‘What the CV-HEC is Happening’ Blog: Dr. Kristin Clark
This edition of the “What the CV-HEC is Happening” Blog features Dr. Kristin Clark, chancellor-emeritus of the West Hills Community College District, who in March came out of short-lived retirement to join the CVHEC team as dual enrollment lead, announced in our March issue by Dr. Benjamín Durán, CVHEC executive director. Here Dr. Clark provides some insight into this bold move to throw down the retirement mantle and resume her “commitment to higher education, particularly in support of those who have been marginalized and underserved.” For more information about partnering with CVHEC’s dual enrollment team, contact us at CVHECinfo@mail.fresnostate.edu. (CVHEC blog submissions are welcome for consideration: Tom Uribes, cvheccommunications@mail.fresnostate.edu).
Retired, but not expired: a higher ed encore
BY DR. KRISTIN CLARK
CVHEC Dual Enrollment Lead
Chancellor-emeritus, West Hills Community College District
In August 2024, after 30 years in higher education, I made the difficult decision to retire so I could focus on traveling, spending more time with family and doing things I love — like flying and gardening. Some people said I was “too young to retire,” and although I retired earlier than most, my passion for education — and my belief that it is the gateway to freedom — will never wane.
My career has been driven by a deep commitment to expanding access to education, supporting student success and promoting economic opportunity in my community. Even in retirement, I was certain I would remain engaged in this important work in a meaningful way.
After a two-month adventure across Switzerland, France, Portugal and Spain with my husband, I’m eager to re-engage in the field I love. My commitment to higher education, particularly in support of those who have been marginalized and underserved, remains unwavering. I’ve always believed that education is the key to personal freedom — it gives people the power to shape their own futures rather than having circumstances dictate them.
More broadly, education is the cornerstone of our democracy — it empowers
individuals, strengthens communities and fuels economic mobility. As a first-generation college graduate who took a non-traditional path through education and my career, I understand first-hand both the transformative power of learning and the barriers many students face in achieving their goals.
The Central Valley’s unique challenges and strengths
In the Central Valley, these challenges are especially pronounced. Many students face financial insecurity, limited access to educational opportunities, family responsibilities and even basic logistical barriers like transportation. Just as I was fortunate to have mentors who guided and encouraged me, I believe we share a responsibility to ensure that every student has the support, resources and motivation they need to succeed.
One of the greatest strengths of the Central Valley’s higher education landscape is its collaborative leadership. The region’s college and university CEOs are some of the most innovative and student-centered leaders in the country. Over the past few months, I’ve missed the dynamic exchanges and strategic problem-solving that happen when visionary leaders come together to drive student success.
As a consortium, we’ve been laser-focused on student-centered strategies that lead to degree completion and upward economic mobility — goals that remain as critical as ever. And I still want to be involved.
The power of collaboration
In today’s increasingly complex and politically charged environment, higher education leaders face immense challenges in balancing a myriad of priorities while keeping students at the center.
That’s why collaboration is more important than ever. Organizations like the Central Valley Higher Education Consortium (CVHEC) play a vital role in supporting institutional leaders by providing research, resources, and a collaborative space to drive systemic change.
I believe that by working together, we can push the envelope to pursue bold and innovative initiatives that remove barriers for students, enhance economic development, and strengthen our workforce. I want to be part of innovative initiatives that produce real, measurable outcomes.
Taking action: expanding and supporting dual enrollment
One of my first projects in this new chapter is helping expand and support dual enrollment — a proven tool for improving college access and success. Research shows that dual enrollment increases college participation and success, and it provides students with the confidence and momentum to continue their education beyond high school.
With that in mind, I’m excited to join CVHEC as a core team member and work alongside Elaine Cash, CVHEC members, K-12 partners and other education leaders to develop a dual enrollment playbook. This resource will highlight best practices and provide much-needed guidance for our partners, helping to streamline pathways, address equity gaps and create more opportunities for students to get a head start on their college journey.
If you have ideas for this playbook, please reach out. Elaine and I are listening.
Looking ahead
The challenges ahead are significant, and as a recently retired administrator, I understand the competing demands and pressures that today’s higher education leaders face. That’s why I’m committed to playing a supporting role in regional projects — offering my experience, passion and insight to help our institutions and leaders navigate these challenges and create lasting change.
