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Central Valley higher ed leaders retreat for strategic planning

September 8, 2025

The CVHEC Board of Directors and team members convened Aug. 15 at UC Merced for a hybrid strategic planning retreat. Attending in person: (FRONT): Fresno State President Saúl Jiménez-Sandoval; CHSU President Flo Dun; Coalinga College President Carla Tweed; YCCD Interim Chancellor Lena Tran; San Joaquin Delta College Superintendent/ President Lisa Aguilera Lawrenson; Madera Community College President Ángel Reyna; Clovis Community College President Kim Armstrong; Merced College Superintendent/ President Chris Vitelli; CVHEC Dual Enrollment Lead Kristin Clark; UC Merced Chancellor Juan Sánchez Muñoz. (MIDDLE): CVHEC Admin Assistant Priscilla Arellano; Fresno City College President Denise Whisenhunt; Bakersfield College Interim President Stacy Pfluger; Taft College Acting Superintendent/ President Leslie Minor; CVHEC Executive Director Benjamín Durán; Reedley College President Jerry Buckley. (BACK): CVHEC Associate Director Angel Ramirez; WHCCD Chancellor Robert Pimentel; Lemoore College President James Preston; Modesto Junior College President Brian Sanders; Fresno Pacific University President André Stephens; College of the Sequoias President Brent Calvin.  (Photo: Juan Rodriguez – UCM).

CVHEC board sets direction for next 3-5 years

with collaborative focus on student success

 

BY TOM URIBES
CVHEC Communications/Media Lead

Leaders from colleges and universities across California’s Central Valley gathered at the University of California, Merced for a one-day Strategic Planning Retreat hosted by the Central Valley Higher Education Consortium (CVHEC) Board of Directors Aug. 20.

The session marked an important milestone in the consortium’s 23-year history, as presidents, chancellors and higher education CEOs from across the region came together to chart a bold course for the next three to five years, said Dr. Benjamín Durán, CVHEC executive director, .

“This was a ‘roll up your sleeves’ kind of day,” Durán said, reflecting the spirit of the retreat. “It was about open discussion, candid collaboration, and making decisions that will set the state and direction for CVHEC in the years to come.”

A Trusted Voice for Higher Education Advocacy and Collaboration in the Valley

Hosted by UC Merced Chancellor Juan Sánchez Muñoz, the retreat began with welcome remarks that underscored the importance of regional collaboration in advancing higher education opportunities.

The day carried special significance as participants reflected on CVHEC’s origins. Founded at California State University, Fresno under the leadership of President-Emeritus John Welty, the consortium has grown into a trusted voice for higher education advocacy and collaboration in the Valley.

Current Fresno State President Saúl Jiménez-Sandoval noted in a social media post after the event the historical connection he found in reminiscing about his predecessor.

“This is a deeply meaningful program to our university and region,” President Jiménez-Sandoval said. “It represents not just a partnership but a shared responsibility to lift up the Central Valley through education. I look forward to our continued intentional collaboration on so many areas — from AI to transfer pathways to joint research projects.”

The retreat agenda featured a presentation by Durán and Ángel Ramírez, associate director, who revisited CVHEC’s founding story and outlined its core purpose: strengthening higher education access and success across the Central Valley.

“When institutions across the Valley work together, we amplify our impact for students, families, and communities,” said Ramírez, who previewed a draft of a video currently in progress telling the CVHEC story.

Their presentation highlighted the consortium’s current initiatives, including:

  • The Central Valley Transfer Project, streamlining student movement between community colleges and universities.
  • Expansion of dual enrollment programs.
  • And Math alignment efforts including the Math Task Force and CV Math Bridge work.

Dr. Kristin Clark, chancellor -emeritus of the West Hills Community College District participating as a former CVHEC board member, reinforced CVHEC’s uniqueness. She served on the board including as chair until her retirement from WHCCD last year.

“The CVHEC Board of Directors is made up of CEOs. That’s powerful,” she said. “It means we have the ability to drive collective impact at the highest levels of our institutions. We are not duplicating anyone’s work. We are doing what no single institution can do alone. That’s why this board matters.”

Collaborative Workshops: From Challenges to Solutions

Facilitated by Nitya Wakhlu and Greg Netzer of Drawbridge Innovations, the retreat emphasized interaction and problem-solving. Prior to the retreat, board members participated in a survey identifying regional challenges most pressing to their institutions.

During the session, participants divided into small groups to tackle those challenges. Using structured templates, they explored questions such as:

  • What is the core challenge we need to solve?
  • Who is impacted, and what are we hearing from stakeholders?
  • What role should CVHEC play, and how can institutions collaborate?
  • What barriers exist, and what resources are needed?

Each group developed a “challenge charter” and presented their ideas to the full board. Using a dot-voting process, members prioritized three to five strategic initiatives for CVHEC to pursue over the next three to five years. Champions were identified for each initiative to ensure follow-through and accountability.

“This is the hard part,” said Wakhlu with a smile. “It’s easy to generate ideas. It’s harder to commit to action. But today you’ve done both.”

“This was the consortium at its best,” Dr. Duran said. “We saw CEOs from across the Valley not only identify shared challenges but also commit to being part of the solution. That’s the spirit of CVHEC.”

Building Toward the Future

The retreat outcomes included:

  • Stronger relationships among member CEOs.
  • Deeper understanding of CVHEC’s history and ongoing work.
  • Clear priorities for regional collaboration.
  • Champions stepping up to lead the next phase of CVHEC initiatives.

In addition to the retreat, UC Merced staff offered participants a guided campus tour, showcasing the university’s growth and commitment to serving the Valley.

Reflecting on the day, Associate Director Ramírez expressed optimism for what lies ahead.

“This was more than just planning,” Ramírez said. “It was about reaffirming our shared purpose and commitment in CVHEC’s work. Together, we can expand opportunities and outcomes for every student we serve.

https://cvhec.org/wp-content/uploads/2025/09/CVbodRetreat082025crp-scaled.jpg 1451 2560 Tom Uribes https://cvhec.org/wp-content/uploads/2024/10/CVHEC-Logo-Primary-Color-Medium-e1728590737483.png Tom Uribes2025-09-08 07:30:022025-09-23 12:50:36Central Valley higher ed leaders retreat for strategic planning

CVHEC SUMMIT 2025 WRAP: ’more timely and impactful than ever’ (photo gallery)

June 4, 2025
Read more
https://cvhec.org/wp-content/uploads/2025/06/ss-NLfront-YT.jpg 933 1661 Tom Uribes https://cvhec.org/wp-content/uploads/2024/10/CVHEC-Logo-Primary-Color-Medium-e1728590737483.png Tom Uribes2025-06-04 08:00:302025-09-23 13:05:38CVHEC SUMMIT 2025 WRAP: ’more timely and impactful than ever’ (photo gallery)

SPOTLIGHT: elevating CVHEC’s visibility, impact to a state and national higher ed voice

May 5, 2025

Ángel Ramírez (right) represented CVHEC in the Central Valley Community Foundation delegation of area leaders attending the Achieving the Dream Conference in Orlando Feb. 19-22, 2024 (from left): Carlos Castillo; Phong Yang; Estefania Avalos Chavez; Vianey Barraza Chavez; Julie Vue; Ángel.  

