CSU Leaders Seek More Federal Support for College Students During Hill Day

University and student leaders helped advance federal priorities to double Pell, increase aid to Minority-Serving Institutions and protect Dreamers.

​From left: CSU Vice Chancellor for External Relations and Communications Greg Saks, CSU Academic Senate Chair Beth Steffel, CSU Chancellor Mildred Garcí​a, U.S. Representative​ Ted Lieu, CSU Board of Trustees Chair Wenda Fong and CSSA President Dominic Quan Treseler.

Coinciding with the arrival of Washington, D.C.’s famous spring blooms, a group of California State University delegates gathered in our nation’s capital last week to help advance top federal priorities as part of annual Hill Day events coordinated by the CSU Office of Federal Relations.

The delegation, made up of CSU students, alumni, staff, trustees and leadership, met with federal leaders and legislators including Acting Labor Secretary Julie Su and Representatives Nanette Barragan, Judy Chu and Ted Lieu to advocate on behalf of current and future college students.

Their conversations centered on the need to double the maximum Pell Grant, increase aid to Minority-Serving Institutions (MSIs)—particularly Hispanic-Serving Institutions (HSIs) and Asian American and Native American Pacific Islander-Serving Institutions (AANAPISIs)—and find a bipartisan pathway to citizenship and federal financial assistance for Dreamers and DACA recipients.

At a Hill Day kick-off reception, CSU Chancellor Mildred García participated in a panel discussion on the higher education policy in Washington,​ D.C. alongside American Association of State Colleges and Universities (AASCU) President Charles Welch and Association of Public and Land-grant Universities (APLU) President Mark Becker. Assistant Secretary for Postsecondary Education Nasser Paydar gave a keynote address at the event.

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García delivered an invigorating call to CSU legislative liaisons and advocates during the event and outlined the university’s federal priorities, stating that doubling the maximum Pell Grant “will ensure that the great American success story will continue to be written for future generations of CSU students.”

Approximately 208,000 CSU students rely on Pell Grants to be able to attend college and more than 64,000 CSU Pell recipients earned bachelor’s degrees in 2021-22—about 58% of the total graduating class.

The chancellor also reminded representatives that, as one of the nation’s most diverse four-year public university’s system, the CSU is often looked at as a model in providing opportunities for upward mobility to students from all backgrounds. Twenty-one of the CSU’s 23 universities are designated as HSIs, and more than half are AANAPISIs.

“Serving students of color is core to the CSU’s mission,” García said. “Many of our innovations in academic programming and student support services to advance this priority have become national models. Additional funding will help us continue to set the bar, raise graduation rates and lead the nation in our work to eliminate equity gaps for these historically underrepresented student populations.”

García and Chair of the CSU Board of Trustees Wenda Fong attended several events throughout the week, including a lunch with members of the California Democratic Party during which García gave remarks about the importance and uniqueness of the CSU. Additionally, García gave the opening remarks at an event on social mobility hosted by Representative Scott Peters and CSU San Marcos President Ellen Neufeldt. 

CSU leaders also attended the CSU Alumni and Congressional Community Reception, which included CSU alumni, elected officials and members of the California Congressional Delegation and Department of Health and Human Services officials.

About 300 people ​attended the event, which served as an opportunity for CSU alumni living in the D.C. area and members of the congressional community to welcome Chancellor García to the university, network with one another and reconnect with their campus.

CSU Creates Unified General Education Pathway for All Students

New, simplified lower-division GE requirements will take effect in fall 2025.

​The California State University (CSU) Board of Trustees has approved an amendment to Title 5 of the California Code of Regulations that will create a singular general education (GE) pattern for all CSU undergraduates. This change—voted on in March and effective in fall 2025—will create a clear and consistent set of requirements for all future CSU students pursuing a bachelor’s degree.​

The updated CSU GE aligns with the units and learning areas of the new Cal-GETC (California General Education Transfer Curriculum). Cal-GETC will be the singular GE pattern offered at California Community Colleges (CCC) and becomes the single pattern for transfer to either the CSU or University of California (UC). The change to CSU GE was necessary to ensure that all undergraduate students, regardless of how they enter the CSU, whether as first-time, first-year students or as transfers, have the same lower-division GE requirements. Starting in fall 2025, students who complete the CSU GE or Cal-GETC curriculum will satisfy their lower-division GE requirements at any CSU campus.

