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Coastline Blog

Coastline In The News

2021

January

• 01/02/21 - Coastline College Ranked #1 in CA for Diversity

2020

December

• 12/11/20 - Citing Family, Coastline College President Announces Retirement
• 12/08/20 - 3 Ways to Increase Student Engagement in Online Learning
• 12/01/20 - Career Counseling and Decision-making for Latinx Transfer Students

November

• 11/24/20 - Be a Lifesaver for Coastline College Students This #Giving Tuesday
• 11/20/20 - Orange County's Coastline College President Announces Retirement After More Than A Decade of Service
• 11/17/20 - How to Build Digital Media Dual Enrollment Through College & Career Access Pathways Partnerships

October

• 10/29/20 - Dates for Newport-Mesa Secondary School Transition to Hybrid Instruction Confirmed
• 10/29/20 - Dr. Aeron Zentner is the Recipient of the Institutional Effectiveness Project of the Year Award
• 10/19/20 - Training Up Tomorrow's Cyber Sleuths, Today: Bringing Digital Forensics Programming To Pre-College Students
• 10/19/20 - Coastline College Recognized as Top 100 Nationwide and Top 10 by Hispanic Outlook
• 10/14/20 - Help Keep Coastline Students Still Affected by the Covid-19 Pandemic in College
• 10/13/20 - Commentary: I've Learned Lessons in China that Newport-Mesa Can Apply to the COVID Fight
• 10/05/20 - Coast Community College District Says Distance Learning Will Continue Into Spring
• 10/01/20 - Coastline's Cybersecurity Program Featured on the NICCS CAE Highlight Page

September

• 09/23/20 - The Coastline Pantry Has Moved
• 09/04/20 - Student Servies Center is Under Construction

August

• 08/06/20 - Coast Community College District Revision of Natural Hazard Mitigation Plan

July

• 07/16/20 - National CyberWatch Center Announces Winners for 2020 Innovations in Cybersecurity Education Program
• 07/14/20 - Statement on the Reversal of Federal Guidance on International Students

June

• 06/30/20 - Crises Like The One We're In Make Clear That Community Colleges Are Essential
• 06/29/20 - Coastline College Leading the Way in Online Libraries and Higher Education Distance Learning
• 06/18/20 - Coastline College Now Open for Fall Registration
• 06/17/20 - CSUF’s OLLI Honors Woman for Lifelong Learning that Led to Advocating for Elderly
• 06/12/20 - Early College High grad Paola Mendoza started on pathway to college at 14

May

• 05/18/20 - Coast Colleges Plan To Teach Most Fall 2020 Classes Online
• 05/18/20 - Status Update: Orange County’s Jobless Can Apply For $800 From Workforce Program
• 05/15/20 - COVID-19 Likely To Keep Some Local College Classrooms Empty This Fall
• 05/15/20 - Support Coastline College Biotechnology Students Printing 3D Masks to Help Prevent COVID-19
• 05/14/20 - Cyber Hero Steve Linthicum Advances Community Colleges' Role in Cybersecurity Education
• 05/12/20 - Coast Colleges' Graduates to be Celebrated During Virtual Commencements
• 05/07/20 - Coastline College Vice President of Instruction is the Recipient of The Aspen Institute College Excellence Program

April

• 04/23/20 - Coastline College Ranks #4 Nationwide

• 2005

  2005

  December

  • 12/20/05 - Vietnamese Immigrants Give $1 Million to College

January 2, 2021

Coastline College Ranked #1 in CA for Diversity

COMMUNITY COLLEGE REVIEW

For the 2020-21 school year, there are 196 top community colleges located throughout California (124 public colleges and 72 private colleges), serving 1,517,563 students.

For California community colleges, the average tuition is approximately $1,636 per year for in-state students and $6,797 for out-of-state students. For private community colleges, the average yearly tuition is approximately $19,157 per year (view national tuition costs).

The average community college acceptance rate in California is 86% (view national acceptance rates).

California community colleges have a diversity score of 0.73, which is higher than the national average of 0.65 (view national diversity statistics).

Minority enrollment is 68% (majority Hispanic) and the student:teacher ratio is 44:1.

December 11, 2020

Citing Family, Coastline College President Announces Retiremen

Los Angeles, CA, (December 11, 2020) LA TIMES DAILY PILOT

Loretta Adrian hasn't left Orange County yet, but she's already thinking about all the things she's going to miss.

She said she'll miss her faculty, staff and colleagues. She'll miss the students at Coastline College, where she's served as president for the three satellite campuses for over a decade. And she'll miss the abundance of Vietnamese food here — "I love food," she added, laughing.

There's other things Adrian will miss when she retires in June but for now, she's enjoying her time before she steps down.

Adrian announced her retirement in November, saying she wanted to try something new and spend more time with her youngest son and her 11-year-old grandson before "he becomes a teenager and he doesn't want to hang out with me."

"I always think I don't get stressed with my job because I love it, and I've really enjoyed my time at Coastline, but I really am at a point where I feel like I need to pay attention to my family more," Adrian said, adding that her youngest son is a single father in San Diego and she wants to be able to help take her grandson from one place to another.

"I do believe that organizations get renewed with new leadership," Adrian said. "Orange Coast College hired a new president last year. Golden West [College] hired a new president about two years ago. I think it's about time Coastline did too."

Adrian first came to Coastline College in July 2010, but worked previously at other community college campuses such as San Joaquin Delta College, San Diego Mesa College, College of San Mateo and Skyline College. Coastline was her first presidency.

"I probably stayed longer than I thought I would, but I've really enjoyed my time," Adrian said.

Of her highlights at Coastline, Adrian spoke to the "spirit of innovation" in her peers and for the college's student-centered approach. She was proud of the launch of the college's Guided Pathways model this fall, the college's accreditation and the construction of the Newport Beach campus and the renovations to the Westminster and Garden Grove campuses.

The year has been a challenging one, but the advantage of Coastline is that many of its programs were already online. Adrian said she felt the unique culture of the community college lent itself to pivoting quickly at the start of the pandemic. The bigger issued laid with a decline in enrollment and budgetary challenges.

Staying connected with students and staff was a priority, Adrian said.

She referred to each accomplishment as one made through the collaboration of the constituents involved — a fact two of her vice presidents pointed to as representative of her time as president at Coastline College.

"She really turned to the faculty, the staff and the managers at the college to help in shaping who we were as we continued to evolve as an institution," said Vince Rodriguez, vice president of instruction.

"She had a general vision of wanting to continue to build on our innovative spirit. She really would turn over and over again to us to say: 'OK, what are your thoughts? How do we get there? What are your ideas?' And really let the community of our college to grow," Rodriguez said. "She definitely had the vision, but she let the employees set how we would get there and give us the support."

Christine Nguyen, vice president of administrative services, described Adrian as the "epitome of shared governance," adding that Adrian would often involve all stakeholders in the decision-making process where possible. She said Adrian often brought in all committee members at every level to weigh in on new hires, even though the call, by that point, was hers to make.

Rodriguez said one of the highlights of Adrian's presidency at Coastline was the professional development of faculty and a shift toward decision-making by consensus as opposed to by vote alone.

"For me, she has been a great mentor," Nguyen said. "She's not only my boss, but she has mentored me in so many ways and given me opportunity to grow under her watch."