Ángel Ramírez named CVHEC associate director

BY TOM URIBES
CVHEC Communications/Media Coordinator

“Ángel Ramírez believes — and is living proof — that access to higher education can transform lives, especially in historically underserved regions like the Central Valley,” said Dr. Benjamín Durán, Central Valley Higher Education Consortium  executive director, in announcing today that Ramírez has been named CVHEC’s associate director.

Ramírez begins his new assignment effective May 5 and Durán said the move reflects the work he has already been doing in his most recent capacity as operations and finance manager: overseeing the organization’s operations, finances, board relations, staffing, event execution and strategic planning efforts.

Ramírez joined CVHEC in 2014 as a social media intern while enrolled at California State University, Fresno, a CVHEC member institution. He has served the consortium in a range of positions including administrative assistant, events coordinator and communications manager.

Durán said this gives Ramírez “a unique, comprehensive understanding of the consortium’s work and mission.

“Since joining CVHEC, Angel has helped elevate the organization’s visibility and impact including our transition from a behind-the-scenes collaborator to a recognized voice in state and national higher education conversations,” Durán said.

He noted that Ramírez has directed the organization’s signature event, the annual CVHEC Summit which will be held this week in Fresno.  (On Friday, Ramírez announced the summit has reached its goal of 175 participants and registration is now closed).

“Under his leadership, the summit has steadily grown in scope and attendance, becoming a valued gathering for higher education leaders, faculty and partners across the Central Valley’s 10-county region,” Durán said. “He has helped build the foundation for the summit objectives of fostering collaboration, highlighting promising practices and advancing strategies that support student success and degree completion in the region.”

Ramírez will also continue supporting the executive director in driving organizational growth, including the expansion of the team, the development of internal systems and the execution of new initiatives. He contributes to grant writing and reporting, helps shape strategic communications and manages the consortium’s annual budget and financial operations to ensure long-term sustainability.

A native of San Joaquin, Ramírez is an alumnus of Tranquility High School and a first-generation college graduate earning a Bachelor of Arts in Media, Communication and Journalism (public relations emphasis) at Fresno State and a Master of Business Administration in Organizational Leadership at National University.

Durán said, “We are delighted to extend this commitment to Angel and his promising career just as he has renewed his commitment to CVHEC and its ideals.”

See Ángel Ramírez bio.

ABOUT CVHEC

The Central Valley Higher Education Consortium (CVHEC), a 501(c)3 incorporated non-profit, is a regional consortium of higher education institutions representing a ten-county region from San Joaquin County to Kern County. Composed of accredited public and private colleges, universities and community college district members, the consortium’s mission is to increase the region’s degree attainment rate. CVHEC was founded in 2002 by then Fresno State President John D. Welty along with 18 college and university leaders. Today, it has expanded to 28-member-institutions that jointly serve over 250,000 students in California’s Central Valley.

https://cvhec.org/wp-content/uploads/2022/10/Angel-2022-HS-Cropped-e1666459918471.jpg 768 535 Tom Uribes https://cvhec.org/wp-content/uploads/2024/10/CVHEC-Logo-Primary-Color-Medium-e1728590737483.png Tom Uribes2025-05-05 04:00:052025-09-23 13:30:15SPOTLIGHT: elevating CVHEC’s visibility, impact to a state and national higher ed voice

SPOTLIGHT • April 2025: TRANSCRIPT – CDE podcast featuring CVHEC 

April 17, 2025

Dual Enrollment Week 2025 promotion by the Central Valley Higher Education Consortium includes an excerpt of the California Dept. of Education podcast, “The Bridge to Success: Navigating Dual Enrollment” by Diane Crum at the California Dual Enrollment Equity Conference in Feb. 25 with Ángel Ramírez, CVHEC Operations & Finance manager; Ginny Sandhu, Sunnyside High School (Fresno Unified) English teacher; and Dr. Benjamín Durán, CVHEC executive director.  Aired March 6. See full transcript.

‘The Bridge to Success: Navigating Dual Enrollment’ –  CDE TRANSCRIPT

(CADEP Conference 2025)

This issue, we spotlight the transcript for the California Department of Education podcast “Bridge to Success: Navigating Dual Enrollment” recorded Feb. 25 at the California Dual Enrollment Equity Conference featuring members of the Central Valley Higher Education Consortium delegation.

Interviewed and sharing our dual enrollment initiatives at the third annual statewide conference held Feb. 23-26 in Sacramento were Dr. Benjamín Durán, CVHEC executive director; Ángel Ramírez, CVHEC Operations & Finance manager, Ginny Sandhu, Sunnyside High School (Fresno Unifed) teacher who earned qualification to teach dual enrollment through CVHEC’s Master’s Upskilling Program.

Diane Crum of CDE and Tom Uribes, CVHEC communications/media coordinator.

The podcast by Diane Crum, Education Programs consultant in CDE’s High School Innovations and Initiatives Office, explores dual enrollment success stories from around the state of California. She dives into inspiring stories, best practices and expert insights to help students bridge the gap between high school and college.

“We appreciate the work Diane is doing through this CDE podcast with a component at the California Dual Enrollment Equity Conference for participants to share their respective dual enrollment stories,” said Tom Uribes, CVHEC communications coordinator.

https://podcasts.apple.com/us/podcast/bridge-to-success-navigating-dual-enrollment/id1764644024

 “Bridge to Success: Navigating Dual Enrollment” Podcast

Episode 11: Interview with CVHEC

Feb. 25, 2025 – California Dual Enrollment Equity Conference  (Sacramento CA)

CADEP • CLP • EdTrustWest

https://bit.ly/CDEpodcast-CVHECdualenrollment

 

Bridge to Success Navigating Dual Enrollment the bridge to success navigating dual enrollment podcasts explores dual enrollment success stories from around the state of California we will dive into inspiring stories best practices and expert insights to help students the gap between high school and college

 

Diane meets up with members of the Central Valley Higher Education Consortium at the California Dual Enrollment Equity Conference. They discuss the consortium’s initiative of providing funding to Math and English teachers to obtain their Master’s Degrees to teach dual enrollment courses.