I care deeply about our region and believe that through collaboration, innovation and an unwavering commitment to student success, we can create a future where every learner can achieve their dreams.
I’m excited for what’s ahead and honored to be part of this work. Most of all, I’m thrilled to continue working with some of my favorite colleagues, Central Valley leaders, who share my passion for education and are dedicated to making a difference.
Let’s get to work! I hope to see many of you at the upcoming Higher Education Summit as well!
CVHEC EXECUTIVE DIRECTOR’S MESSAGE (March 2025)
Spring excitement in the valley’s higher education scene
Greetings CVHEC friends and colleagues …
With the spring 2025 semester now in full swing, welcome to our March newsletter. We are excited about all that is going on in the Central Valley region beginning with our annual CVHEC Higher Education Summit set for May 9, 2025.
Registration is now available as we continue preparing for the summit. We welcome and encourage your participation this year.
In this issue, please read about some of the summit topics we will be covering. Among those topics will be the work that the CVHEC Math Task Force has been undertaking to deal with the changing math requirements in higher education throughout the state mandated through Assembly Bill 1705. They will be holding a follow-up convening March 28 that will include a presentation by two valley community college math professors who traveled to Atlanta for a national math conference where they shared the “Central Valley Way” underlying the task force’s work the past two years.
Also, this issue we are excited to feature the recent California Dual Enrollment Equity Conference in Sacramento where I led a delegation of team members and high school educators for a panel we were invited to present, “Using Dual Enrollment as a tool for Math Alignment and Increasing Instructor Capacity in the Central Valley.”
Speaking before a very interested audience of educators from throughout the state on Feb. 24, we discussed how our Master’s Upskilling Program — generously funded by our partners: the Fresno/Madera K16 Collaborative, the Kern K16 Collaborative and the We Wil K16 Collaborative – is providing approximately 225 high school teachers from throughout the Central Valley with the opportunity to earn Master’s degrees in English or mathematics making them eligible to teach dual enrollment courses. In addition to the upskilling program, we were joined by College Bridge and two valley educators to discuss how our Math Bridge program is working collaboratively and creatively with secondary and post-secondary educators to systemically align college and high school math programs, creating a seamless transition for students.
Also, enjoy this month’s “What the CV-HEC is Happening” Blog from our guest contributor, valley native, Dr. Iliana Perez. She is the executive director of Immigrants Rising, an advocacy group based in San Francisco that has been assisting member colleges of the consortium, as well as throughout the state, with information regarding the current status of undocumented students in higher education and resources available to them. Once a dreamer student herself at CVHEC-member Fresno State, Iliana presents a remarkable academic journey that now has her giving back to her community in a significant manner in support of vulnerable students.
We are also happy to welcome Dr. Kristin Clark, chancellor-emeritus of West Hills Community College District, who joins our CVHEC Team as dual enrollment lead, just in time for Dual Enrollment Week March 10-14. Welcome Kristin!
May your spring semester be fruitful and enjoyable and what better way than to join us at our higher education summit May 9?
‘What the CV-HEC is Happening’ Blog: Immigrants Rising – undocumented students on campus
This edition of the “What the CV-HEC is Happening” Blog features Dr. Iliana Pérez, executive director of Immigrants Rising, a San Francisco-based nonprofit organization dedicated to advancing opportunities for undocumented communities. Founded in 2006, Immigrants Rising transforms individuals and fuels broader changes to help our nation edge closer to fulfilling its ideal as a land of opportunity and access for all. With resources and support, undocumented people are able to get an education, pursue careers and build a brighter future for themselves and their community. Dr. Pérez, who was raised in the Central Valley native (Turlock), is an alumna of CVHEC-member Fresno State Fresno State where she earned a BA in mathematics before attending Claremont University for her master’s in economics and her PhD in education policy, evaluation and reform. She and her organization have worked with several CVHEC-member campuses regarding issues related to undocumented students including an entrepreneurship incubator and pitch competition for undocumented students with a shark tank style competition planned at Fresno State later this semester. In this month’s blog, she shares her personal experience as an undocumented student who has reinvested herself in her community. She outlines gains and ongoing challenges in that landscape and resources regarding undocumented students available to institutions of higher education. CVHEC members interested in collaborating with Immigrants Rising for their undocumented students may contact Dr. Pérez at iliana@immigrantsrising.org. (Submissions are welcome for consideration: Tom Uribes, cvheccommunications@mail.fresnostate.edu).