“Aligning general education for all students provides an equitable set of degree requirements and will provide a clear roadmap for all undergraduates who pursue a CSU baccalaureate degree,” said Nathan Evans, deputy vice chancellor of CSU Academic and Student Affairs. “These changes also meet the objective of California’s Student Transfer Achievement Reform (STAR) Act of 2021 by simplifying what can be often a challenging process for students crafting their degree plan and transferring credit.”

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Recognizing that more than half of first-time, first-year students arrive to the CSU with college credit through dual enrollment programs at California Community Colleges or through examinations, the Chancellor’s Office recommended that the Board of Trustees approve the creation of a unified GE pattern for all CSU students.

The new CSU GE mirrors the five-fewer unit requirements of Cal-GETC but neither CSU GE nor Cal-GETC affects the total 120 units required to earn a CSU bachelor’s degree.

The CSU Chancellor’s Office will continue to work closely with the 23 universities to ensure implementation of the updates to CSU GE by fall 2025. More than $4 million has been committed to support campus implementation of the policy changes.  

Learn more by visiting the CSU’s Unified General Education Pathway website.

About the California State University 

The California State University is the nation’s largest four-year public university system, providing transformational opportunities for upward mobility to more than 450,000 students from all socioeconomic backgrounds. More than half of CSU students are people of color, and nearly one-third of them are first-generation college students. Because the CSU’s 23 universities provide a high-quality education at an incredible value, they are rated among the best in the nation for promoting social mobility in national college rankings from U.S. News & World Report, the Wall Street Journal and Washington Monthly. The CSU powers California and the nation, sending nearly 127,000 career-ready graduates into the workforce each year. In fact, one in every 20 Americans holding a college degree earned it at the CSU. Connect with and learn more about the CSU in the CSU newsroom. 

Climate Action Oriented

Eleven CSUs are leveraging California Climate Action Seed and Matching Grants to help achieve a climate-resilient future.

​Photo Courtesy Chico State/Jason Halley

​As the climate changes and the state, nation and world feel the devastating effects, researchers across the California State University are testing and pioneering methods to increase climate resiliency. California Climate Action Seed and Matching Grants, administered through the University of California (UC) to drive climate action, are powering a sample of this extensive climate-related work, with funds supporting projects at 11 CSUs—Chico, East Bay, Humboldt, Long Beach, Monterey Bay, Northridge, Sacramento, San Diego, San Francisco, San José and San Luis Obispo.

“I am thrilled to see so many of our campuses working on the important problem of climate adaptation and action,” says Ganesh Raman, assistant vice chancellor for Research at the CSU Office of the Chancellor. “These grants allow our faculty to conduct research that is directly connected to the needs of our state by addressing key areas of climate action, including ecosystem resilience, workforce training, climate change mitigation and the effects on humans. Each of the funded projects also includes a community engagement aspect—with several projects allowing faculty to partner with local indigenous Tribes and to use indigenous knowledge to better protect our future.”

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The grants were developed through a historic partnership between the UC system and the state using funds set aside in the California State Budget Act of 2022-23. The UC distributed more than $80 million in grants across 38 projects. Recipients of Climate Action Matching Grants received between $2 million and $10 million, while Climate Action Seed Grant recipients were awarded between $500,000 and $2 million.

“With these investments, California is harnessing the ingenuity of our world-renowned universities and people to deliver climate action across our state,” Governor Gavin Newsom said. “California is leading the charge in tapping our natural resources to protect our people, our communities and our planet.”

This Earth Day, we look at those funded CSU-led projects addressing critical climate challenges.

Cal​ifornia Soil Carbon Accrual Project and Workforce Training Program | Chico State

​​​​A Chico State team sets up a monitoring tower in an agricultural field. Photo credit: Jason Halley

Chico State’s Center for Regener​ative Agriculture and Resilient Systems (CRARS), along with the College of Agriculture, College of Natural Sciences and partner institutions including Cal State East Bay, received nearly $6 million to research climate threats to agriculture in California, such as soil erosion, degradation and water availability.