Aeron Zentner, the dean of institutional effectiveness, said he appreciated Adrian as a leader who trusted her staff to be innovative and "push the envelope."

"I was 29 when I became a dean," Zentner said, "and so she took a chance on me. I wanted to thank her for giving me the opportunity."

Zentner said he remembers once throwing out wild ideas for a grant during a meeting and Adrian giving him and others the go-ahead to pursue it. He described her as someone who never told them "no" when it came to exploring possibilities.

"She was a champion of innovation for Coastline, which, with her support, has led to us trying, testing, failing, learning and growing in so many areas," Zentner said.

Adrian said she hopes to stay in touch with her colleagues, even as she plans to leave to move back to San Diego some time in the next two years. She plans on staying in her Huntington Beach home for a while longer after her retirement from Coastline, in no short part because of the pandemic.

The college will begin interviewing over the next six months and is expected to hire Adrian's successor by July 1.

Adrian said she hopes the new president will take the time to get to know the faculty, staff and students and strengthen and nurture what makes the college unique.

"We've overcome some really big challenges, and we've been able to create a lot of really impressive things and achieve impressive things because of that culture that's really special," Adrian said. "Take the time to know them, work with them and support them because they are the foundation and heart of Coastline."

December 8, 2020

3 Ways to Increase Student Engagement in Online Learning

User-friendly navigation, videos and ongoing feedback can help instructors take their teaching to the next level.

An audio version of this article is available on the EdTech website.

For faculty teaching online, one of the most persistent challenges is finding ways to generate the same level of interpersonal interaction possible with students in person. Such engagement is essential for student success.

In one study published in the journal Computers & Education, researchers from Columbia University's Teachers College observed various elements in 23 online courses at two community colleges. They found that the top factor determining students' grades was the level of interpersonal interaction between students and the instructor and among students themselves. Although that study was conducted a few years ago, its findings resonate today: Students who interacted more received a full grade higher than those who lacked interpersonal interaction.

Instructors who are less experienced with remote learning may need guidance to ensure that online courses address both interpersonal and pedagogical aims. In a webinar hosted by University Business in July, the discussion focused on key strategies to do just that.

"Meaningful interactions - teacher-student and student-student - are very strong and important drivers" of course quality, as well as the perception of course quality, said panelist Cheryl Chapman, the department chair of career education for Coastline Community College in California.

"This point cannot be overstated," she said. "It's extremely critical. With course content and assignments, you want to build meaningful interactions throughout the course."

Chapman offered three ways to optimize and humanize online course design.

1. Maximize Clarity in Online Course Structure and Navigation

Even highly engaging content will be hard for students to absorb if the instructor has set up a course in a confusing manner. Clear course navigation is critical, and the type of rubric that an instructor chooses, whether free or paid, can have a big effect on the user experience.

To plan an online course, Chapman recommends that instructors start with the end in mind: First, figure out which learning objectives instructors will assess students on and what students should learn in the course. Then, link lesson and chapter objectives to these objectives. In addition, each module or unit of learning should be sequential and easy to find. One of the advantages of online learning is that students have all the material at their fingertips, which makes it easy to review as needed - but that only works if the process of locating it is easy and intuitive.

2. Add a Personal Touch with Videos by Students and Instructors

Student feedback has shown that when students perceive that an instructor is making an effort to engage with them online, students are more likely to put energy into the course.

"Show and share, and don't be afraid to be ‘out there’ in your online course as much as you would be in the classroom," said Chapman.

At the very least, she said, she recommends that instructors create a one-minute introduction video and a three-minute course tour that explains the navigation and syllabus. Other ideas include announcement and encouragement videos throughout the week, spontaneous videos when an instructor comes across something relevant to share and videos that provide feedback on student work.

To spur more interaction, ask students to share their own video work: introductions, presentations, practical skills demonstrations and peer reviews after students upload a first draft of a project.

3. Ask for Student Feedback Throughout the Course

Continuous improvement is important for helping instructors develop their own skills teaching online and for adapting a course to the needs and preferences of a specific group of students. The flexibility of online courses allows for more options and opportunities to adjust course content and/or structure during the semester based on student feedback. Anonymous surveys, for example, help instructors gauge how students’ perspectives may change over time.

Student input is especially helpful for those new to teaching online. To really gain an understanding of students' experience, instructors might even consider taking an online class in an unfamiliar subject themselves. This can yield valuable insights into the challenges that may arise for online students and help instructors figure out how to be proactive in addressing them.

By Suchi Rudra

Suchi Rudra is a content writer and travel journalist with 15 years of experience writing B2B and B2C content for small businesses and major brands.

December 1, 2020

Career Counseling and Decision-making for Latinx Transfer Students

By Paolo Varquez (December 1, 2020) National Career Development Association / NCDA

Research Background

Latinx students make up nearly half (46%) of California community colleges' student population who eventually transition to the workforce; however, only 40% complete their academic programs within six years (California Community College Chancellor's Office, 2018; Campaign for College Opportunity [COC], 2018). Community college (CC) students may struggle to complete their education within six years due to a lack of career guidance (COC, 2015). In a national survey of over 350,000 community college students, 48.6% of Latinx CC students had never used career counseling; yet, 63% said career counseling was very important (Community College Survey of Student Engagement, 2019).

Career practitioners can better understand this gap by examining the results of a qualitative study aimed to understand how Latinx transfer students at a public university described their career and major decision-making process during their time in CC, how institutional agents played a role in their career and major-decision process, and their experiences with career counseling.

The research design for this qualitative study was hermeneutic phenomenology where authors acknowledge that their backgrounds could influence their interpretation of a phenomenon (Heidegger, 1962). Purposive sampling was employed to recruit Latinx students at a public regional university in Southern California who transferred from a community college. Audio-recorded face-to-face interviews were employed to collect data. Colaizzi’s (1978) seven steps of phenomenological data analysis were utilized.

Thematic Results

Participants shared several recommendations that career practitioners can use to guide their practices, such as the following:

Interactions: Participants described positive interactions in and out of the classroom with institutional agents (IA) such as faculty, staff, or peer mentors. These individuals discussed topics beyond academics and played multiple roles for students such as being a knowledge agent, bridging agent, advisor, advocate, resource agent, and a recruiter for their on-campus organization.

Participants found it helpful when faculty shared their own career and academic journeys with students or invited guest speakers to describe their experiences. Participants also found that informational interviews helped them choose an occupation aligned with their majors or change majors entirely.

Involvement: Involvement such as work-based learning, internships, job shadowing, or volunteering also influenced career/major decisions. Two out of three participants said involvement would have better prepared them for their field and a third reinforced or changed their major because of these experiences. Although involvement was helpful for career-decision making, many of the participants mentioned that they did not know about these opportunities and only a few of their instructors knew about them.

Community Repayment: Participants also described a desire to give back to their communities. One wanted to become a lawyer who advocated for Spanish-speaking families; another aspired to become an elementary teacher to advocate for undocumented children. Participants also wanted to acquire a college degree to honor their families’ sacrifices.

Changing Majors: Out of the 13 participants, nine were decided on a major in the beginning of their college career and four were undecided. Seven of these individuals changed their majors. Only two participants completed community college with their initially intended major. Participants found career exploration courses and career assessments helpful for choosing their major.

