, the transfer pathway has become overly complex and difficult for students to navigate. The underlying issues with community college transfer are multifaceted and profound, and often the focus of much attention by public policy makers. This study explored the extent to which the complexity with transfer is rooted in flawed state and local policy coupled with insufficient capacity to meet the growing demand for postsecondary education at many public universities in California. Interviews with key players in higher education in the state, a focus group of community college professionals involved with transfer, observations of meetings where transfer was discussed and a review of state and local documents concerned with transfer comprised the methodology of this study. Results suggest that legislative interference in the transfer pathway, university elitism and selectivity, uneven placement of state resources, the confines of the state master plan for higher education and inadequate capacity at the state universities all contribute to damaging the transfer pathway. This embedded case study examined the transfer pathway in one large region in southern California in the first decade of the 21st century.The study investigated the implications of flawed public policy and insufficient capacity at some public universities on the development of local policy, and the unintended consequences for transfer students who are denied admission to transfer.Further, the study described how these policy decisions are hindering access and equity in the public postsecondary education system in the region under investigation. Amidst fluctuating economic conditions, the public higher education system in California has struggled to meet increasing enrollment demand. With the ongoing deterioration in state appropriations for higher education in California, the need for increased baccalaureate degree attainment to meet the future economic demands of the state is more critical than ever.

Understanding the Sustainable Outcome of Project Delivery Methods in the Built Environment

In the design and construction industry, building owners want to identify, control, and mitigate project risks by deciding on how projects will be delivered on time and within budget. Project delivery method is a comprehensive process by which designers, constructors, and various consultants provide services for design and construction to deliver a complete project to the owner (Migliaccio et al., 2008). This research paper discusses the types and impacts of various project delivery methods that affect project outcome. The purpose is to understand how project stakeholders interact within the delivery method for the best outcome. To analyze the effectiveness of project delivery method, two case studies in the public higher education in California are reviewed. Both projects are delivered under the same project delivery method. The project outcomes varied significantly in terms of cost, schedule, scope compliance, quality, and stakeholders’ expectations. These outcome variances in the case studies demonstrate the necessity to understand the benefits of strategic alignment of process execution with the culture of integrative team to produce project sustainable outcome in the built environment. Applying an integrated project delivery method is not a substitute for a high performance team. The interdisciplinary interaction and balancing project constraints (cost, time, and scope) with the integrative nature of 3 core areas (Process, People, and System) will contribute to project success. A project sustainable outcome has positive benefits and long term impacts on the society, economy, and the environment.

Higher Education Governance in California

This paper discusses the history, present, and future possibilities of higher education governance in California. Although the state has an abundance of productive institutions of higher education, the system is currently overwhelmed because of the continued increase of students – both English and Spanish speaking – coupled with an increasing loss of public funding appropriations. Elementary and secondary schools are also struggling, and any failures at that level create further distress in community colleges because of remediation. Community colleges are the focal point of California higher education, as they serve as feeder systems into the University of California and California State University systems. Under the current stress of reduced funding per student, the system of higher education in California is struggling, and community colleges will soon not be able to sustain academic excellence because of the myriad of issues thrust upon them.

Beyond the Master Plan: The Case for Restructuring Baccalaureate Education in California

Although a stunning success in many ways, California’s 1960 Master Plan for Higher Education has been a conspicuous failure in one respect: California ranks near the bottom of the states in the proportion of its college-age population that attains a baccalaureate degree. California’s poor record of B.A. attainment is an unforeseen consequence of the Master Plan’s restrictions on access to 4-year baccalaureate institutions. In a cost-cutting move, the framers of the Master Plan restricted eligibility for admission to the University of California and the state colleges (later the California State University) to the top eighth and top third, respectively, of the state’s high school graduates. As a result, 2-year institutions have absorbed the vast majority of enrollment growth in California higher education. In addition to their important role in vocational education, the California Community Colleges now enroll between 40% and 50% of all students seeking a B.A., including those at both 2-year and 4-year institutions. Enrollment at 4-year institutions, however, has not kept pace. California now ranks last among the states in the proportion of its college students that attend a 4-year institution. The paper presents comparative data demonstrating the powerful relationship between 4-year college enrollment and B.A. attainment across the 50 states. Although California’s low rate of baccalaureate attainment is sometimes blamed on the failure of community colleges to produce more transfers, the data point to a more fundamental problem -- lack of 4-year baccalaureate enrollment capacity. The single most critical factor for California to improve B.A. attainment is to expand 4-year enrollment capacity. Yet building expensive new 4-year campuses is an unlikely option given the state’s current and foreseeable fiscal circumstances. The alternative is to restructure California’s existing postsecondary system. The paper reviews a variety of baccalaureate reform models that have been introduced in other states. The most promising of these models involve collaborations between community colleges and state universities to create new kinds of intermediary, “hybrid†institutions. Examples include university centers and 2-year university branch campuses. Under the university center model, 4-year universities offer upper-division coursework at community college campuses, enabling “place bound†students to complete their baccalaureate degree program there. Under the 2-year university branch model, some community colleges are converted, in effect, into lower-division satellites of state universities, thereby expanding capacity at the 4-year level and eliminating the need for the traditional transfer process. What these and other hybrid models have in common is that they help bridge the divide between 2-year and 4-year institutions, enabling more students to enter baccalaureate programs directly from high school and progress seamlessly to their degrees. Amending the Master Plan in the manner proposed here need not alter its essential features. While preserving the distinctive missions of UC, CSU, and the California Community Colleges, the need now is to build their capacity to work together as a system to improve baccalaureate attainment – the one mission that all three segments share.