“Climate change is upon us, and no one feels the effects more than production agriculture,” CRARS Director Cindy Daley said. “It’s imperative that we develop more effective farming strategies that build resilience for future food security and create a climate-literate workforce, with the skills and knowledge to m​anage these changes into the future.”

The Soil Carbon Accrual Project compares the impacts of conventional farming practices and regenerative farming on environmental factors like levels of carbon, nutrient density and microbial diversity in the soil, as well as water usage and economic return.

Developed with the Chico State Geographical Information Center, the California Agriculture Resiliency Index uses sustainability factors like water resources, soil quality and land use to predict how well the state’s agricultural regions will remain climate resilient and will support diverse farming practices in the future.

Finally, the Technical Assistance Provider Training Program and Professional Certificate Program in Smart/Regenerative Agriculture Practices and Implementation prepare expert leaders to help California navigate the transition to climate-smart farming practices.

Collaborative of Native Nations for Climate Transformation & Stewardship | San Diego State

Co-led by San Diego State and the Climate Science Alliance, the Collaborative of Native Nations for Climate Transformation & Stewardship (CNNCTS) brings together Tribal nations, government agencies and universities, including Cal State Long Beach, to help establish a model for i​ndigenous-led land stewardship to improve the state’s climate resilience. CNNCTS secured a $7.1 million grant through SDSU to study environmental conservation and management methods.

“Tribal communities have always been resilient in the face of change, and this project is creating an opportunity for them to ​be at the forefront by sharing and demonstrating the value of the work that they’ve already been doing,” said Megan Jennings, co-director of the SDSU Institute for Ecological Monitoring and Management.

First, CNNCTS will test the indigenous practices of cultural burning and tree cutting to restore forests, reduce the effects and spread of invasive insects like the goldspotted oak borer, and mitigate the risk and damage of wildfires.

Second, the funds will help CNNCTS Tribal partners establish demonstration sites to instruct others in land restoration. For example, the Viejas Band of Kumeyaay Indians set up a greenhouse to cultivate seeds and plants that can restore areas damaged by wildfire, while the Pala Band of Mission Indians are operating a greenhouse to encourage people to plant home gardens.

CSU Makes a Global Impact

The CSU is celebrating more than 60 years of connecting with the world through vibrant international education programs.

Launched more than six decades ago, the CSU’s international education program offers life-changing learning experiences through study abroad, international faculty and student research opportunities, and enrolling and educating international students at each of its 23 universities.

These connections prepare students to live and work in an increasingly multicultural society, and to become engaged global citizens.

“International education is widely recognized as a high-impact practice that builds self-confidence, improves cultural awareness, promotes career preparation and academic progression and truly transforms students’ lives,” says Jaishankar Raman, director of CSU International Programs (CSU IP). “We must continue to make every effort to create affordable study abroad programs, and to bring a global education to all CSU students through a diverse international student population and innovative pedagogy.”

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Take a look at just a few of the ways in which international education benefits the CSU community.

Students of the World

CSU study abroad programs offer students accessible, affordable opportunities to explore distant lands and to discover their own possibilities and passions. In 1963, CSU IP opened in five countries—Germany, Spain, France, Sweden and Taiwan—and now, sixty years later, offers study abroad opportunities with more than 60 university partners across 18 different countries and has more than 24,000 alumni.

During the 2022-23 academic year, 6,300 CSU students participated in some type of study abroad program including opportunities through CSU IP, campus bilateral exchanges, private providers and campus faculty-led programs. While the most popular destinations were Italy, Spain, Germany, France and Mexico, students studied in locations as far-flung as New Caledonia, North Macedonia, Nepal, Rwanda and Uruguay.

The CSU offers one of the most affordable study abroad programs in the nation and works to make these opportunities accessible to students from all backgrounds. Students pay low CSU ​tuition—roughly $6,000 per academic year for​ undergraduates beginning fall 2024—and campus-based fees.