Blazing a Trail: my journey as an undocumented student
and the path forward for higher education
BY DR. ILIANA PÉREZ
Executive Director, Immigrants Rising
Growing up undocumented in the United States, higher education often felt like an impossible dream. The barriers were daunting, and the path ahead was unclear. Yet, with resilience, the support of my family and community, and the guidance of dedicated educators, I navigated my way from being an undocumented student to ultimately becoming one of the first undocumented Ph.D.s in the nation.
Today, as the executive director of Immigrants Rising, I see both the incredible progress we have made and the challenges that still lie ahead for undocumented students in higher education. It is my pleasure to see many more undocumented students breaking barriers, knowing that our collective success is shaping a more inclusive and equitable future. It is your necessary presence that transforms higher education and your resilience that carves out a future where undocumented students are an integral part of higher education. Your dreams, contributions, and belonging will shape the future of education for generations to come.
A mentor once told me, “We can’t make big, bold changes by remaining the token person — we must push forward, bring others with us, and work toward systemic change.”
Many undocumented students on this journey today may be facing some critical questions: Do my contributions matter? Are my dreams valid? What legacy — what journey can there be for human beings like me with this uncertainty? Do I belong here? These are questions that loomed over me when I began my academic journey at Fresno State in 2005. Considerable progress has been made since then, but today, these questions resurface.
My academic journey was deeply shaped by my time at Fresno State, a proud member of Central Valley Higher Education Consortium. As an undergraduate, I experienced firsthand the power of a supportive institution — one that embraced students like me, who often had to carve our own paths when there were no clear policies and financial aid structures. Fortunately, I was able to secure a full-ride scholarship through the Smittcamp Family Honors College at Fresno State, which provided the financial stability I needed to focus on my studies. However, even with this scholarship, barriers remained. I was restricted from employment and paid career training opportunities and remained uncertain about my undocumented status. At the time, about 1,620 undocumented students enrolled in higher education faced significant hurdles: ineligibility for federal financial aid, limited access to scholarships, and the ever-present fear of being unable to continue our education due to policy changes beyond our control.
Despite these challenges, I found support in the form of mentors, allies, and advocacy efforts within Fresno State and beyond. AB 540, which allowed me to pay in-state tuition, was a lifeline that enabled me to pursue my education, but just as crucial were the people who believed in my potential. After graduating from Fresno State, I continued my academic journey, eventually earning a doctorate—a milestone that once seemed unattainable. My pursuit of higher education was fueled by a commitment to open doors for others, just as so many had done for me.
My experiences as an undocumented student have informed my work in advocacy, research, and policy, particularly in ensuring that our higher education institutions can effectively support undocumented students and prepare them for their careers. It is not enough for these students to be admitted; they must receive the resources and structures necessary to succeed in higher education and beyond.
Today, we have made significant strides in California to support undocumented students. We have expanded AB 540 and passed the California DREAM Act to make higher education more accessible to undocumented students. We’ve also passed legislation that enables undocumented professionals to get professional licenses — all opportunities that did not exist a decade ago. Many colleges and universities, including those within CVHEC, have established undocumented student resource centers, offering critical guidance on financial aid, mental health, and career pathways.
Yet, challenges remain. Federal inaction on immigration reform continues to leave undocumented students in a precarious situation, uncertain of their futures. The Deferred Action for Childhood Arrivals (DACA) program is no longer available to new applicants, and the program itself remains under threat, exacerbating the uncertainty faced by many students.
Today, It is estimated that there are about 86,805 undocumented students enrolled in higher education in California and each year about 14,000 undocumented high school students graduate who are ineligible to apply for DACA. Additionally, there has been a decline in enrollment into higher education, as many undocumented students face mounting financial barriers and concerns about their future. Access to internships, professional licensure, and postgraduate opportunities remains a major hurdle, limiting the career trajectories of countless talented individuals. Moreover, the mental and emotional toll of living with uncertainty weighs heavily on undocumented students, impacting their academic and personal well-being.