Institutional Navigation: Several participants described that they lacked an awareness about ways to navigate their institutions. While they had family who supported them, they could not help them navigate the campus, so they relied on institutional agents to guide them. Participants often felt lost, experienced poor service, and felt a lack of community during college. They mentioned that resources centers and discipline-specific student organizations would be helpful during enrollment in college.

Unawareness of Career Counseling: Participants identified career counseling as an important and beneficial service. Five participants said they would have transferred or graduated earlier if they received career counseling, particularly in the beginning of their community college journey. Most participants could not recall receiving career counseling; instead, they recalled appointments with counselors as focusing too much on selecting their courses. All participants were unaware that counselors provided career counseling.

Mixed Counseling Experiences: While all participants highlighted the importance of the counselor-to-student relationship, some experienced frustration having to explain their scenarios to different counselors and preferred one consistent point of contact. Participants used several positive traits to describe counselors, such as supportive, encouraging, and flexibility.

Photo By Jeswin Thomas On Unsplash

Recommendations

While participants articulated the benefits of experiential learning and described institutional agents as influential to their development or learning, they often were unaware of career counseling resources or ways to navigate the institution. Practitioners can apply the following recommendations to resolve this gap.

Offer early engagement in career exploration. Participants’ ongoing uncertainty about their majors or careers demonstrate the need for exploration before they enroll in their courses. For example, students may take a career assessment as a part of the matriculation process. Career practitioners can also recommend career exploration courses and early work-based learning; this empowers students to explore, discuss, and plan for relevant experiences such as campus organizations, internships, volunteering, and/or work in their field of study. Students who gain experiences in their field can better determine whether their career path and major are suitable.

Create a Personalized Institutional Agent (IA) network. During enrollment, community colleges can invite students to complete a questionnaire that gathers information about their academic and career goals or personal identities. Then, institutions may match students with appropriate institutional agents based on the information they shared. These networks can include discipline-specific counselors, faculty advisors, peer mentors, and club advisors. Students can also be matched with institutional agents who share salient identities (e.g., undocumented, first generation, Spanish speaking, parent, veteran).

Leverage faculty. Some instructors in this study provided extra credit as incentives for students to visit campus services, join student organizations, and attend campus events. Participants also recommended instructors invite guest speakers from their field of study to their classes to talk students about their educational, career, and personal journeys. Instructors could also integrate work-based learning opportunities as assignments so students could apply what they are learning in the classroom in the real-world setting.

Responding to the Needs of Latinx Students

Latinx students describe a desire for early career exploration, experiential learning, and personal relationships with institutional agents. Career practitioners are poised to respond to these needs and empower Latinx students to clarify their goals and be competitive upon graduation. If implemented, these recommendations could improve practices to better serve Latinx students in community colleges and lead to upward mobility.

To view references for this article, view on the NCDA website.

November 24, 2020

Be a Lifesaver for Coastline College Students This #Giving Tuesday

Orange County, CA, (November 24, 2020) GLOBE NEWSWIRE

Giving Tuesday is the charitable response to Black Friday and Cyber Monday, a day of giving held annually on the Tuesday after Thanksgiving. It is the way to kick off the philanthropic holiday season and inspire people to give back in impactful ways to those in need by donating to charitable causes. Coastline College is participating in #GivingTuesday and is asking the collective help of alumni, employees, local businesses, and the community to join our "Save Our Students" campaign for this #GivingTuesday. This worldwide day of generous giving begins next Tuesday morning, December 1, 2020.

Coastline students continue to be affected by the economic impact of COVID-19. Vulnerable students need urgent financial assistance for food, rent, basic necessities, childcare, textbooks, tuition, and more. Your donation, on Giving Tuesday, can help these students stay afloat, by providing emergency funds to assist students with shortcomings that would otherwise force them to drop out of college.

Coastline’s "Save Our Students" #GivingTuesday campaign will benefit Coastline students and such programs as the Coastline Promise, Veterans Resource Center (VRC), the General Scholarship Fund, and the Special Programs and Services for the Disabled (such as those participating in the Acquired Brain Injury Program or students with Intellectual Disabilities).

Coastline College is committed to our student success and provides an array of support programs and services to meet the diverse needs of our students, including financial assistance with tuition, textbooks, laptops, housing, food banks, counseling, health care, disability accommodations, and more, through scholarships, endowments, and other financial programs. To ensure that our student community will continue to receive these programs, we rely on the support and generosity of our community.

Please challenge yourself this December 1, 2020, to join our "Save Our Students" campaign and help make a positive impact on someone’s life. Every donation received will go to making these things possible for those in need. During this season of thanks, we are moved by every gift no matter the amount or designation.

Please help us next Tuesday and join our #GivingTuesday "Save Our Students" campaign fundraiser. Donations can be made online at https://www.coastline.edu/events/giving-tuesday-2020.php beginning on the morning of December 1, 2020. If you require assistance processing your gift, please call (714) 241-6154 or email Coastline College Foundation at foundation@coastline.edu

Spread the word! Post to Facebook, Instagram and Twitter: #GivingTuesday #SOS4Students and share why you donated in support of the Coastline College Foundation.

November 20, 2020

Orange County's Coastline College President Announces Retirement After More Than A Decade of Service

Orange County, CA (November 20, 2020) FOR IMMEDIATE RELEASE

Dr. Loretta Adrian, Ph.D., has announced her retirement as President of Coastline College after more than ten years of leading the college. Dr. Adrian joined the Coast Community College District as the sixth president of Coastline Community College on July 1, 2010.

"I cherish the time I have spent at Coastline working alongside highly dedicated faculty and staff whose work remains steadfastly focused on students. I am immensely proud of our shared accomplishments as well as the tenacity and creativity by which we overcame challenges. Coastline is truly unique, with a culture that values and exemplifies personal connections, caring, innovation, grit, and excellence. The next president will be very lucky to be part of this great organization."

Coastline founded originally as a "college without walls," is one of the three colleges in the Coast District. Coastline is one of the nation's most innovative colleges known for its advancements in distance and online education in the field delivering on-site and hybrid classes to students close to their homes locally, and through online learning nationally and internationally.

"Coastline College is a transformative power for students and the communities we serve," said David Grant, president of the Coast District Board of Trustees. "Dr. Adrian is an equally transformative leader in the history of Coastline, turning the vision of the college into today's reality."

Dr. Adrian has been a champion of innovation for the last ten years, deepening the college's commitment and practice of "students-first" philosophy, and supporting the faculty and staff. During her tenure, Coastline grew enrollment, increased student completion, and systematized integrated planning. Coastline became the first CA community college to be designated as a Center for Academic Excellence in Cyberdefense Education and became a minority serving institution - both Asian and Hispanic Serving. Dr. Adrian oversaw significant changes at Coastline during her tenure, including the opening of the beautiful and sustainable new campus that opened in Newport Beach in July 2012, and the construction of the much-anticipated Coastline Student Services Center, which is set to open in Fountain Valley in 2022.

Dr. Adrian's entire career is driven by a passion for putting students first and helping others achieve their greatest potential," said Coast District Chancellor John Weispfenning. "Her fellow presidents and I have benefitted from Dr. Adrian's vast experience and commitment to public higher education."

Dr. Adrian plans to retire at the end of the Spring 2021 semester as of June 30th, after which she will spend time with her son and grandson in San Diego. Her letter to the campus community can be viewed on Coastline's Office of the President website page. The Coast district intends to launch a nationwide search for a new president.