[Diane Crum]

Welcome to the Bridge to Success, Navigating Dual Enrollment podcast, where we explore dual enrollment success stories from around the state. I’m your host, Diane Crum, Education Programs Consultant from the California Department of Education. Join us as we dive into inspiring stories, best practices, and expert insights to help students bridge the gap between high school and college.

Hello, today I am podcasting from the California Dual Enrollment Equity Conference in Sacramento, California. And I am joined by Central Valley Higher Education Consortium, who did a session here at the conference, and they wanted to also podcast and get their message out to a bigger audience. So I’m going to pass it to them to introduce themselves.

[Ben Duran]

Good afternoon, my name is Ben Duran. I’m the Executive Director of the Central Valley Higher Education Consortium, which you will also hear us refer to as CVHEC.

[Ginny Sandhu]

Hi, I’m Ginny Sandhu. I’m an English teacher at Sunnyside High School, and I’m also an instructor with Fresno City College.

[Angel Ramirez]

Hello, my name is Angel Ramirez. I’m the Operations and Finance Manager for CVHEC, so I’ll be speaking on the logistical side of this project.

[Diane Crum]

Okay, so as I mentioned, well thank you again for joining me here today and podcasting. And so, as we talked about, you did have a session here at the conference called MA Upskilling, and so I’m just going to turn it over to you to explain what that is and tell us your story.

[Ben Duran]

Yeah, I’d be happy to do that. Before I do that, I’ll turn it over to Angel and Ginny, and they’ll tell us more about the MA Upskilling project itself. But let me tell you how we got to it and who the Central Valley Higher Education Consortium is. It is a consortium of 28 colleges and universities in a 10-county region in Central California that stretches from Kern County all the way up to San Joaquin County.

And it includes community colleges. It includes California State Universities. It includes UC Merced, and it includes a number of independent colleges or universities, in addition to two medical schools.

So, the consortium was formed back in 2002 to bring people together as a convener, if you will, for higher education, to be able to look at higher education in the Central Valley with a single voice, to speak with a single voice, to talk about things that mattered for student success. So, we fast-forward to 2019 when there was a convening in the Central Valley around dual enrollment, this notion of creating a dual enrollment environment where high school students would be able to take college-level courses on their high schools, being taught by people with master’s degrees. So, at that convening, one of the topics that came up was, hey, there aren’t enough high school teachers holding master’s degrees in either mathematics or in English.

And so, as a result of that, we pursued, we started to go out and say, how can we go out and generate master’s degrees holding high school teachers who can teach for our local colleges? And that’s where the MA Upskilling Project was born. That’s where we came up with the idea of getting together with two of our universities who are in the consortium, two independent universities, National University and Fresno Pacific University, to deliver these programs to high school teachers.

Then came along the K-16 Collaborative, which provided funding for regions to improve education throughout. And as a result, we put in for an application, and as a result of that, we were granted a grant to be able to deliver master’s degrees to high school teachers through these two universities that I mentioned. And a little bit later, Angel will tell you more about the specifics of that.

But at this time, probably the people want to listen to Jenny, who is here as one of the participants in the MA Upskilling who earned her master’s degree in English. And so let me just turn it over to Jenny.

[Ginny Sandhu] Thank you, Ben.

Yeah, my experience was amazing, to say the least. When I first received an email from my department chair about the entire initiative, and at the time I was teaching AP courses, and I thought to myself, what could be better than joining a program, getting a degree that really hones my skills in becoming a better teacher for AP courses? And so I went through the entire program, and it was fully funded, which was amazing as well.

The university really understood the initiative, that this was a cohort of teachers who are working, so they were really understanding of the time that we were able to devote to the courses, even though it was fast track. So I had a phenomenal counselor at National University who understood what this program was about and who the cohort consisted of. And then I was assigned a wonderful mentor as well throughout the entire journey, who supported me, who answered questions if there were any questions about assignments or just any insecurities I had about going into the field or questions about becoming faculty and the tenure process.

So there was a lot of support built into the program for me throughout the journey, the MA journey, and then thereafter. So when I became a dual enrollment instructor as a result of finishing this degree, I was able to kind of like very smoothly enter into the higher ed world, all thanks to the program and all the support that I received from the mentor. And so that was very helpful.

And being in a cohort of other teachers was helpful as well because we were able to, you know, kind of support each other and answer, again, any questions that we had or any difficulties that we all faced. Yeah.

[Diane Crum]

Can I ask, so the mentor that you had, where did the mentor come from?

[Ginny Sandhu]

Yeah. So they were Fresno City College faculty that were assigned to us, the cohort students. Okay.

[Diane Crum]

So that’s great. It’s kind of like the dual enrollment students, the ambassador program, where they have a mentor also to help them through. So that’s an interesting concept.

[Ginny Sandhu]

Yes, exactly. And not only that, the same mentor actually stayed with me once I was hired on by Fresno City College and supported me throughout my entire evaluation process as well.

So it was sort of like a full circle journey and just wraparound care all the way through.

[Diane Crum]

Wow. That’s great. What a wonderful idea.

[Ben Duran}

And let me just add, with respect to this mentor relationship, the nice thing about it was that the high school faculty, like Ginny and her colleagues, were able to share what it’s like to teach at a high school, what the high school environment was, with those mentors as well so that though they were teaching her about the community college environment and that sort of thing, they were doing the same thing to the mentors because some of those mentors might very well go back to those high schools to teach dual enrollment in English or in mathematics. So it was a really great relationship, very symbiotic relationship, I think, between the mentors. Interesting.

And I think for the student aspect of it, that students are really benefiting from this as well because now they’re getting to experience the college life in a very safe space with a high school teacher who is on campus and they see us every versus seeing a college instructor maybe once or twice a week, if that, you know, sometimes they don’t even get that. So it’s a beautiful initiative and it’s been good for not only the educators, but also the students who are going through the DE program in a very safe space.

[Diane Crum] Great. And Angel?

[Angel Ramirez]

Yeah, so I’ll speak a little bit to the logistics of how we made this happen in case there’s anyone out there listening that wants to replicate this. And if you do, please feel free to contact us. We’re happy to share and we’re happy to help.

When we were first talking about this project, you know, as Ben mentioned, it came out organically from the field and we’re trying to address the issue of capacity because we had an interest in expanding dual enrollment offerings. We didn’t have the capacity of master’s holding teachers to teach those courses. CVHEC, you know, we decided to focus it on English and math because we know that those are a lot of times the barrier courses for students, even when they get to the community college.

So we said, what if we try addressing this at the high school and kind of make that our emphasis? Around the same time, the K-16 collaboratives were being formed. I think there’s 15 across the region, across the state, four in our region.

And we applied for some grant funding through them to do this program. When we were applying for the K-16 collaborative funding, we were debating on how much support and how much assistance we wanted to give our high school teachers that were going to be upscaled. And we landed around the number of around 12,000 because we wanted the students to still have some skin in the game.