As I work with CVHEC and its member institutions, I am reminded daily of the critical role that higher education plays in shaping opportunities for students like me. Institutions must go beyond simply admitting us; they must ensure we thrive. This means expanding access to institutional aid, advocating for inclusive policies at the state and federal levels, and fostering an environment where undocumented students feel seen and supported. Colleges and universities must also actively engage in career development efforts, ensuring undocumented students can access paid experiential and research training and learn about entrepreneurship opportunities. By leveraging community partnerships and state resources, institutions can help bridge the gap between education and career success.
As we look to the future, it is imperative that we continue advocating for systemic changes that will allow undocumented students to thrive. Through collective action, institutional commitment, and policy advancements, we can ensure that higher education remains a powerful vehicle for social mobility and justice. At Immigrants Rising, we are dedicated to providing undocumented students with the knowledge, resources, and support they need to achieve their academic and career aspirations. By fostering a community of empowerment and opportunity, we continue to push for systemic change and a future where all students, regardless of immigration status, can thrive. I invite you to join us in this mission—whether through advocacy, mentorship, or supporting policies that create more inclusive opportunities. Together, we can make a transformative and tangible difference in the lives of undocumented students and ensure that higher education remains accessible to all.
So, to all the undocumented students navigating this journey today: You belong in higher education. Your dreams are valid, your contributions matter, and your presence is reshaping the landscape of academia for generations to come. The moment you step onto a college campus, you are building a legacy that challenges barriers and opens doors for those who follow. Your journey is powerful, and your success will inspire countless others to dream bigger and strive for more.
CVHEC members interested in collaborating with Immigrants Rising for their undocumented students may contact Dr. Pérez at iliana@immigrantsrising.org.
CVHEC EXECUTIVE DIRECTOR’S MESSAGE (February 2025)
Dr. Sonya Christian, California Community Colleges chancellor (second from left), and Central Valley Higher Education Consortium executive director Benjamin Duran (third from left) greeted high school student panelists at the Dual Enrollment In the Central Valley Convening 2025 – CVHEC/CVDEEP where she delivered keynote Feb. 3: Jonathan Alfaro and Ailyn Morales of Mendota High School with Principal Travis Kirby; and Isaac Dircio and Andres Medina Zapien of McFarland High (McFarland Unified School District) with Jill Jimenez and Jordynn Jimenez of McFarland High School Dual Enrollment.
CVHEC: power of collaboration – the ‘Central Valley Way’
Greetings CVHEC friends and colleagues …
This February edition of our Central Valley Higher Education Consortium newsletter continues sharing with you the great work that the boots-on-the-ground folks at our member institutions are doing to serve our students.
You will read about two convenings, the recent Central Valley Dual Enrollment Convening with 140 attendees and the Central Valley Math Task Force Convening scheduled for March 28. These two high-powered collaborations showcase the work our colleges and universities are doing in both the expansion of dual enrollment providing opportunities for high school students to take college courses while in high school, and addressing the challenging college level math courses that are essential for them to be successful in college.
Also, please make sure you read about our unique-to-California Central Valley Transfer Project. The project has provided academic transfer pathways for Central Valley community students from our regional community colleges to the three California State Universities in the valley and UC Merced. The outcomes from these efforts have been impressive in terms of dramatically improving transfer rates while closing the gaps between the general student population and valley students of color. The project was designated a California Community Colleges Chancellor’s Office Demonstration Project in 2023, by Chancellor Sonya Christian. We are proud to report to her that it is now ready to be disseminated to the rest of the state as a model that is ready to be replicated.
This month’s “What the CV-HEC is Happening” blog is an entry by a local attorney, Ashley Emerzian, about the legal aspects around hazing on higher education campuses. Please enjoy her entry and we hope you learn more about the topic as you peruse the article. Ashley has graciously offered to submit articles highlighting higher education legal issues relevant to our region for future CVHEC newsletters as well.