"Dr. Adrian has been a guiding star for Coastline College as we meet students where they are," said Dr. Deborah Henry, Academic Senate President, Coastline College. "Dr. Adrian's collegial management style and incredible ability to listen and support faculty will be sorely missed. The faculty of Coastline wish her a joyful retirement."

November 17, 2020

How to Build Digital Media Dual Enrollment Through College & Career Access Pathways Partnerships

Orange County, CA, (November 17, 2020) FOR IMMEDIATE RELEASE

On Friday, November 13, 2020, Coastline Professor of Digital Graphics, Angela Gomez-Holbrook, and Don Bui, Dual Enrollment Project Manager, shared their experience on a Zoom webinar with 47 students from 35 schools in developing digital media dual enrollment with K-12 partners through the College & Career Access Pathways partnerships. Coastline has a robust dual enrollment program that includes Adobe certification exams, portfolio development and business basics curriculum. In addition, the Coastline Digital Media program searches for internships, job shadowing for students and has several students interning and working as designers in its marketing department.

Digital Media classes are among the most popular electives in California high schools, and demand for them is growing in dual enrollment offerings. Coastline College's dual enrollment program opens the door to many high school students from local districts to earn certificates before they graduate high school. And with the recent approval of 2 new 9-unit certificates of specialization, a new AA degree and an 18-unit certificate of achievement for spring 2021, Coastline expects to raise its yearly award average.

October 29, 2020

Dates for Newport-Mesa Secondary School Transition to Hybrid Instruction Confirmed

Newport Beach / Costa Mesa, CA, (October 29, 2020) NEWPORT BEACH INDEPENDENT

At their October 27 Board of Education meeting, the Newport-Mesa Unified School District Board of Education took action to set dates for secondary schools to transition to hybrid in-person instruction.

Costa Mesa Middle and High School, Corona del Mar Middle and High School, Ensign Intermediate School, Estancia High School, Newport Harbor High School and TeWinkle Middle School will transition to hybrid in-person instruction on November 9, 2020.

Early College High School will remain in distance learning until further notice due to challenges related to their alignment with the Coastline Community College system.

To allow teachers time for professional development as they make final preparations to transition to hybrid in-person instruction, Friday, October 30, 2020 will be a non-instructional day for secondary students (this excludes Early College High School, Special Day Classes (7-12), Elementary (PK-6) and Cloud Campus).

Due to this change, January 11, 2021 will be a student instructional day.

The Board also approved a revised hybrid instructional model that addresses several areas that were needed to better support students in this challenging environment. The features of the revised hybrid model include:

• Two cohorts to reduce the number of students on campus at one time by approximately 50 percent.
• Two days of in-person instruction, two days of at-home learning, and one half-day distance learning per week.
• During at-home learning days, students and teachers connect during the assigned period.
• At-home learning may include simultaneous, synchronous, asynchronous, and/or independent learning. This provides more frequent teacher-student contact focused on providing continuity of Instruction.
• As needed, there will be an option to learn at-home every day while remaining at current school.
• Student support with teachers is included four days a week in the bell schedule
• One half-day per week will be dedicated to ongoing teacher professional development and/or meeting time including strategies and practices specific to hybrid instruction.

Further site-specific information about the instructional model, schedule and option to learn at-home will be shared by school administration.

For more information, visit https://web.nmusd.us.

October 29, 2020

Dr. Aeron Zentner is the Recipient of the Institutional Effectiveness Project of the Year Award

Fountain Valley, CA, (October 29, 2020) GLOBE NEWSWIRE

Aeron Zentner, Dean of Institutional Effectiveness: Research, Analytics, Accessibility, Planning, and Grant Development at Coastline College was recently honored by the Research and Planning Group (RP Group), a distinguished research and education focused non-profit, formed almost 30 years ago to advocate for and support the use of data and evidence to encourage effective policy and practice within the California state community colleges. The RP Group organization strives to build a community college culture that views planning and institutional effectiveness as integral, collaborative strategies, that work together to promote student success, increase equitable outcomes, improve college operations, and inform policymakers.

The award recognizes excellence and outstanding achievements in research, planning, and institutional effectiveness and represents a project that addresses models, process, or tools that serve as a breakthrough in areas of institutional effectiveness. Under Dr. Zentner's leadership and guidance, Coastline College developed an instructor-led data coach training online course, entitled "Data Training and Coaching for Higher Education Professionals."

The course provides colleges the opportunity to train their own data coaches by presenting the fundamentals of applied data analytics, data collection, data analysis, data presentation, and facilitating conversations using data in a higher education setting. Tools and activities included in the course can be adopted and adapted to help institutional researchers expand their efforts to strengthen data awareness, access, application, and confidence to utilize information to build and support planning, innovation, and change. The instructor-led online course shell is available for free on Canvas Commons.

According to Dr. Zentner, "In building this infrastructure to strengthen data literacy, we wanted to develop a data coach training course and activities (e.g. data labs, micro workshops, interactive web tools) that support data awareness, access, analysis, and action. We complemented this vision by encouraging cross-functional cohorts, which fostered new collaborations in support of building a community of practice around data utilization."

Dr. Zentner has been a Dean at Coastline for over six years and has focused on developing and implementing effective data analytics processes and facilitating strategic planning efforts to foster a community of data literacy, innovation, and change. He and his team has completed over 5,000 research related projects and been awarded over 40 grants. Dr. Zentner has published over 70 working papers and articles around innovation, leadership, strategy, and higher education and has delivered statewide, national, and international presentations on similar topics.

Dr. Zentner's educational credentials include a Doctor of Business Administration (D.B.A.) with an emphasis in Strategy and Innovation, a Master of Science in Administration (M.S.A.), a Master of Science in Leadership (M.S. L.) and a Bachelor of Arts in Communication and Business Administration (BA). He also has certifications in data science, executive data science leadership, leading breakthrough innovation, innovation leadership, disruptive strategy, qualitative research methods, foresight practitioner, root cause analysis, total quality management, six sigma, and project management.

October 19, 2020

Training Up Tomorrow's Cyber Sleuths, Today: Bringing Digital Forensics Programming To Pre-College Students

Online (October 19, 2020) FORENSIC FOCUS

At DFRWS-USA this year, a keynote talk delivered by David Cowen, Managing Director at KPMG, highlighted what he called "a world of opportunities" for research in new - and yet undiscovered - categories of digital forensics.

DevOps, cloud forensics, and ephemeral containers and data are just a few of the areas ripe for study - even as instructors and professors work to stay abreast of emerging technology and trends.

This is no small task, and increasingly, forensic professionals are recognizing the need for students to have a foundation in forensic basics long before they ever join an undergraduate program.

The answer: middle and high school camps, clubs, and classes, which offer a blend of hands-on experience and instruction from practitioners. We're highlighting four of these:

• The Cyber Sleuth Science Lab
• CyberTech Girls and GenCyber camps
• SANS Cyber Camp
• The Computer Science Club at New Jersey's Middlesex County Academy (MCA) for Science, Mathematics and Engineering Technologies

Education and immersion for the next generation of forensicators

Two conference presentations over the summer described how early immersion could help fill an occupational gap and improve diversity in cyber.