In Jenny’s case, her high school and her district and some other scholarships helped her fund the remaining portion. But in some cases, there was some out-of-pocket costs for the student. And the idea behind that was that we wanted them to feel like they were also investing something so they can continue and progress in the program and complete.

Jenny was part of our first cohort that we did in Fresno. At that time in Fresno, we were able to upscale 112 teachers with their masters, half in English and half in math. But this program is now being scaled and replicated in other areas of the valley.

We’re currently in Kern County. And in Kern County, we’re going to have 50 math MA upscale teachers and 65 English. It was originally going to be 50-50, but they had some additional funds and they wanted us to put more English people, so we said, of course.

And then in Merced, we’re going to be doing 22. So these students will all be completed by the end of June 2026. So by the time this program is done in the areas that we’re currently doing it, we’ll have 250 upscaled high school teachers in the Central Valley that are now able to teach dual enrollment courses.

[Diane Crum]

That’s amazing. That’s great work. Great work.

How hard was it to recruit these teachers? Were they eager to do it? Because I know the grant money is not fully funded.

So I guess are all these teachers fully funded, or are they partially funded to pay for the master’s degree?

[Ben Duran]

The CVHEC piece is partial funding. We still wanted them to pay something. But a lot of times, other people stepped up to help them.

Sometimes the school district would pick up their textbooks. I know the colleges, for example, our math partner, Fresno Pacific, they have some AIMS funding that was also available to teachers. And so the out-of-pocket cost was different for these teachers.

[Ben Duran]

So, we had some participants who paid maybe $1,000 or $2,000 for a full master’s degree. Then we had some that paid nothing. And, in fact, Jenny was able to experience that because of the largeness of her district and because of the university and that sort of thing.

So, Jenny, maybe you want to chat about that.

[Ginny Sandhu]

Not only that, so for me, yes, it was fully funded. But even my books were paid for.

[Ben Duran]

Wow. Yes.

[Ginny Sandhu]

And so I paid nothing. And that was helpful for me because then I do wonder if it wasn’t for this program, would I have reached out and gotten a master’s degree? Maybe, probably, eventually, I don’t know.

Would it have been as smooth? And would I have felt as supported? Would I have been hired by FCC right away?

So it did open a lot of doors for me having gone through the program.

[Angel Ramirez]

I’m glad that Jenny talked a little bit about the support. And she touched on the mentorship

process earlier. When we were creating this project and the grants for the funds, we decided to pair them with a community college faculty to not only encourage them to complete the program so they could feel the support, but also help them navigate becoming adjunct.

Because the community higher ed world and the K-12 world are different. So when you’re supporting a K-12 person, a high school teacher, with the intent of them becoming an adjunct faculty and teaching dual enrollment, it’s more than just getting a master’s. It’s navigating systems.

[Ginny Sandhu]

Absolutely. So I remember one time I reached out to my mentor and I said, okay, so this is an entirely new, the LMS was new, Canvas, the platform that’s used in FCC within the system. So I’m not used to that.

So tell me more about this system, this platform. Like how do I build a course, an entire course? Like I’m so used to teaching in person.

And so those kinds of questions that came up. And so it was a learning curve. But, again, with all the support, grading practices, right, you know, they’re a little different in the high school world.

And so I would just reach out and say, all right, you know, what do you do with this teaching practices? Tell me more about how this is handled in a college setting. And so we would have these conversations sometimes, you know, in the evening, sometimes on the weekends.

And never was I told that, you know, like I can’t help you. I was always shown the way, which was wonderful.

[Angel Ramirez]

I was really happy to hear that, Ginnie. This relationship continued even past her master. She said that this mentor kind of followed her through her evaluation process and all of that.

Because the mentorship was they were only committed for a year on the CVHEC side. But we knew that they were going to build friendships. They were going to build partnerships.

They were going to build relationships. And so Ginny is not the only case that we’ve heard of the mentorship pairing still being in place.

[Diane Crum]

I love that model of mentorship. And so how was it? How did the recruitment process go to find teachers to admit to the program?

[Diane Crum]

This podcast is brought to you by a generous grant from the California Community Foundation. Their support enables us to bring you insightful conversations and stories that matter. Now let’s get back to our discussion.

[Angel Ramirez]

We started with the superintendent of schools offices. Because we knew that they had an inventory of who on their campus currently holds bachelors in English and in math. So the master’s at a national university is a master’s in English with an emphasis in rhetoric.

So we wanted to make sure that it was teachers who would meet minimum calls once receiving that. And so we went through the superintendent of schools offices to get that list. Same thing with Fresno Pacific.

Their master’s is a master’s in math education. So that recruitment process had to be a little bit different because per California minimum calls, if you have a master’s in math education, you have to have a bachelor’s in math in order to meet minimum calls. So we were making sure that when we recruited people for that program, that we had people who had the math bachelor’s.

[Ben Duran]

And you know what? What happened was once the word got out through the county offices, county superintendent of schools offices, to the principals and the superintendents of the local school districts, and then ultimately them getting it to the faculty, once the word got out, after the first cohort, it just was pretty quick. I mean, people were willing to sign up.

And, in fact, we ended up having waiting lists in some places. And, for instance, in Kern County, we did have a waiting list. And that’s one of the reasons that Kern County asked us, hey, can you do another small cohort?

But in doing so, the word got out, not only because of the tuition and everything else like that, but because I think of the quality of the program and the camaraderie. And as a result of that, for anyone who’s listening, who wants to pursue that, as Angel indicated earlier, you know, feel free to reach out to us. We’re happy to share with you the template of the program that we use, and we’re happy to introduce you to our colleagues at the two universities, if you choose to use those universities.

And, by the way, the reason we used the independents was because of their scheduling and the way they do their classes. They were course after course after course. There was no summer break.

There was no this. There was nothing like that in both instances. So, in terms of English, they were able to get through their master’s program in 11 months.

In 11 months. And in terms of mathematics, they were able to get to their mathematics master’s in 18 months, which is very, very good, and especially for working adults, because you have to remember, these were teachers who were teaching. I mean, these are young people who were teaching at their high school full time and then trying to do this program.

So the sooner we got them through there, and then we also wanted to ensure that the quality of the programs was such that they would be accepted. And so, across, you know, what we found was the reputation of both of those universities and the quality of their programs were really well accepted.

[Diane Crum] Great.

And how did you, I guess, how did it go with navigating the district, like the unions having,

you know, the teachers get their master’s, but then also the college side, because I know there’s a lot of controversy, I guess, between hiring high school teachers to teach the college courses. So how did you navigate that?