This CVHEC Board of Directors also has a busy schedule this spring as its members – the chancellors, presidents and campus directors of our 28 member institutions of higher education in the valley — prepare for the spring quarterly board meeting and a strategic planning retreat.
Additionally, as they move forward under the leadership of CVHEC Board Chair, UC Merced Chancellor Juan Sánchez Muñoz, we look forward to the annual CVHEC Higher Education Summit scheduled for May 9. Please mark your calendars and stay tuned for further details. We look forward to having you join us to continue collaborating “the Central Valley Way!”
Please enjoy our newsletter and feel free to share it with your colleagues and friends and encourage them to subscribe.
‘What the CV-HEC is Happening’ Blog: Stop Campus Hazing Act
This edition of the “What the CV-HEC is Happening “ Blog for the Central Valley Higher Education Consortium February newsletter features Fresno attorney Ashley Emerzian of Emerzian Shankar Legal Inc. providing insights into the Stop Campus Hazing Act that was signed into law by President Biden in December, and the newly enhanced Clery Act that requires universities to include hazing data in their annual Clery Reports as well as publish a separate report which describes hazing violations. She reports that “staggering” statistics on higher education campus hazing have been widely reported in recent years and presents key areas of compliance that institutions of higher education will need to implement this year including deadlines and penalties such as loss of federal financial aid funding for Clery violations. She is joined in this blog by law partner Jenna Cummings and Pamela Schock of CVHEC-member Fresno Pacific University.
New year, new laws:
the Stop Campus Hazing Act is now in effect
By Ashley N. Emerzian, Esq. and Jenna Cummings, Esq.,
Emerzian Shankar Legal Inc.
and Pamela Schock, M.A., Assistant Dean of Student Development
Fresno Pacific University
In higher education, the number of laws and regulations impacting operations – everything from facilities to human resources and student affairs – is numerous and constantly changing. 2025 is trending towards more of the same.
One of the most recent new laws impacting the higher education sector is the new federal Stop Campus Hazing Act (“Act”). On December 11, 2024, the Senate passed the Stop Campus Hazing Act, which President Biden signed into law on December 24, 2024. The Act applies to all institutions of higher education in the United States that receive federal funding under Title IV.
Statistics on higher education campus hazing have been widely reported in recent years and are, in many ways, staggering. A prominent national study conducted in 2008 found that more than half of college students involved in a club, team, or other organization experience some form of campus hazing.[1] In athletics, the same study reported that 74% of students involved in varsity athletics programs experienced hazing.[2] This includes forced or coerced alcohol consumption, humiliation, isolation, sleep-deprivation, or sex acts – which were found by the study to be common across student groups, and across various types of higher education institutions.
Risks to higher education institutions of this behavior occurring on campus are also wide-ranging, including managing student harm and discipline resulting from the conduct, student attrition, negative press, and complex overlays with a variety of laws including Title IX, the Violence Against Women Act, and the Clery Act.
The newly enhanced Clery Act, which already required universities to collect and report data regarding crimes on or around campus, now requires universities to include hazing data in their annual Clery Reports. The Act also requires universities to publish a separate report which describes hazing violations. Key areas of compliance Universities will need to implement this year are addressed below.
Clery Report Requirement
Starting January 1, 2025, universities must collect data on hazing incidents reported to campus security or police, even if the incidents occur within student organizations that are not officially recognized by the university. Importantly, the Act defines a student organization as any organization that involves two or more members of the higher education institution. This presents unique jurisdictional considerations for universities to grapple with, particularly if they are typically used to enforcement of policies and procedures only for recognized organizations.
Additionally, universities must begin including this hazing data in their annual Clery Reports, starting with their 2025 Clery Report, which is due October 1, 2026. So, what is hazing?
The Act provides a comprehensive definition of hazing incidents which must be logged. The definition includes, but is not necessarily limited to, any “intentional, knowing, or reckless act” committed by one or more persons against another person, regardless of whether the victim participates willingly, that is part of an initiation or in affiliation with a student organization. Examples include causing, coercing, or otherwise inducing: whipping, beating, electric shock, placing harmful substances on one’s body; sleep deprivation, confinement in small spaces, extreme calisthenics; consumption of food, drug, alcohol or other substances; criminal acts; placing one in reasonable fear of bodily harm through threatening words or conduct; or sexual acts.