Daryl Pfeif, Founder and CEO of Digital Forensics Solutions, spoke also at DFRWS-US about the Cyber Sleuth Science Lab (CSSL) she founded in 2016. The following month, Tobi West, a professor at Coastline College in Garden Grove (California), spoke at the annual High Tech Crime Investigation Association (HTCIA) conference about an initiative she founded, CyberTech Girls, and the camps she's hosted for the National Science Foundation- and National Security Agency-funded GenCyber.

The events' first goal is to help youth understand potential education and career pathways. "[High school] students are aware of hackers or heard of cybersecurity, but they don't have a good understanding of the whole world of jobs [in the sector]," Pfeif explained. "Why wait to get students interested in college? For some that will be too late."

West added that the one-day CyberTech Girls events address the "pivotal moment" in middle school when girls tend to form their career interests. That, she said, is a matter of making sure they're aware of different types of careers and where they might fit.

The GenCyber events consist of week-long camps that are more immersive, allowing adult mentors more time to talk to girls about activities and career potential - not just the "hoodie hacker," said West, but the variety of opportunities that are available to the girls.

For example, an upcoming event, planned for July 2021, will focus on careers in the U.S. Federal Bureau of Investigation (FBI), bringing students to the Orange County Regional Computer Forensics Laboratory (RCFL) so students can get a sense for what it's like.

These kinds of programs, Pfeif and West hope, will improve the ratio of women and others from groups who are underrepresented in cyber - those who, both founders stressed, could be self-selecting out of the field either because it isn't diverse, or because they think it's limited to coding.

That was apparent in Pfeif's home city, New Orleans, which she said doesn't have a significant tech community. "We needed to bolster not only a diverse workforce, but also more diversity in jobs," said Pfeif, adding that the same holds true in many communities in the United States. "A career in DFIR has the potential to fuel systemic change and a chance to escape multi-generational poverty."

It starts by teaching digital forensic science in a virtual learning environment, a format that was valuable even before the pandemic: its flexibility allows for the CSSL to be delivered in a number of formats. "Summer camps, intensives, in class, after school: any way you could bring Cyber Sleuth to youth near you, we're on board," Pfeif said.

A virtual toolkit includes digital forensic tools and scenario datasets, while a virtual lab incorporates age-appropriate, life-relevant investigative missions. This way, the students can step through the forensic process and learn fundamental concepts in forensic science.

The immersive experience further teaches students the process of scientific inquiry through concepts and skills in technology, engineering, mathematics, and computer science. However, the CSSL isn't just about the "cool" aspects of digital forensics. It also teaches students skills they may not have considered, such as report writing, ethics, and mock trial testimony.

"We have all the students write forensic reports," said Pfeif. "They take detailed notes, calculate hash values of all objects, and report their notes back." This fits high school well, she added, because it brings home the value of communication. "If you can't present findings in a concise, interesting way, the value of your work isn't as clear," she explained.

At the middle school level, said West, age-appropriate activities are equal to information in importance. For the girls at her events, hands-on activities include making binary bracelets, a cabling workshop, and desktop computer assembly/disassembly. However, CyberTech Girls also includes a mock crime scene that includes both physical and digital evidence to process.

Students aren't the only demographic who can benefit from this type of education. West spoke about CyberTech Girls' virtual teacher camp, where government officials speak to teachers of biology, psychology, and related subjects about cybersecurity for their disciplines - additional pathways for students.

"Cybersecurity skills are valuable to everyone and transfer to other domains," said Pfeif in her presentation. "Students need a better understanding of how what we do underpins every other business sector."

Read the full 10/19/20 Forensic Focus article.

October 19, 2020

Coastline College Recognized as Top 100 Nationwide and Top 10 by Hispanic Outlook

Orange County, CA, (October 19, 2020) GLOBE NEWSWIRE

The Hispanic Outlook Education Magazine has recognized Coastline College as one of their Top 100 Colleges and Universities serving the Hispanic students nationwide this year. Coastline ranked Top 100 in Grand Total Associates Degrees and Top 10 Degrees by major at #7 in Area Ethnic Culture Gender and Group Studies Degree.

There were 58,768 students enrolled during the 2019-20 academic year at Coastline College:

27.2% of the student population at Coastline College were Hispanic Hispanic student course successful completion rate was 70.2%.

Coastline College has been a leader in online education and offers AA degrees as well as professional training and certification programs that facilitate students to become career-ready for jobs in today's workforce. Coastline also offers a wealth of transfer programs for students providing the opportunity to move on to a 4-year college or university. Coastline College's low tuition makes it one of the most affordable options in California and is one of the least-expensive schools for local students as well as being one of the top-performing community colleges out of 115 California community colleges.

"Coastline College embraces the rich tapestry and diversity of our Hispanic students. Education is the single most powerful tool to eliminate inequality and to raise social mobility for these students. We strive to equably serve our students and create a culture of inclusiveness and acceptance. We are proud of our Hispanic students and honored to receive these designations." Loretta P. Adrian, Ph.D., President of Coastline College.

For 30 years, The Hispanic Outlook on Education Magazine, has been a top information news source and the only Hispanic educational magazine for the higher education community. Every year the magazine releases its "Top 100 Schools for Hispanics" lists that focuses on Hispanic education institutions of higher learning, tracking the national advancement of Hispanics in higher education, and recognizes those institutions committed to serving Hispanic's educational needs. Their lists are compiled from the Department of Education's database from all 50 states.

Serving the largest number of undocumented students in the state, the California Community Colleges are committed to serving all students, regardless of immigration status. Undocumented Student Action Week will be held October 19-23, 2020, advocates and provides resources for the undocumented student population. Coastline College supports our undocumented students and will join this campaign during this week with several events. We invite students, faculty, and the public to learn about issues, policies, and resources for undocumented students. You can find more information at: https://www.coastline.edu/student-life/student-services/undocumented-students.php

About Coastline College:

Coastline College is accredited by the Western Association of Schools and Colleges. For eight consecutive years, Coastline College has been selected as one of the top 150 colleges by The Aspen Institute for Community College Excellence which is considered the most prestigious designation for community colleges. Coastline delivers flexible courses and services that cultivate and guide diverse student populations across the globe to complete pathways leading to the attainment of associate degrees, certificates, career readiness, and transfer to four-year colleges/universities.

October 14, 2020

Help Keep Coastline Students Still Affected by the Covid-19 Pandemic in College

Orange County, CA, (October 14, 2020) GLOBE NEWSWIRE

The Coastline College Foundation is launching another emergency fundraising initiative to help new students still suffering the effects of Covid-19 as well as current students barely hanging on. In response to the coronavirus pandemic, the Coastline College Foundation established the Student Emergency Relief Fund in April to provide essential emergency financial aid to students experiencing economic hardships during this unprecedented time. The COVID-19 pandemic has been hitting Coastline students due to job loss in the home, income needs for basic living expenses, including food and housing, medical and childcare, utilities, internet access, remote-learning technology and more.

The fund was created to address the emergency needs of these Coastline students by providing grants to the impacted students in hardship grant assistance for unplanned financial expenses to help ensure they stay enrolled in school and continue in their educational degree completion through this challenging time.