[Ben Duran]

Yeah, I’m happy to respond to that one, because those situations were literally different in different districts and different colleges.

And in some cases, the faculty associations were saying, hey, wait a minute, are you infringing on our jobs? But mostly what has happened is there’s a recognition that if you’re a high school teacher with a master’s degree and you’re going to be teaching dual enrollment, you’re an adjunct faculty member of that college. And adjunct faculty members of that college are part of the faculty and the faculty association, they become part of that.

And as a result of that, once they recognize, you know what, these are courses that are being taught at the high school through dual enrollment. Oftentimes it was difficult to get college faculty to go to the high schools, right? So when that happened, it wasn’t such an issue.

And in the few instances where the union pushed back, once the administration and they got together and they worked it out, it really hasn’t been the issue that we thought it was going to be, frankly.

[Angel Ramirez]

I think the infringement issue also, something else that helped it was that the community college faculty sometimes are not interested in teaching high school students. That’s not what they signed up for. So when they know that Ginny’s trying to get her master’s to teach high school students, she’s not trying to go to the college and teach courses that they’re teaching. It becomes a little easier. Yeah.

[Ginny Sandhu]

And to that point, you know, speaking of fidelity, there is an evaluation process. There is a vetting process. So if the departments at the community colleges are worried about fidelity or rigor, you know, high school educators go through the same vetting process and the same evaluations too. And we sit into those department meetings as well.

[Speaker2] Ben?

And in fact, to that point, to Jenny’s point, one of the pushbacks we get sometimes, and you’ll have heard it all over this conference, is that, you know, is the rigor there? Are they really college courses or are they just beefed-up high school courses?

And across the board, anybody who’s talked to them in the room will tell you, absolutely not. In fact, one presenter yesterday said, here’s my presentation, here’s what I give for a paper, a five or six paper, and I give this to the high school kids and I give this to my college kids. I teach all of them. And so we’re trying to get across that those high school students are, in fact, doing college-level work. The nice thing about it is the way they’re scheduled sometimes at the high schools because if you’re taking a three-unit college course, you’re getting three units of three hours of lecture, if you will, three hours of one-on-one, I mean, with a faculty member. And then the other two hours, the high school faculty can also work on, hey, let’s, you know, the stuff that we worked on yesterday, that you heard yesterday, let’s get through it.

So the students get these wraparound services sometimes at the high schools that college kids don’t always get. And as a result of that, the rigor is there for college courses at the high schools through dual enrollment, but there are also some wraparound services that make them be more successful as well.

[Ginny Sandhu]

Ben, I’d like to add to that, too, because, yes, the rigor is there, right?

But then people do wonder how are the success rates and how are the numbers so high? How do you get the success that you do? And, again, we first were in space with them much longer. Secondly, we require them to, you know, access the writing center, the tutorial centers. Our students are expected to go there and use these services. So when counselors come in specially to speak to them about the importance of passing, how this will impact their college transcripts if they don’t pass.

So when all of the messaging is coming to them directly, when they see their professor much more in space, when they know that the resources that are offered to them that maybe they wouldn’t use otherwise if they were just a regular college student, but now their professor expects them to use that, the resources, they sort of, you know, it’s inevitable. They’re going to succeed no matter what.

[Angel Ramirez]

And it makes them better college students when they inevitably get to the college. You know, as a first-gen student myself, you don’t know what services are offered to help you if you don’t have someone showing them to you. And if you’re exposed to those at the high school as a dual enrollment student, because now you have the support services that are available to you as a high school student and the support services that are available to you as a college student and someone teaching you what’s available to you and requiring that you access these things.

[Ginny Sandhu]

And just how to navigate that world, right?

[Ben Duran]

By the time you get to the college, it’s easier to do because you already know it’s there. Right.

[Ben Duran]

And the other thing that maybe, Ginny, you can chat to, which is not necessarily college- related, but because they get a master’s degree in English rhetoric, et cetera, because of that, they also, because they don’t only teach dual enrollment college courses, they teach regular English courses to regular English kids. I think they become better teachers for those other courses as well. Can you comment on that?

[Ginny Sandhu]

Absolutely. I mean, the fact that the degree was so fine-tuned to what I was doing, it aligned so well with the labor, my daily labor anyways. So bringing in, you know, and knowing that my, let’s say, because I also teach English three, which is 11th grade English.

And so I know what is ahead of these students. I know that if they take dual enrollment senior year with me, I know what’s coming for them. So I’m going to prepare them with all the skills necessary, having learned what I did in my degree, that they will succeed that senior year and that they will succeed in college courses.

And so, yeah, it definitely allowed me to kind of see that higher-ed world and made me a better teacher for sure.

[Diane Crum]

Sounds great. Anything else that you wanted to share?

[Ben Duran]

Not about what we did here. Just to let you know that, again, the Central Valley Higher Education Consortium, you know, convenes these CEOs, if you will, of these colleges and universities, and they do other sorts of things. You know, they do transfer initiatives and mathematics initiatives and that sort of a thing.

So this is a piece of that, but they’re all interrelated because a lot of them have to do with dual enrollment and delivering these courses to high school students. So the entire purpose is to help raise the social, economic well-being of the Central Valley and its general population, and it’s always a pleasure to work with our K-12 partners as well.

[Diane Crum]

Great. And so just in wrapping up, it sounds to me, if I could just kind of reiterate what we talked about, first thing was, like, going out of the box and looking for ways to fund this initiative through the K-12 collaborative and other ways so that teachers could be fully funded to earn a master’s degree. And then also the support, the mentor program, is an essential component to help these teachers navigate because they are working full-time teachers. I remember when I was a teacher, I barely had time for anything else. So, yes, trying to get your master’s degree on top of that. But having the mentorship of a college faculty member to help them navigate not only the master’s program but becoming an adjunct faculty member as well. So are those the main points, I think?

[Ben Duran]

Yeah, and that investment that was made by the K-16 collaborative has paid off just several fold. It was a wonderful investment on their part.

[Diane Crum

 

And it sounds like you’ve had a lot of success with that because I know with the grant money, you can’t pay for someone’s master’s degree. However, you can offer stipends for that. And a lot of our grantees put the money in the first year to offer these stipends, and then in the second year it was like, our teachers didn’t take us up on it. And so this is another model to look at that. Besides grant money, you can look for other ways to do this so that they are fully funded or maybe halfway or three-quarters to help pay for textbooks as well.