While financial aid, scholarships, fee waivers and loans apply to study abroad programs, CSU IP provides additional scholarships to help students pay for travel expenses, housing, dining and extracurricular activities. This is especially important for first-generation, Pell-eligible students who are less likely to be able to afford the extra costs. Campus-based scholarships and fellowships are also available for study abroad.

“Studying abroad gave me the skills to pursue my master’s degree in political science at Chico State and become more involved in my campus community. Now, more than ever, I see myself as a global citizen,” he says. 

CSU Chancellor Named to American Academy of Arts & Sciences

Chancellor García joins an elite group of luminaries from around the country.

​California State University Chancellor Mildred García has been elected to the American Academy o​f Arts & Sciences​, joining an elite group of luminaries from around the country.

García was among 250 individuals ​chosen this year to join the Academy, a prestigious research and policy organization, in recognition of their achievements in a variety of disciplines. She was included in the “Leadership, Policy and​ Communications” category for her educational and academic leadership.

“We honor these artists, scholars, scientists, and leaders in the public, non-profit and private sectors for their accomplishments and for the curiosity, creativity and courage required to reach new heights,” said David Oxtoby, president of the Academy, in announcing this year’s inductees. “We invite these exceptional individuals to join in the Academy’s work to address serious challenges and advance the common good.”

In addition to García, this year’s star-studded list includes actor, producer and director George Clooney; Apple, Inc. Chief Executive Officer Tim Cook; and Pulitzer Prize-winning author Jhumpa Lahiri.

“It is a great and profoundly humbling honor to be recognized by the Academy and to serve alongside so many extraordinarily accomplished individuals,” said García. “I look forward to helping the Academy continue to advance its important work, especially in the area of increasing educational opportunities for all.”

García and her fellow nominees will be honored at a formal induction ceremony in Cambridge, Mass., in September.

Academy Dates Back To 1700s

The American Academy of Arts & Sciences is committed to multidisciplinary, nonpartisan research that engages experts in various fields and professions to provide pragmatic solutions for complex challenges.

Founded in 1780 in the midst of revolution—by John Adams, John Hancock and others—the Academy’s membership and work have changed greatly over the centuries while remaining faithful to a charter founded on ideals that “celebrate the life of the mind, the importance of knowledge and the belief that the arts and sciences are necessary to the interest, honor, dignity and happiness of a free, independent and virtuous people.” 

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The 2024 inductees join Academy members elected throughout the centuries including Benjamin Franklin (elected 1781) and Alexander Hamilton (1791) in the eighteenth century; Ralph Waldo Emerson (1864), Maria Mitchell (1848) and Charles Darwin (1874) in the nineteenth; Albert Einstein (1924), Robert Frost (1931), Margaret Mead (1948), Milton Friedman (1959), Martin Luther King Jr. (1966) and Jacques Derrida (1985) in the twentieth; and in this century, Madeleine K. Albright (2001), Antonin Scalia (2003), Jennifer Doudna (2003), John Legend (2017), David W. Miliband (2018), Anna Deavere Smith (2019), Salman Rushdie (2022) and Xuedong Huang (2023).

“With the broad diversity of members elected this year, we are continuing to expand on the commitment to excellence and wide-ranging expertise established by our founders,” said Goodwin Liu, Associate Justice of the California Supreme Court and the Academy’s chair of the board. “The honor of election comes with an invitation for new members to rededicate themselves to the common good by advancing the Academy’s nonpartisan, cross-disciplinary work in the arts, democracy, education, global affairs, and science.”

New California Bill to Modernize Continuing Education Revenue Structure

Assembly Bill 2395 aims to provide campuses with flexibility to use continuing education funds to expand academic programs and workforce preparation strategies.

​​A new bill would help free up existing CSU funds and enable the university to develop and expand innovative academic programs that improve student access and workforce preparation.

Assembly Bill 2395 (AB 2395), authored by Assemblywoman Sharon Quirk-Silva and supported by the California State University, aims to provide CSU campuses with increased fiscal flexibility to use revenue earned from Professional and Continuing Education (PaCE) programs for broader campus and academic uses. The bill passed out of the standing committee with a 9-1 vote April 9.