Publishing of Hazing Policies
Universities must begin publishing their hazing policies no later than June 24, 2025. These publications may be based on the university’s own definition of hazing instead of the act’s definition. However, deviations from the Acts definition should be considered carefully and in consultation with student affairs administration and legal counsel. The policies must include information on how to report hazing, how hazing is investigated, as well as state and local laws on hazing. The disclosure must also describe hazing prevention and awareness programs.
Campus Hazing Transparency Report
In addition to including hazing data in their annual Clery Report, institutions must begin publishing a separate report, called a Campus Hazing Transparency Report, by December 24, 2025. The report must include information about student organizations that have been found in violation of the institution’s hazing policy. Unlike the Clery Report, this report only needs to include information about recognized or established student organizations. The report must include specific details about the hazing violations, such as the names of the student organizations found responsible, descriptions of the violations, sanctions imposed, and whether alcohol and drugs were involved. Universities must exclude personally identifiable information of involved students from this report in order to comply with FERPA.
Universities’ first transparency report should include information dating back to July 1, 2025. Institutions must update the Report at least two (2) times a year with information regarding new hazing violations and keep each report publicly available on their website for five (5) years after publication.
Penalties
The Department of Education may impose civil monetary penalties for violations of the Clery Act where the institution is found to have “substantially misrepresented the number, location, or nature of the crimes required to be reported.” The current maximum penalty is $69,733 per violation; however, this maximum will be readjusted for inflation in 2025. Additionally, institutions can lose their federal financial aid funding for Clery violations.
As we look forward to 2025, it is recommended that universities begin coordinating their departments to begin implementation of these requirements, including the policy development work that will need to be completed this spring.
For more information, contact Ashley at aemerzian@eslegalinc.com
[1] National Study of Student Hazing, Hazing in View: Students at Risk, Dr. Elizabeth Allan and Dre. Mary Madden, 2006-2008.
[2] Id.
MATH BRIDGE UPDATE: providing tools for postsecondary journeys
Nathan Savig teaching a Math Bridge prep course to students at Mariposa High School in the fall 2024 semester. These students are part of the 332 program enrollees who will take their first Math Bridge college class this spring at their respective high schools.
EDITOR’S NOTE: Since the Central Valley Math Bridge program was funded in late 2022 in partnership with the Central Valley Higher Education Consortium, the Rand Corporation and several community college members of the consortium with funding from the California K-16 Collaborative (Central – Fresno, Madera, Kings Counties; and We Will! – North Valley), its small but energetic College Bridge team has made headway into 18 high schools in the consortium’s 10-county region. The first Math Bridge cohort at 13 of those schools began in the fall with a prep course and now the 332 high school students enrolled in the program at those schools will be taking their first college course this spring (see list below). The other five schools will start in fall 2025. This update submitted by Audra Burwell, College Bridge communication coordinator, presents the program’s 2024 progress as it moves into 2025 with its first cohorts.
‘… facilitating meaningful discussions about
how math applies to the real world …’
As we step into spring 2025, College Bridge is making significant strides in expanding its Math Bridge project to reach more high school students across the Central Valley.
This innovative initiative aims to ease the transition from high school to college-level mathematics by offering a rigorous college-level math curriculum alongside the support of high school and college instructors. This collaboration is laying the foundation for academic success and providing students with the tools they need to succeed in their postsecondary journeys.
Across classrooms, high school math instructors are teaming up with college faculty who bring their credentials and college-level expertise to the learning environment. Together, they combine their knowledge and experience, brainstorming examples, solving problems, and facilitating meaningful discussions about how math applies to the real world.
In many classrooms, high school instructors are also dual-certified, holding credentials that allow them to teach at the college level. This professional development is often made possible through the Central Valley Higher Education Consortium’s (CVHEC) Master’s Upskilling Program, which equips educators with the tools and expertise to teach college-level material to high school students.