[Ben Duran]

And the other thing that I would finish with is that we’re going to continue to explore how we can continue to do this in the absence of K-16 collaborative money. We’re thinking about philanthropic money, other perhaps targeted money from the state for a region. So, for those folks who are listening and live in other rural areas, they may want to think about K-16 collaborative. I understand that that funding is going to be extended until 2030. They’re not going to get any more money, but their ability to extend, to use the dollars. So that’s one way. But the other is to make the case for the importance of having M.A.-holding faculty, teachers, high school teachers in rural areas so that they can give their students an opportunity. It’s an equity issue, right, that those youngsters should have the same opportunity as the youngsters in urban areas, and to make that case to either philanthropic folks or to their legislators or state legislators.

[Diane Crum]

That’s a great point. Yes, thank you for that. That’s a great point. So any other comments before we wrap up here? Thank you.

[Ben, Ginny, Angel]

Thank you for having us.

[Diane Crum]

Thank you so much for joining me and sharing this awesome program that you guys have started, and I wish you all the best. It sounds like it’s going to continue and continue to grow. So thank you very much.

[Diane Crum]

Thank you for joining us on the Bridge to Success Navigating Dual Enrollment Podcast. We hope you found today’s episode insightful and inspiring. Be sure to subscribe and follow us for more stories and strategies to help students succeed in their dual enrollment journey.

If you enjoyed today’s episode, please leave us a review and share it with your network. Until next time, I’m Diane Crum, and this has been Bridge to Success, Navigating Dual Enrollment.

https://podcasts.apple.com/us/podcast/bridge-to-success-navigating-dual-enrollment/id1764644024

https://cvhec.org/wp-content/uploads/2025/04/PodcastTranscript-Art-NL0425-v1.png 1192 2560 Tom Uribes https://cvhec.org/wp-content/uploads/2024/10/CVHEC-Logo-Primary-Color-Medium-e1728590737483.png Tom Uribes2025-04-17 06:30:342025-09-23 13:45:47SPOTLIGHT • April 2025: TRANSCRIPT – CDE podcast featuring CVHEC 

CVHEC presents at California Dual Enrollment Equity Conference ’25

March 7, 2025


CVHEC executive director Dr. Benjamín Durán (center), led the CVHEC delegation presenting the consortium’s initiatives at the California Dual Enrollment Equity Conference in Sacramento Feb. 23-26: Angel Ramirez CVHEC (panel visuals); Seth Williams, Sanger High School; Ginny Sandhu, Sunnyside High School (Fresno Unified); Taft High School Principal Mary Alice Finn; Taft math teacher Oscar Nuno; and Owynn Lancaster, College Bridge (Math Bridge Program). See photo gallery below.

CVHEC presents Master’s Upskill, Math Bridge programs

at California Dual Enrollment Equity Conference 2025

BY TOM URIBES
CVHEC Communications Coordinator

Over 650 educators, presenters and sponsors met at the 3rd annual California Dual Enrollment Equity Conference in Sacramento Feb. 23-26 including a Central Valley Higher Education Consortium delegation that presented a panel on two dual enrollment initiatives: the Master’s Upskilling Project and the Central Valley Math Bridge Program.

The statewide conference featured pre-conference sessions; two full days of keynote — including a virtual message from Dr. Sonya Chistian, California Community Colleges chancellor — and breakout presentations; and site visits to high schools in the region. It was co-hosted by the California Alliance of Dual Enrollment Partnerships (CADEP), the Career Ladders Project and the Education Trust–West.

Taft High School Principal Mary Alice Finn answers questions with the CVHEC panel: Ginny Sandhu; Seth Williams; Owynn Lancaster; and CVHEC executive director Dr. Benjamín Durán.

CADEP, an affiliated chapter of the National Alliance of Concurrent Enrollment Partnerships (NACEP), is a unified coalition committed to the advancement of equity, student success and quality in dual enrollment programs in California. Its vision is “to unite individuals, state agencies and organizations committed to dual enrollment in California to promote and advance quality dual enrollment programming across the state.”

Dr. Benjamín Durán, CVHEC executive director, led the CVHEC delegation of nine with six presenting on the panel, “Using Dual Enrollment as a tool for Math Alignment and Increasing Instructor Capacity in the Central Valley.”

CVHEC is a 28-member strong consortium that is “blurring the lines” between community colleges and their K-12 partners to provide equitable dual enrollment opportunities for students.

“Removing barriers to access is a driver for CVHEC’s dual enrollment work,” Durán said. “CVHEC serves a quarter-million students across a 10-county region and works toward impactful and transformational solutions by leveraging partnerships.”

He said he was delighted to see talented community college faculty and our K12 partners from the Central Valley showcased in a statewide convening.

“Our session was a huge success evidenced by the interest from the audience and the in-depth questions of the presenters that followed,” Durán said. “It was encouraging to see the Central Valley recognized as a statewide leader in the delivery of dual enrollment classes and pathways for students from rural areas of the region.”

Durán moderated the panel which began with a discussion about how CVHEC’s Master’s Upskilling Project is increasing dual enrollment instructor capacity by upskilling existing high school teachers to meet the minimum qualifications to teach dual enrollment courses at their high schools.

CVHEC took two valley high school English teachers who participated in the program to share their experience earning a Master’s degree and now teaching dual enrollment: Seth Williams of Sanger High School and Ginny Sandhu of Sunnyside High School (Fresno).

For the Math Bridge component of the panel, CVHEC partner College Bridge was represented by the organization’s vice president of Academic Strategy, Owynn Lancaster, who was joined by Mary Alice Finn, principal of Taft Union High School, and one of her Math teachers, Oscar Nuno.

They discussed how College Bridge is bringing together secondary and post-secondary educators to work collaboratively and creatively through Math Bridge systemically aligning college and high school math programs and creating a seamless transition for students.

Also attending the conference were CVHEC team members Ángel Ramírez, CVHEC Operations & Finance manager, and Tom Uribes, Communications coordinator.

At the conference, Durán, Ramirez and Sandhu were also interviewed for the “Bridge to Success” Podcast by Diane Crum of the Californian Department of Education that was posted March 6.

In addition to CVHEC’s panel, the Central California region was represented by Jill Jiménez, a counselor for the McFarland High School Early College Program who discussed evidence-based practices that have been the driving force in the school’s dual enrollment initiative by creating processes and procedures to enhance student participation and sustainability.

Jiménez also presented at CVHEC’s Dual Enrollment Conference held Feb. 3 in Fresno.

Members of the CVHEC’s delegation provided comments about the conference:

Angel Ramirez, CVHEC Operations & Finance Manager

“The conference served as a great, and sometimes needed, reminder that we are not in this dual enrollment work alone. It also showed me that the collaboration and sharing we have in the Central Valley are unmatched and are what propel what we do forward.”