The CSU seeks greater flexibility as a way to respond to a tight budget forecast for California.​ AB 2395 does not ask for additional funds from the state and it is supported by California Competes and the Southern California College Attainment Network.

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PaCE, also​ called extended education, caters to working adults and extends resources beyond the traditional university setting to accommodate the educational and professional development needs of today’s workforce in a variety of program formats and settings, including online.

The California State Legislature established the Continuing Education Reserve Fund in 1971 to help adult learners meet workforce needs not met by traditional state-supported offerings. Over the years, the self-support programs funded by revenues deposited in the fund have expanded to include degree and non-degree programs, certificates, credentials and other innovative workforce-related professional development opportunities.

The CSU’s student body is changing, and while the university continues to expand access to traditional students, campuses are seeing an increasing demand among adult learners—a population of 6.6 million Californians. In 2021, over 17,000 students used PaCE programs to receive training for jobs, advance in their careers or obtain new employment.  

“Unlike the University of California system, revenues deposited in the CSU’s Continuing Education Revenue Fund are constrained by dated requirements to narrow purposes,” Quirk-Silva said in a testimony to the California State Assembly Higher Education Committee. “My bill would provide increased fiscal flexibility for the CSU to use continuing education reserve funds more effectively so it can better serve students and deliver on its educational and institutional mission.”

AB 2395 would modify Education Code 89704 to allow campus continuing education revenues to be deposited in either the original continuing education fund or the campus operating fund. This would enable continuing education revenues to be merged with other campus funds to support broader academic offerings and student services.

For example, current restrictions on continuing education funds prevent academic departments from collaborating with continuing education staff to maximize resources and develop workforce preparation strategies. This limits the ability to expand access and enroll returning or non-traditional students, provide additional student-centered career advising and improve campus technology infrastructure that is needed to support online education efforts.

Examples of academic and workforce related projects under discussion at several CSU campuses that can be achieved with this proposal include:

  • Upgraded technology infrastructure to support online education.
  • Increased academic and career advising.
  • Investment in innovative curricular design for new programming.
  • Funding for internship and career placement programs.
  • Regional partnerships with local employers to meet emerging workforce needs.
  • Programs to re-engage former students and adult learners so they can complete their goals.​

In her testimony to the Higher Education Committee alongside Quirk-Silva, Cal State Long Beach President Jane Conoley provided examples of how AB 2395 could help CSULB grow its impact in the region by strengthening local partnerships and workforce pipelines.

A global logistics and supply chain industry partnership between CSULB, Long Beach City College, Long Beach Unified School District and the Port of Long Beach, among others, has created a talent pipeline that opens access to careers in logistics. The partnership provides early career exploration for Long Beach-area high school students, and often they matriculate to Long Beach City College and eventually transfer to CSULB.

“Many of these students enter the local workforce and ensure we retain talent in our region and serve the needs of an industry undergoing continuous change via automation and the sustainability goals of the state,” Conoley said. “The flexibility of fund use will make it easier for us to expand talent pipelines like this, include more of our faculty in the program’s growth and continuous improvement, and ensure that positive outcomes increase the ability of CSULB to respond rapidly to the needs of our community and industry partners.”

Conoley, who also serves as chair of the CSU Commission on PaCE​, added that increased flexibility in how continuing education funds are spent would enable CSULB to open more funding access for faculty to design new relevant in-demand programs and adapt them to the ever-changing nature of work and the job market.

CSULB also has plans to integrate currently duplicated student services including strategic enrollment management planning, outreach, recruitment and admissions services, academic and career advising, and students’ basic needs.

The CSU anticipates an increase in the number of non-traditional students seeking alternative routes to education. Rapid socioeconomic and political changes resulting from technological shifts in everyday lives, spurred on by the COVID-19 pandemic, has opened new opportunities and the likelihood of major disruptions across multiple professions and jobs.