Community colleges, like Coastline, play a crucial role in the American economy and for local communities offering an affordable and vital pathway to a four-year degree, as well as professional training and certification programs that facilitate students to become career-ready for jobs in today’s workforce. Colleges disproportionately serve low-income students and students of color but provide the source of opportunity supporting social mobility for these students and thus contributing to the health of the U.S. economy. Students are in the midst of their college careers, and Coastline wants to ensure that as many as possible move forward toward completing their educational goals.

Coastline College Foundation Executive Director, Mariam Khosravani says, "The Foundation’s goal is to generate donations to help Coastline students who continue to be impacted by this ongoing worldwide pandemic. Coastline College Foundation is committed to student success and provides an array of support programs and services to meet the diverse needs of our students, including financial assistance with tuition, textbooks, laptops, housing, food banks, and more, through scholarships, endowments, and other financial programs. To ensure that our student community will continue to receive these programs, we rely on the support and generosity of our community."

Coastline College is asking the public to generously donate to support students in emergency need. Please help them by contributing to the Oktoberfest Fundraising Campaign. Donations can be made online at www.coastline.edu/give#donate. If you require assistance processing your gift, please call (714) 241-6154 or email Coastline College Foundation at foundation@coastline.edu

October 13, 2020

Commentary: I’ve Learned Lessons in China that Newport-Mesa Can Apply to the COVID Fight

Los Angeles, CA (October 13, 2020) DAILY PILOT

Here in China, the novel coronavirus has run its course, and the situation is now well-contained.

Except for getting temperatures checked with an electronic scanner every time someone enters or exits a building, school or business, life routines have returned to normal.

I have seen what has worked and failed. About eight months ago, I wrote how coordination across agencies could mitigate the coronavirus spread across Newport-Mesa. Now, I write about how our local community of Newport-Mesa can contain the virus and hopefully move back to life as normal.

The most important thing anyone can do is to stay at home as much as possible. While no one in China liked staying in their apartment complex - it was boring, we all put on a little weight - a month of total lockdown and several months of heavy restriction ensured that the highly contagious coronavirus would not spread outside families that were already infected.

China adapted. Many schools and businesses went online. I founded my own online teaching company and taught a university course.

Second, for those who have a passion for civil liberties, I would ask them to find safer and more effective ways than protesting outside without a mask. Even in Chinese national news, we saw the video clips of arrests at Mother's Market in Costa Mesa and people licking mall windows in Huntington Beach.

Newport-Mesa has many beautiful and exciting things, rather than this extreme behavior. Had these protesters written many letters to key civic leaders, created websites or written opinion articles in newspapers, their efforts might have seemed more persuasive and reasonable.

Third, let us all try to band together to support local relief agencies. Although our income has been meager during this time, we can set an example in helping those who have almost nothing and cannot easily get employment.

I anxiously spent my last few dollars using express mail to send masks and protective equipment to clinics in the UK and paying the medical bills for some of my mentees in Africa.

Yet I knew I had made the right choice when I saw people genuinely cry tears of joy when they see people helping them, believing it to be a godsend, whether in religious places like Nigeria or Scotland or non-religious places like China.

I support our local religious organizations and community colleges, such as Orange Coast College and Coastline College, for setting up comprehensive food pantries, medical clinics with general care, emergency and psychiatric care. For the homeless or near-homeless, these efforts may be lifesaving in this time of crisis.

Fourth, instead of forcing schools open, I recommend people take this time to try to become healthier at home. Among some of my mentees are current or former prisoners.

From what I have seen, they can get impressive results from putting forth great effort, focus and dedication with different exercise routines, using minimum space, often without equipment.

Lastly, I recommend anyone use this time further their education, preferably with community college classes. As both a perpetual college student and a university-level teacher, I can say community colleges, such as Coastline, have performed even better than my Ivy League university or top-ranked public schools like UCLA during this crisis.

The writer, Joseph Klunder, is a former Newport Beach resident who now teaches and lives in Beijing.

October 5, 2020

Coast Community College District Says Distance Learning Will Continue Into Spring

Los Angeles, CA, (October 5, 2020) LA TIMES

Students attending Coast Community College District schools won’t have to worry about parking passes or commuting to class, at least for the foreseeable future, as district officials recently announced distance learning will continue through spring semester.

In a video message delivered Thursday to more than 40,000 students enrolled at Orange Coast, Coastline and Golden West colleges, CCCD Chancellor John Weispfenning said a decision had to be made to give faculty time to prepare spring semester plans.

"Unfortunately, the threat from the COVID-19 remains with us," Weispfenning said. "In the current environment, the only safe path for spring 2021 is to continue online instruction and support services, with limited exceptions."

"The steps we take toward returning to campus will be measured and deliberate, with health and safety in mind, so that we can avoid the problems experiences by higher education institutions across the country," he continued.

College campuses closed in March, forcing students to finish the school year remotely. In May, district leaders made the difficult decision not to resume in-person learning in the fall semester.

Now, with Orange County coronavirus cases holding steady — 120 new infections were reported Monday, the county’s 28th day in a “substantial transmissions” category set by the state — officials maintain health and safety are top priorities.

"The writing was on the wall," Tim McGrath, president of Golden West College in Huntington Beach, said Monday. "There’s so much uncertainty about how to hold classes, we just thought it would be best to start [spring semester] virtually."

Leaders of the three campuses are communicating the news to students whose educational or living plans have been put on hold by the continuation of distance learning.

Meanwhile, reports of infections throughout the district are steadily trickling in.

Coast Community College District spokesman Erik Fallis reported Monday 15 district employees have tested positive for the coronavirus, 10 of whom reported not having been on campus or district property the week prior. Contact tracing has been implemented for the other five cases.

Another 25 employees who reported being potentially exposed either tested negative or self-quarantined without a test, according to the district. One employee’s status was still pending.

Among 40,596 students enrolled in CCCD schools, Fallis said 33 reported either a positive test or possible coronavirus exposure, though the vast majority of those reports came from students who have been learning online. So far, no reports of transmission on campus or of fatalities or serious disabilities stemming from COVID-19 have been made.

Some allowances are being made throughout the district for students enrolled in work certification programs and courses considered essential, or where limited in-person lab coursework is required for completion.

Students in Golden West’s criminal justice, nursing and automotive programs may receive some face-to-face learning, with masks and distancing required, according to McGrath. Orange Coast College President Angelica Suarez said exceptions will be made across 13 programs on the Costa Mesa campus, including radiology, aviation, construction and cardiovascular technology.

"Our faculty are so creative and innovative in looking for solutions that allow students to have certain experiences, even if they’re scaled back," she said.

Measures are being taken to support and protect students who have been living on campus since OCC opened its 814-bed student housing complex, the Harbour, last month. The student health center is open with limited hours, and a food distribution program offers free groceries to students in need.

The Harbour is about 50% occupied. Dr. Madjid Niroumand, vice president of student services at Orange Coast, estimated about 360 students moved in fall semester, while another 50 or 60 are anticipated in January. Those who meet certain income criteria may be able to reduce their monthly rent by $400 through the school year.

"We’re working on a campaign to help students with a financial need stay at the Harbour," Niroumand said, indicating reductions would be made possible through the school’s annual Pirates’ Promise program.

Suarez said leaders are doing what they can to make learning meaningful while keeping everyone safe.

"I know it’s not the same. We love being on campus — that’s who we are,” she said. “But we’re making the best of the situation and want students to know we’re here to support them."