Seth Williams, English 9 teacher – Sanger High School (community college adjunct professor – Fresno City College)

“As a dual enrollment and adjunct instructor, it was good to hear about all of the progress that is being made in helping high school students get ahead in college and to create equitable opportunities to try and level the playing field for some of our students. As I heard from districts and areas that are beginning their implementation of dual enrollment, I appreciated how far the districts I work for –Sanger Unified and State Center Community College District — have come to create a thriving program. That being said, it also showed some of the areas that we can work on to support our students even better so that there are more opportunities to help our students achieve their goals.”

Ginny Sandhu, English teacher – Sunnyside High School (Fresno Unified School District)

“At the 2025 Dual Enrollment Equity Conference in Sacramento, I had the privilege of sharing my journey as a Dual Enrollment English 1A instructor at Fresno City College. My presentation highlighted the transformative impact of the Central Valley Higher Education Consortium (CVHEC) Upskilling initiative, which funded my master’s degree and enabled me to bridge the gap between high school and college for underrepresented students. Through this opportunity, I was able to empower students who might not have otherwise accessed higher education, reinforcing the critical role dual enrollment plays in advancing educational equity.

“Beyond presenting, I gained invaluable insights from the keynote speaker and various sessions that shed light on state-level dual enrollment initiatives and their far-reaching implications. These discussions underscored how dual enrollment serves as a catalyst for student success, particularly for historically marginalized communities. Engaging with educators, policymakers, and advocates reaffirmed my commitment to this work, emphasizing that expanding access to college courses in high school is not just an educational strategy but a necessary step toward equity and social mobility.” 

Owynn Lancaster, vice president of Academic Strategy – College Bridge

“My thoughts, as a person supporting equitable dual enrollment implementation, it was really exciting to hear more success stories from folks all across the state who are now also in their implementation. It’s also really validating to hear some common challenges and hiccups that are happening for everyone and have this amazing opportunity to come together and learn from each other.”

Mary Alice Finn, Principal – Taft Union High School

“The opportunity to learn alongside other professionals at the Dual Enrollment Equity Conference in Sacramento is always a treat. The innovative ideas happening up and down the state truly highlight the creativity, tenacity, and perseverance of our students and educators to ensure they each have the voice and the support needed to be successful. As a presenter, it is an honor to share the journey TUHS has been on and help provide some ideas to those that may find value in a similar path.”

See related story: CDE Podcast featuring CVHEC

https://cvhec.org/wp-content/uploads/2025/03/CADEPpanel022425-4672e-25sm.jpeg 1872 2500 Tom Uribes https://cvhec.org/wp-content/uploads/2024/10/CVHEC-Logo-Primary-Color-Medium-e1728590737483.png Tom Uribes2025-03-07 07:40:492025-09-23 13:43:28CVHEC presents at California Dual Enrollment Equity Conference ’25

SPOTLIGHT: Dual Enrollment Week Mar. 10-14, 2025 CDE podcast

March 7, 2025

 

Sharing our dual enrollment initiatives in a California Department of Education PODCAST by Diane Crum at the recent California Dual Enrollment Equity Conference held Feb. 23-26 in Sacramento were Ángel Ramírez, CVHEC Operations & Finance manager; Ginny Sandhu, Sunnyside High School (Fresno Unified) English teacher; and Dr. Benjamín Durán, CVHEC executive director:  https://bit.ly/CDEpodcast-CVHECdualenrollment . See full transcript.

CVHEC featured on CA Dept. of Ed podcast

“The Bridge to Success: Navigating Dual Enrollment” 

 

BY TOM URIBES
CVHEC Communications Coordinator

Diane Crum – California Department of Education

To help kick off Dual Enrollment Week March 10-14, we present the California Department of Education podcast “Bridge to Success: Navigating Dual Enrollment” recorded Feb. 25 at the California Dual Enrollment Equity Conference featuring members of the Central Valley Higher Education Consortium delegation.

Interviewed and sharing our dual enrollment initiatives at the third annual statewide conference held Feb. 23-26 in Sacramento were Dr. Benjamín Durán, CVHEC executive director; Ángel Ramírez, CVHEC Operations & Finance manager, Ginny Sandhu, Sunnyside High School (Fresno Unifed) teacher who earned qualification to teach dual enrollment through CVHEC’s Master’s Upskilling Program.

The podcast by Diane Crum, Education Programs consultant in CDE’s High School Innovations and Initiatives Office, explores dual enrollment success stories from around the state of California. She dives into inspiring stories, best practices and expert insights to help students bridge the gap between high school and college.

“We appreciate the work Diane is doing through this CDE podcast with a component at the California Dual Enrollment Equity Conference for participants to share their respective dual enrollment stories,” said Tom Uribes, CVHEC communications coordinator.

 

See related story: CVHEC presents at California Dual Enrollment Equity Conference ’25

Hear the podcast:

 

https://cvhec.org/wp-content/uploads/2025/03/CADEPconfPOD022525-7090e-e1741377736805.jpeg 1550 2500 Tom Uribes https://cvhec.org/wp-content/uploads/2024/10/CVHEC-Logo-Primary-Color-Medium-e1728590737483.png Tom Uribes2025-03-07 07:00:072025-09-23 13:41:51SPOTLIGHT: Dual Enrollment Week Mar. 10-14, 2025 CDE podcast

SPOTLIGHT on CVHEC – Merced College Dreamscape Tour

March 7, 2025
Read more
https://cvhec.org/wp-content/uploads/2025/03/IMG_7293-1-scaled.jpeg 1920 2560 Tom Uribes https://cvhec.org/wp-content/uploads/2024/10/CVHEC-Logo-Primary-Color-Medium-e1728590737483.png Tom Uribes2025-03-07 06:50:322025-09-23 13:42:40SPOTLIGHT on CVHEC – Merced College Dreamscape Tour

HIGHER ED NEWS: Complete College America (CCA) ‘Math Pathways’ report

January 16, 2025


 

Complete College America ‘Math Pathways 2.0’ report fosters

national conversation about corequisite support for students

Complete College America (CCA) has released its latest report, Formula for Success: How to Support Every Student Through Math Pathways that, drawing from extensive work with institutions nationwide, offers a comprehensive framework for implementing math pathways 2.0 and transforming mathematics education in ways that support student success and advance equity goals.

“Building on the concept that the math courses students take should be relevant to their programs of study and career goals, we now expand to think about how students are brought in and supported through corequisite support,” said Brandon Protas, Ed. D., assistant vice president for Alliance engagement at CCA.

Dr. Benjamin Duran, CVHEC executive director, with Complete College America officials at CCA’s national conference in November in Indianapolis: Dr. Brandon Protas, assistant vice president for Alliance Engagement; Nichole Mann, M.A. Alliance Engagement director; and Dr. Dhanfu E. Elston, chief of staff and senior vice president for Strategy.

“When we look across the country, there is a lack of consistency in the courses that make up the math pathways sequences, particularly for STEM,” Protas added. “CCA is now sharing clear recommendations of what courses should be part of this sequence to maximize student success.”