“These changes will cause many Californians to seek new skills, obtain a new certificate or credential so they can remain in or reenter the workforce. For the CSU to be more successful in educating Californians, we must analyze our own processes to be sure we are as efficient as possible,” says Mandara Savage, Assistant Vice Chancellor for PaCE. “By leveraging PaCE strength, the CSU can continue to serve as a pillar of educational excellence and workforce readiness.”​​

What You Need to Know About Applying to the CSU

Many CSUs are still accepting applications for the fall 2024 term.

a group of future college students on campus for a preview day

With 23 universities across California, the CSU offers more access to diverse higher education pathways than any other public university system in the United States. While the priority application filing period for the fall 2024 term has passed, many CSUs across the state have extended the deadline to apply and are still accepting applications.

Find answers below to some of the most common questions students have when applying to the CSU.

How do I apply to the CSU and when are applications due?

Applicants should start by visiting the Cal State Apply portal and creating an account. Students input their information just once to apply to any of the CSU’s 23 universities. The priority application filing period for the fall 2024 term has passed, but more than half of CSUs continue to accept applications. Prospective students are encouraged to apply to their desired campus as soon as possible as they are accepting applications on a space-available basis. Visit the Cal State Apply website for a full list of application dates and deadlines.

Is there a GPA requirement to apply?

Freshman applicants who are California residents or students graduating from a California high school should have a minimum 2.5 GPA to be admissible into the CSU. However, students who have less than a 2.5 GPA but greater than a 2.0 GPA should still consider applying as they can be considered for admission using a number of additional factors or by going through the admission application appeal process.

Transfer students​ should have a minimum​ 2.0 GPA in all college coursework. Non-California residents can view admissions requirements on the Cal State Apply website.

Where do I get help with submitting my application?

A number of CSU campuses are offering application workshops to assist students. Students are encouraged to check their desired campus outreach office or their high school or community college counselor or career center to find out if there are any workshops being offered for them.

Applicants can also take advantage of a chatbot nicknamed “Cassie,” which can be found in the bottom right-hand corner of the Cal State Apply portal. Virtual assistants are available 24/7 through the chatbot. They can also get application help via email and phone by contacting Cal State Apply customer service liaisons.

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What does it cost to apply?

It costs $70 to submit an application, and applicants can apply to up to 23 universities. So, for example, if a student wishes to apply to four CSU campuses, the total would be $280. However, the CSU has expanded its California resident undergraduate application fee waiver, and now almost half of all applicants will qualify to have the $70 fee waived for up to four universities.

The Cal State Apply application will automatically alert students if they’re eligible to receive a fee waiver when they’re about to submit. If an applicant does not automatically qualify for an application fee waiver, they may file a fee waiver appeal form with their desired CSU campus.

Can international students obtain an acceptance letter without SAT or TOEFL scores?

Applicants do not need an SAT score to apply to the CSU. However, international students whose primary language of instruction was not English in the last three years do need to take the Test for English as a Foreign Language (TOEFL) and submit those scores to the respective campus they’re applying to.

Applicants are also encouraged to visit their desired CSU website for prospective international students to see all of the requirements to obtain admission.

I just applied…. now what?

The first thing applicants should do after applying is check their emails to confirm that the campuses they applied to have received their application. Applicants can also check that information in the Cal State Apply portal under “check status.”

Applicants should pay close attention to emails and text messages from the campuses they applied to in case there are any updates to their application. Campuses will send out notice of their admissions decision by March 31, 2024.

Lastly, applicants should apply for financial aid as soon as possible. At the CSU, about 80% of students receive some kind of financial aid, and 60% of undergraduates have their tuition completely covered by grants or other non-load aid.

Find out more about what to expect after you’ve submitted a CSU application.

CSU Awards $4.6 Million to Advance Black Student Success

Funding aids implementation of more than 65 action items systemwide and furthers university’s vision to be a national leader in Black excellence.

The California State University (CSU) has announced the allocation of $4,630,846 in one-time funding to its 23 universities to advance Black student success and elevate Black excellence across the system. The awards are part of the CSU’s committed $10 million Black Student Success allocation over the next three years and will help fund programs and projects that each university identified to meet recommendations outlined in the Black Student Success report released in June 2023. The candid report re-evaluates and reimagines how the nation’s largest four-year public university system is supporting Black students and addressing persistent trends in low Black student enrollment, retention and graduation rates.  