In 2024, thanks to the dedication of educators, counselors, and administrators, Math Bridge expanded its reach to serve 13 high schools across the Central Valley (see list below). But College Bridge isn’t stopping there—2025 marks a year of even greater growth. Five new schools will join the Math Bridge initiative, helping to expand the program’s impact across the region. Le Grand High School, El Capitan High School, Merced High School, Dos Palos High School, and Gustine High School will be the newest members of the Math Bridge network. These new partners will help ensure that even more students have access to the support they need to succeed in math, breaking down barriers to higher education.
This expansion is made possible thanks to the WE Will! K-16 Educational Collaborative grant, which helps provide additional resources for high school students preparing to enter college. The partnership between K-12 and higher education institutions is creating a more seamless transition for students into postsecondary education, and the inclusion of these new schools is expected to further enhance the success of the program.
Beyond Math Bridge, College Bridge remains committed to supporting students’ overall educational pathways. One of the key components of this broader support is the concurrently with the Math Bridge program.
CT Bridge is designed to provide students with the tools and information they need to succeed in their transition to college such as filling out applications; making their fall college schedule; accessing their college portal; understanding FAFSA and financial aid options; gaining career advice; and how to access college support services—all in just 10 hours of course material per year. By offering students insights into both academic and career pathways, CT Bridge is helping them prepare for success not just in their math courses, but in their future college and career endeavors.
As College Bridge continues to evolve and expand, the organization remains focused on ensuring that students have access to the resources and guidance they need to thrive. In the coming months, College Bridge will be hosting several Student Info Sessions to encourage high school students to apply for the Math Bridge program for the 2025/2026 school year. These sessions will provide students with a chance to learn more about the opportunities offered by Math Bridge and CT Bridge, as well as how they can benefit from these programs.
Additionally, College Bridge will continue hosting Planning and Strategy Sessions for Central Valley educators and counselors
Stay tuned for more updates as we continue to move forward with these vital initiatives!
Math Bridge Cohorts 2024-2025
(Breakdown of 332 students currently enrolled in the Central Valley Math Bridge Program at 13 high schools,
listed by community college partners that are CVHEC members):
DELTA COLLEGE
Stagg: 24
Weber: 26
MERCED COLLEGE
Buhach Colony: 18
Atwater: 26
Golden Valley: 36
Livingston: 33
Mariposa: 34
REEDLEY COLLEGE
Dinuba (2 sections): 34
Orosi: 23
Sanger: 30
Sanger West: 11
TAFT COLLEGE
Taft: 12
Riverdale: 25
(Five additional high schools will onboard in the fall semester: Le Grand, El Capitan, Merced, Dos Palos and Gustine).
CVHEC EXECUTIVE DIRECTOR’S MESSAGE (January 2025)
2025: ‘higher education is at a crossroads’
Greetings CVHEC friends and colleagues …
It is a delight to welcome you to 2025 on behalf of the Central Valley Higher Education Consortium member colleges and universities as well as the CVHEC staff that has the privilege of working with our members on the impactful work they undertake in our Central Valley region – work that strives to improve the well-being of our students, their families and the communities we live in.
Before we proceed, let me join you all in wishing our colleagues and students from our sister colleges and universities in Southern California safety, security and well-being as they deal with the horrific and unimaginable fires raging. It is heartening to see those higher education campuses in the region serving as sites joining in efforts to assist the victims. Our thoughts and prayers are with them.
In our last edition, we shared with you the successes and highlights of the previous year. In this, our first newsletter of the year, we are happy to share some of the events and initiatives planned in the coming months.
First, you will note that Dr. Sonya Christian, chancellor of the California Community Colleges and Central Valley native, will join us Feb. 3 as the keynote speaker for our convening “Dual Enrollment — the Central Valley Way.” At this event, with educators and policymakers in our 10-county region, we will showcase the successes achieved throughout the Central Valley in the delivery of dual enrollment courses to regional high schools by our community colleges and examine what is ahead so that we work in unison, as one voice, as much as possible.
Also in this edition, you will read about the first cohort of Math Bridge high school students that began in the fall with a prep course and will now be taking their first college course this spring through the innovative approach rolled out in 2023 by College Bridge in partnership with CVHEC, community college consortium members and Rand Corporation.
As the spring progresses, CVHEC will hold similar convenings around other student success initiatives that are being implemented as well as to begin discussing strategic planning for the consortium. Details will be forthcoming on those events and plans but chief among them is the annual CVHEC Summit scheduled for May 9.