Dr. Benjamín Durán, executive director, of the Central Valley Higher Education Consortium, welcomed the report as reinforcement for work CVHEC members and partners such as the Dana Center at the University of Austin (Texas) are pioneering in Central California.

“The CCA Math Pathways report emphasizes the importance of effective math placement processes that put students first,” said Durán who is also president-emeritus of Merced College. “This ideology aligns with the math alignment, AB705, and AB1705 work that is being done by our Math Taskforce here in California’s Central Valley. Seeing the country moving in the same direction with math pathways is really encouraging.”

Key highlights of the report published Jan. 8 include:

  • Introducing the concept of math pathways 2.0, building on existing math pathways work, insights, and successes
  • Specific recommendations on aligning gateway courses with programs of study
  • Providing strategies for implementing effective math placement processes that start with student goals
  • Outlining approaches for providing math corequisite and other student supports
  • Offering guidance for measuring success and tracking student outcomes

The report provides critical insights for higher education leaders, faculty and staff committed to removing barriers in math education and expanding access to and success in all programs of study, particularly for historically excluded students. Additionally, the publication also includes specific recommendations for courses in the STEM pathway to ensure alignment with every student’s program of study.

Formula for Success rolls out math pathways 2.0, addressing critical challenges in postsecondary math education the persistent use of prerequisite remediation, inconsistent gateway course requirements across institutions, and practices that inadvertently steer students away from STEM pathways. By offering specific strategies to overcome these obstacles, including backmapping gateway course content, revising course placement processes, and providing corequisite support in gateway courses, the report provides a roadmap for colleges, universities, and systems to implement math pathways that work for all students.

The report builds on years of research and practice in mathematics education reform, particularly focusing on the nuances and challenges of math pathways in STEM fields. By working directly with colleges and universities of all types, CCA has developed a comprehensive approach that helps institutions close performance gaps and address inequities in student success. 

Download the full report to learn how your institution can implement effective math pathways that support every student’s success.

See CCA press release.

The Central Valley Higher Education Consortium (CVHEC) is a member of the Complete College America (CCA), a bold national advocate for dramatically increasing college completion rates and closing institutional performance gaps by working with states, systems, institutions and partners to scale highly effective structural reforms and promote policies that improve student success. Dr. Benjamín Durán, CVHEC executive director, serves as an alliance lead responsible for providing oversight and coordination for local initiatives as well as CCA-sponsored projects, acting as a strategic thought partner and leader and promoting the efforts and importance of CCA. Other CVHEC team members serving as CCA leads: Elaine Cash, policy; Ángel Ramírez, equity; and Tom Uribes, communications.

 

See the “CVHEC What is Happening Blog” in our January 2025 newsletter for the keynote speech delivered at CCA’s national conference November 20, 2024 in Indianapolis by Dr. Jaime Merisotis, president of the Lumina Foundation.   

 

CVHEC sent a delegation to the three-day conference Nov. 18-20 (see CVHEC photo gallery below) which drew 800 participants from throughout the country who heard Dr. Jamie Merisotis, president of the Lumina Foundation, issue both an alarm that higher education is at a crossroads and a call to positive action through system changes in higher ed: Tom Uribes (CVHEC communications); Delta College President Lisa Aguilera Lawrenson; Dr. Benjamín Durán (CVHEC executive director); Coalinga College President Carla Tweed, Elaine Cash (CVHEC grants), Coalinga College English Professor Brandy Wilds; Ángel Ramírez (CVHEC operations/finance).See blog and photo gallery: https://bit.ly/CVHECblog-CCA24keynoteMerisotisLumina.

 

See CVHEC Math Task Force stories:

Math Task Force AB1705 collaborations to continue – November 15, 2024

AB1705 update: Math Task Force Convening draws state higher ed officials – October 4, 2024

AB 1705: Math Task Force sets Oct. 25 reconvene with 3 strands – September 12, 2024

Math Task Force resumes AB1705 curriculum planning April 19 – April 17, 2024

WHAT THE CV-HEC IS HAPPENING BLOG (April 2024): AB1705 – Dana Center analysis of CCCCO memo – April 17, 2024

Math Task Force continues AB 1705 work with April 19 convening – March 15, 2024

Valley’s math ed experts unite to address AB 1705 challenge for student success – January 18, 2024

The CVHEC Way to Math Success — Implementing AB1705 – December 20, 2023

Math Task Force begins discussion of AB1705 implementation – Nov. 17 next – November 1, 2023

CVHEC Math Task Force meets in-person Oct. 13 for AB 1705 follow-up   – October 10, 2023

MATH TASK FORCE: ‘Something extraordinary’ (Jan. 26 wrap) – February 23, 2024

CVHEC SPOTLIGHT: Math Task Force Convening Jan. 26 in the news – February 23, 2024

NEWS RELEASE – CVHEC Math Task Force: Impactful legislation (AB 1705) Convenings Oct. 6 & 13 – September 28, 2023

CVHEC Website Feature: Math Task Force Page – September 7, 2023

WHAT THE CV-HEC IS HAPPENING BLOG (October 2022): AB 1705 – What Does It Do? – October 19, 2022

New Remedial-Education Reform Bill: Central Valley colleges help lead the way – June 23, 2022

https://cvhec.org/wp-content/uploads/2025/01/image001.png 267 570 Tom Uribes https://cvhec.org/wp-content/uploads/2024/10/CVHEC-Logo-Primary-Color-Medium-e1728590737483.png Tom Uribes2025-01-16 07:15:422025-09-23 13:25:04HIGHER ED NEWS: Complete College America (CCA) ‘Math Pathways’ report

CVHEC DIRECTOR’S MESSAGE (December 2024): Happy Holidays!

December 18, 2024

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!!

https://cvhec.org/wp-content/uploads/2024/12/HolidayCard-CV24-v3final-ss.png 1634 2613 Tom Uribes https://cvhec.org/wp-content/uploads/2024/10/CVHEC-Logo-Primary-Color-Medium-e1728590737483.png Tom Uribes2024-12-18 11:00:382025-09-23 13:24:00CVHEC DIRECTOR’S MESSAGE (December 2024): Happy Holidays!

What the CV-HEC is Happening Blog – December 2024: Year-In-Review

December 18, 2024
Read more
https://cvhec.org/wp-content/uploads/2024/12/YrRvw24-main-art-v4.jpeg 500 800 Tom Uribes https://cvhec.org/wp-content/uploads/2024/10/CVHEC-Logo-Primary-Color-Medium-e1728590737483.png Tom Uribes2024-12-18 10:56:312025-09-23 13:29:44What the CV-HEC is Happening Blog – December 2024: Year-In-Review
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