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“Leaders—at the system level and across the CSU’s 23 universities—are thinking broadly and acting boldly to advance institutional change and further the momentum of the Black Student Success report,” said CSU Chancellor Mildred García. “With a primary focus on ensuring that Black students attain their academic goals and are positioned for a lifetime of success, we also intend this funding to strengthen enrollment and retention efforts, improve classroom experiences, and bolster staff and faculty development across the system.”  

The CSU Chancellor’s Office and the 23 universities collaborated on a first-of-its-kind systemwide inventory to establish a shared understanding of the state of Black student success in the CSU. Each university assessed its existing efforts compared to the report’s 13 recommendations that had a direct campus connection. The Systemwide Campus Inventory and Campus Action Items Highlights, available on the CSU’s Black Student Success website, includes a listing of awarded projects to be implemented by May 2025.​

“We commend the universities for participating in a frank self-assessment of campus offerings which highlighted areas of strengths as well as opportunities for growth, cross-campus collaboration and innovation in supporting Black students,” said Dilcie Perez, deputy vice chancellor of Academic and Student Affairs and Chief Student Affairs Officer. “We are committed to increasing the opportunities for Black students to attain the life-changing benefits of a CSU degree, and that can only begin when we are accountable to each other and to our students.” 

The CSU inventory includes current campus practices, services and resources that align with the Black Student Success report’s recommendations and that represent opportunities to scale across the system. Campus immersion programs, guaranteed admissions and community partnerships are some of the many ways universities are addressing enrollment. Efforts to support student and faculty success include themed living and learning communities, promoting cluster hiring and advancing faculty and staff retention, tenure and promotion efforts. In turn, the universities have committed to additional action items by the graduation of the Class of 2025 that range from developing enrollment and recruitment strategies and expanding early outreach efforts to launching residential scholars programs, study abroad opportunities and Black resource centers. 

In addition, the CSU will hold its second biennial Juneteenth Symposium virtually on June 13 and 14 to celebrate African American history and achievement and promote the ongoing anti-racism work underway across the university system. The event will feature world-class speakers, evocative performances and thought-provoking panel discussions meant to inspire connection, innovation and continued pursuit of a just and equitable world. Registration for the livestream event will be available on the CSU’s June​teenth website.

About the California State University

The California State University is the nation’s largest four-year public university system, providing transformational opportunities for upward mobility to more than 450,000 students from all socioeconomic backgrounds. More than half of CSU students are people of color, and nearly one-third of them are first-generation college students. Because the CSU’s 23 universities provide a high-quality education at an incredible value, they are rated among the best in the nation for promoting social mobility in national college rankings from U.S. News & World Report, the Wall Street Journal and Washington Monthly. The CSU powers California and the nation, sending nearly 127,000 career-ready graduates into the workforce each year. In fact, one in every 20 Americans holding a college degree earned it at the CSU. Connect with and learn more about the CSU in the CSU newsroom.

Study reveals cancer vulnerabilities in popular dog breeds 


AUTHOR:JULES BERNSTEIN

April 29, 2024

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Medium-sized dogs have a higher risk of developing cancer than the very largest or smallest breeds, according to a UC Riverside study. 

The study, published in the Royal Society Open Science, set out to test a model of how cancer begins. This model, called the multistage model, predicts that size is a risk factor for cancer. As it turns out, it is, but only when considering size variation within a single species. 

It is common for cells to acquire errors or mutations as they divide and form copies of themselves. Bigger animals, and those that live longer, have more cells and a longer lifespan during which those cells divide.  According to the multistage model, that means they have more opportunities to acquire mutations that eventually become cancer.

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“The question that arises is why, then, don’t we get more cancer than a mouse? We don’t. There is no increase in cancer risk as animals increase in size from species to species,” said UC Riverside evolutionary biologist and study author Leonard Nunney. 

However, this isn’t true for animals of the same species. “Studies on humans show that tall people get more cancer than short people. It’s about a 10% increase over the baseline risk for every 10 centimeters in height,” Nunney said.