The summit is where the heads of the valley’s higher education institutions – the CVHEC Board of Directors – come together for a full day of showcases and discussions regarding education issues pertinent to our region. We will be joined by our colleagues, partners and friends. We look forward to hearing from our annual panel of legislative leaders from the Valley and, just as important if not moreso, them hearing from us. Watch for more details in our February issue.
In this issue, we are pleased to announce that this year the CVHEC Board of Directors will be chaired by Dr. Juan Sánchez Muñoz, chancellor of UC, Merced. Presently, two board meetings are in the works for this spring.
In closing, we also kick off 2025 with a special edition of our “What the CV-HEC Is happening” Blog: a reprint of the speech delivered by Dr. Jaime Merisotis, president of the Lumina Foundation, at the Complete College America Conference in Indianapolis, Indiana last November: “Progress in a time of disruption: the urgency of reimagining higher ed.”
CVHEC sent a delegation to the three-day conference where we were fortunate to hear President Merisotis issue both an alarm and a call to positive action. He warned that higher education is at a crossroads due to changes ranging from COVID, climate change effects, worldwide unrest, political polarization here in the US and a declining confidence in higher education due to distorted information.
But he calls upon our higher education community nationwide to heed a unique “opportunity to use this moment of extreme stress to pursue genuine, urgently-needed systemic change.
“Bluntly stated, this means calling BS on the outrageous distortions about higher education while also pursuing urgently-needed changes,” Dr. Merisotis told us. “These things are both possible, and not in contradiction.”
I hope you enjoy the blog and that this national education leader’s words generate some dialogue between you and your colleagues. We encourage you to share those conversations, as we will, on our various CVHEC social media platforms.
Once again, welcome to the new year and we look forward to maintaining and strengthening ongoing relationships with you as the year unfolds.
CVHEC DIRECTOR’S MESSAGE (December 2024): Happy Holidays!
Best wishes for 2025 from the Central Valley Higher Education Consortium team: (FRONT) Dr. Liz Rozell,
Priscilla Arellano and Elaine Cash. (BACK) Tom Uribes, Tom Burke, Stan Carrizosa,
Dr. Benjamín Durán, Dr. John Spevak, Dr. Vikash Lakhani and Ángel Ramírez.
Revisiting an eventful year and strategies
for student success the Central Valley Way
Greetings CVHEC friends and colleagues …
Welcome to the end of the fall 2024 semester and the beginning of the well-deserved winter break!
I hope you enjoy the final edition of this year’s CVHEC e-newsletter. You will have the opportunity to join us in revisiting the highlights of this eventful year and the strategies our colleges and universities have engaged to improve the pathways to retention and timely completion for our Central Valley students. On that note, a hearty congratulations to those who completed their academic journey this month. And congrats as well to the faculty, staff and administrators who provided the academic guidance to support your success. All the best to you Class of Winter 2024 graduates!
Among the many successes of this past year is the historic mission to address implementation of Assembly Bill 1705 with our Math Task Force convening community college math education professionals from throughout our 10-county region to communicate and collaborate for strategies that benefit valley college students. We have also seen great advancement of our Transfer Project which completes its first year as a California Community Colleges Demonstration Project.
These CVHEC initiatives have established what we call “the Central Valley Way,” a movement that his gained recognition in higher education circles beyond our region. We have had the opportunity to share this great work with audiences at the state and national levels at such convenings as the Complete College America Conference in Indianapolis, Indiana along with California convenings like the Community College League of California and the California Economic Summit.
It has been an honor and a delight to shine the light on the region and our member institutions and we especially commend our Math Task Force members and Transfer Project team for their diligence this past year.
We would also like to take this opportunity to thank our funding partners who make it possible for us to do our work. Thanks to the College Futures Foundation, Fresno-Madera K-16 Collaborative, the Kern Regional K-16 Education Collaborative, the We Will! K-16 Educational Collaborative, College Bridge, and the CVHEC membership. These colleagues have been instrumental in transforming the region socially, economically and educationally.
As you enjoy our final newsletter of the year, we wish you a joyful holiday season and a wonderful New Year!!