October 1, 2020

Coastline's Cybersecurity Program Featured on the NICCS CAE Highlight Page

Orange County, CA, (October 5, 2020) FOR IMMEDIATE RELEASE

With distributed campuses in Southern California, Coastline College’s Cybersecurity program offers an Associate of Science degree, in addition to several certificates. Coastline’s Cybersecurity program helps students develop a unique skill set in the information technology field with critical thinking and investigative techniques. Recognized by the National Security Agency and Department of Homeland Security since 2014 for its strong cybersecurity program, Coastline is a Center of Academic Excellence in Cyber Defense Education.

Coastline is committed to creating opportunities for student success by guiding diverse student populations toward the attainment of associate degrees and certificates leading to career advancement, personal empowerment, and transfer. By meeting students where they are, Coastline provides innovative instruction and services designed to achieve equitable outcomes. As an early pioneer of distance learning, Coastline was founded as the "College Without Walls" in 1976, and now provides over 81% of instruction through various distance learning platforms. Coastline is a Minority Serving Institution (MSI) with a diverse student population, also recognized as an Asian American, Native American, and Pacific Islander Serving Institution (AANAPISI) and a Hispanic-Serving Institution (HSI).

Coastline collaborates to develop cybersecurity education pathways through articulation agreements and activities to inform students about the cybersecurity education and career pathway programs. Among the various pathway initiatives, the program includes CyberTech Girls workshops and CyberPatriot competitions for middle and high school students, an online AS in Cybersecurity degree with hands-on technical experiences, a cybersecurity student club, skill-building cybersecurity competitions, and industry certifications for apprentices in the CA Cybersecurity Apprenticeship Program.

September 23, 2020

The Coastline Pantry Has Moved

Orange County, CA, (September 23, 2020) FOR IMMEDIATE RELEASE

At the time of this publication, hours and information are as follows:

2 New Locations

Mondays: 11am - 1pm

Coastline's Garden Grove Campus
12901 Euclid Street
Garden Grove, CA 92840

Fridays: 11am – 1pm

Coastline's Newport Beach Campus
1515 Monrovia Avenue
Newport Beach, CA 92663

Please see Student Services for the most current information about locations, hours of operation, and instructions.

September 4, 2020

Student Services Center is Under Construction

Fountain Valley, CA, (September 4, 2020) FOR IMMEDIATE RELEASE

Water in the College Center building will be shut off on Tuesday, September 8th from 9am until noon as work on the demolition of the bookstore continues. This is part of the 2 month remodeling project. As a reminder, access to the front lobby door will be limited to egress (exiting) only from the building in case of an emergency. Any staff or faculty entering or exiting the building for usual daily activities should utilize the rear door (the door facing the Annex building). In addition, the College Center East door will no longer be available. Any activities like food pantry or laptop pickups that normally occur out of the front of the building will need to occur at the rear door or patio of the College Center. The ATM has been removed by Schools First and the electric car charging stations have been relocated to the west side of the building.

August 6, 2020

Coast Community College District Revision of Natural Hazard Mitigation Plan

Orange County, CA, (August 6, 2020) FOR IMMEDIATE RELEASE

CCCD Hazard Mitigation Planning Process

The Coast Community College District (CCCD) is currently revising its 2015 Natural Hazard Mitigation Plan with professional planning assistance from Ellen Lopez & Associates (ELA). ELA will facilitate the revision planning process.

The District will be forming a Hazard Mitigation Planning Team to assist with the revision process. The Team will come together in a facilitated forum to provide information, input, and guidance in revising the 2015 Natural Hazard Mitigation Plan. The Team will include representatives from the district community as well as local, state, and federal organizations. Team members will participate in identifying hazards, evaluating the associated risks, suggesting mitigation actions, evaluating mitigation actions, and creating a hazard mitigation strategy.

FEMA Regulations and Guidance

The Robert T. Stafford Disaster Relief and Emergency Assistance Act, as amended by the Disaster Mitigation Act of 2000, is intended to "reduce the loss of life and property, human suffering, economic disruption, and disaster assistance costs resulting from natural disasters."

The Robert T. Stafford Disaster Relief and Emergency Assistance Act (Stafford Act) legally requires state, local, tribal, and territorial governments to develop and adopt FEMA-approved hazard mitigation plans as a condition for receiving certain types of non-emergency disaster assistance. The regulations, under Title 44, Chapter 1, Part 201 (44 CFR Part 201), of the Code of Federal Regulations (CFR) contain requirements and procedures to implement the hazard mitigation planning provisions of the Stafford Act.

The regulatory requirements for local hazard mitigation plans can be found in Title 44 Code of Federal Regulations §201.6. For more information about FEMA’s Hazard Mitigation Assistance Grants, visit: www.fema.gov/hazardmitigation-assistance.

Since the Stafford Act, additional laws have been passed that help to shape hazard mitigation policy as it stands today. These laws include the Sandy Recovery Improvement Act (SRIA) of 2013, the National Flood Insurance Act of 1968, and the Water Infrastructure Improvements for the Nation (WIIN) Act of 2016.

What is Hazard Mitigation?

The Federal Emergency Management Agency (FEMA) defines hazard mitigation as "any sustained action taken to reduce or eliminate long-term risk to life and property from natural hazards."

Disasters can cause loss of life, damage buildings and infrastructure, and have devastating consequences for a community's economic, social, and environmental well-being. In other words, hazard mitigation keeps natural hazards from becoming natural disasters.

Benefits of Hazard Mitigation

Hazard mitigation planning is an investment in the District Community's future safety and sustainability. Mitigation planning helps you take action now, before a disaster, to reduce impacts when a disaster occurs. Having an updated hazard mitigation plan will increase awareness of hazards, risks, and vulnerabilities; identify actions for risk reduction; focus resources on the greatest risks; communicate priorities to state and federal officials; and increase overall awareness of hazards and risks.

The goals of effective hazard mitigation planning are to:

• Protect public safety and prevent loss of life and injury
• Reduce harm to existing and future development
• Maintain community continuity and strengthen the social connections that are essential for recovery
• Prevent damage to your community's unique economic, cultural, and environmental assets
• Minimize operational downtime and accelerate recovery of government and business after disasters
• Reduce the costs of disaster response and recovery and the exposure to risk for first responders
• Help accomplish other community objectives, such as capital improvements, infrastructure protection, open space preservation, and economic resiliency

Many faculty members, students, and staff have been impacted by the disastrous effects of natural hazards in one way or another. Some of the hazards that can affect the District include earthquakes, fires, floods, extreme heat, and pandemics. In addition to a large event like an earthquake, there are also smaller, isolated weather events that cause localized property damage and other significant losses.

How Can You Get Involved?

Members of the public have a very important role in this process. The District's Hazard Mitigation Planning Team considers broad public participation in the planning process as an essential strategy for developing a plan that will be effective and supported by the district community. The process will provide opportunities for the district community, public officials, and stakeholders to participate in the revision of the plan.

The District will post information on its website regarding the mitigation process and upcoming meetings.