For more insight into these risk factors, Nunney required a species with a bigger difference between the smallest and biggest individuals. 

“Testing this in dogs is even better because you can compare a tiny chihuahua to a great Dane. That’s a 35-fold difference in size, and people can’t come close to that,” Nunney said. 

Surveying their mortality rates with three different data sets, Nunney found the smallest dogs, including Pomeranians, miniature pinschers, shih tzus and chihuahuas have about a 10% chance of dying from cancer. 

By comparison, many relatively large dogs, such as Burmese mountain dogs, have more than a 40% chance of death from cancer.   

There were some outliers in the study. Flat-coated retrievers had the highest mortality from cancer, getting a type of sarcoma with higher frequency than they should have for their size. Scottish terriers seemed to get more cancer than other small dog breeds. “Terriers in general get more cancer than expected for their size,” Nunney said. In general, however, the study supports the idea that size is a major risk factor for cancer. 

However, the very largest breeds, such as great Danes, have less cancer than medium-sized breeds. That is because of a well-known but as yet unexplained phenomenon: the life expectancy of dogs gets shorter with size. 

“For every pound increase in typical breed size you lose about two weeks of life. A very big dog, you’re lucky if they live past nine years, whereas small dogs can go about 14,” Nunney said.  Cancer is predominantly a disease of old age so by having a reduced lifespan the largest dogs have a reduced cancer risk.

According to the study, dog breeds are a clear fit with the multistage model of cancer acquisition that says larger size and longer lives offer more opportunities for cells to mutate. “I was surprised how well dogs fit the model,” Nunney said. “But that doesn’t happen when you compare a mouse to an elephant or a human to a whale. So, does that undermine the model in some way?” 

Nunney believes that an animal’s ability to avoid cancer increases with the size of the species. “My argument is that preventing cancer is an evolving trait, so a whale will have more ways of preventing cancer than a mouse does,” he said. 

While data are limited about the occurrences of cancer in whales, there is more information about rates in elephants, because they are kept in zoos. 

“Elephants don’t get much cancer. Their ancestors, long before mastodons, were much smaller, so how, en route to today’s size, did they avoid cancer?” he wondered. “The secret to preventing cancer could lie within the biology of larger animals.”

Font-Guzmán receives Diversity Business Leadership Award

Dr. Jackie Font-Guzmán, vice president of Diversity, Equity, and Inclusion (DEI) at EMU, received the 2023 Diversity Business Leadership Award from the Harrisonburg-Rockingham Chamber of Commerce at its annual awards celebration on Thursday, April 25.

The celebration was held at Brix & Columns Vineyards in McGaheysville, Virginia. Eighteen guests from EMU, including students, administrators, faculty and staff, attended to show their support for Font-Guzmán.

The Diversity Business Leadership Award recognizes an individual who has demonstrated exceptional personal and professional leadership within the business or nonprofit community, according to the nomination form. 

“This person must have a track record of giving back to their community through the creation of economic opportunities, advocating for minorities and those in the protected classes in the workplace and/or in business, or creating an environment for residents to become self-sufficient or successful,” it reads.

Font-Guzmán, who was hired to lead the Office of DEI in 2021, has made great strides in increasing the sense of belonging for all students at EMU. This progress is highlighted in a short-form documentary featuring actor Dennis Quaid and airing in millions of homes.

“Jackie has accelerated EMU’s DEI journey,” EMU President Dr. Susan Schultz Huxman said. “She has equipped us in word and deed for how we can expand our horizons and belong together as a community of learners.”

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Font-Guzmán said she was deeply grateful for the support and the opportunity to continue contributing to the community’s journey toward inclusivity and belonging. 

“This award is a testament to the extraordinary community at EMU,” she said. “My efforts are built upon the foundational work of countless individuals who have advocated for and advanced DEI over many years.”

Posted in Campus Community, Campus life, Digest, Faculty and staffTopics awards, chamber of commerce, DEI, Diversity, Equity, Inclusion, Jackie Font-Guzman, Office of DEI

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