For more information on the Coast Community College District's revision of the LHMP or the planning process, please contact:

Coast Community College District

Mike Colver

Director of Security & Emergency Management

(714) 241-6360

mcolver@coastline.edu

Ellen Lopez & Associates (ELA)

Ellen Lopez, President

Project Manager

(562) 252-5358

elopez562@icloud.com

July 16, 2020

National CyberWatch Center Announces Winners for 2020 Innovations in Cybersecurity Education Program

Largo, MD, (July 16, 2020) PRNEWSWIRE

Four winners and three Honorable Mentions across four categories: Evidence-based Strategies, Instruction, Practice, and Program Development, were chosen among the 40 creative ideas, curricula, and projects submitted for the fourth annual National CyberWatch Center's Innovations in Cybersecurity Education awards and recognition program.

The Innovations program was built on the premise that National CyberWatch members are some of the best information security educational innovators, and that through the Center, they can share their innovations, accelerate their adoption throughout the academic community, and receive proper recognition for their work.

"A Cybersecurity Strategy for At-Risk Youth" won in the Evidence-based Strategies category. This innovation, submitted by Ben Izadi, Cypress College, was designed to empower at-risk youth with cybersecurity education before entering college. From opportunities to develop employability skills to passing industry certification exams in one semester, this strategy showed how 25 students went from uncertain, skeptical, and dejected individuals to confident, optimistic, and cheerful ones.

The Instruction innovation winner, submitted by Karen Ribble from Augusta University, "Girl Scouts Learn What It Takes for an Incident Response Team," was a collaboration between Girl Scouts USA, the local Girl Scout Council of Augusta Georgia, Raytheon Technologies, and Augusta University. This event gave 125 Girl Scout Cadettes, seniors and ambassadors (6-12th graders) a glimpse of a "real-world" experience in a facility designed for teamwork. The Honorable Mention selection in this category, "STOQ-SRA: A Self-Learning Tool of Quantitative Security Risk Assessment," was submitted by Amos O. Olagunju & Hari G. Shrestha from St. Cloud State University.

Kean University's Stan Mierzwa's submission, "Situational & Cybersecurity Awareness for Public Health Researchers," won in the Practice category. He said, "The 'Center' is created under the direction of pursuing a collaborative methodology, emphasizing a multidisciplinary approach for students and staff in cybersecurity awareness and education." This toolbox helps global public health researchers implement technologies with greater cybersecurity knowledge. The Honorable Mention selection in this category, "Cybersecurity for All," was submitted by Eman El-Sheikh from the University of West Florida.

The Program Development winner, submitted by Cara Tang of Portland Community College, "ACM Cyber2yr2020 Curriculum Guidelines," is a set of guidelines that complies with government-sponsored frameworks for a broad variety of cybersecurity programs at the post-secondary level. Two-year institutions can benefit from program-specific criteria provided in this document. "This award validates the work of the ACM Committee for Computing Education in Community Colleges (CCECC) to produce practical, high-quality curriculum guidance for computing programs, which is now available at ccecc.acm.org," said Cara Tang, Task Group chair for the ACM Committee for Computing Education in Community Colleges (CCECC). The Honorable Mention selection in this category, "CyberTech Girls: Developing Interest in Cybersecurity Education and Career Pathways," was submitted by Tobi West from Coastline College.

These winners and honorable mention submissions will be recognized during the opening plenary at the 2020 Virtual Community College Cyber Summit on Tuesday, Aug. 4, from 6 to 8 p.m. ET. Register here: https://www.my3cs.org/3cs-virtual-summit

A reference document was created listing all the submissions, with a brief write up for each. For more information, visit https://www.nationalcyberwatch.org/resource/2020-innovations

About National CyberWatch Center

National CyberWatch Center is a National Science Foundation Advanced Technological Education-funded cybersecurity consortium working to advance cybersecurity education and strengthen the national workforce. Since 2005, National CyberWatch has played a key role in developing, promoting and providing cybersecurity education solutions nationally. To learn more, visit http://www.nationalcyberwatch.org.

SOURCE National CyberWatch Center

July 14, 2020

Statement on the Reversal of Federal Guidance on International Students

Costa Mesa, CA, (July 14, 2020) FOR IMMEDIATE RELEASE

The Coast Community College District is pleased that federal authorities have announced their intention to undo a policy change by the U.S. Immigration and Customs Enforcement (ICE) and the Department of Homeland Security (DHS) that would have required international students to attend in-person classes in order to remain in the country. The Coast District Board of Trustees had joined with colleges and universities across the country in an amicus brief supporting a lawsuit to block the in-person requirement.

The following statement is attributable to Coast District Chancellor John Weispfenning:

"With the rising number of infections in Orange County, it is readily apparent that the COVID-19 state of emergency continues. It is therefore appropriate that the federal government has decided not to move forward with a policy change that would have unnecessarily compelled in-person instruction to resume, regardless of public health and safety considerations.

"Students from outside of the U.S. epitomize a win-win. Our colleges provide an excellent education while international students help Orange County prosper by creating learning opportunities for local students, advancing the quiet diplomacy of education, and bringing new resources into our colleges and communities. International enrollment within the Coast District alone is calculated to contribute more than $64 million to the local economy.

"The Coast District is pleased that our international students will continue to live and learn in the U.S. as we all work with federal, state, and local partners to get the ongoing COVID-19 pandemic under control."

CONTACT: Erik Fallis

Director, Public Affairs and Marketing

(714) 438-4605 | efallis@cccd.edu

June 30, 2020

Crises Like The One We're In Make Clear That Community Colleges Are Essential

Orange County, CA, (June 30, 2020) LA TIMES / DAILY PILOT

Community colleges offer a proven, practical, time-tested solution in this time of crisis.

While public health measures can help keep us safe and coronavirus infection from spreading, community colleges ensure that our time is well-spent, and we are investing our efforts for our future.

For those who have not yet mastered the English language, many ESL courses are continuing so that students get that necessary, daily practice.

For those who have not completed high school, adult education programs teach the General Education Development (GED) test or other high school equivalency exams.

People in this socioeconomic group are often so concerned with day-to-day survival that they do not have time for education. However, now is the best time to start getting this basic education in functional English-language skills or a high school diploma, as there is not much to miss out on in the work world.

For those in high school, they can take advantage of Coastline Community College's well-established online learning program and get started, even today, on classes that are being taught in summer and fall.

Considering that many colleges, even Harvard, are resorting to online education for the foreseeable future, someone who gets community college for free or at a low cost has a comparable education with expensive, top-ranked schools.

For those in a four-year college, community college is an excellent resource to stay at home and be able to earn credits. Many people who are currently enrolled in Cal State and University of California schools can work with the counselors of both their universities and community colleges to make sure they can take courses that will transfer.

With unemployment and under-employment at record numbers, community college offers career and technical education that is especially relevant. Even before this coronavirus pandemic, personal care workers and home health aides were the highest growing job field in Orange country for the last several years and the foreseeable decade.

To lead by example, I have been teaching a home health aide preparation course for Chinese students who wish to immigrate to Western countries and work as nurse assistants, with a particular emphasis on infection prevention. Many people who are already skilled at a profession in China are working hard to learn English, get necessary certification and eventually use their skills to immigrate to new countries.

This coronavirus has devastated our world economy, and many countries are borrowing money to feed cash into citizens' pockets for ready spending to boost the economy. Let us make the best of this situation and put money and effort into our local education and services they are providing, such as food banks and their health clinics. Not only does this make sense idealistically but also practically.

Should Orange County wish to remain the best area in the world to live in, we can support our local community colleges for the immediate relief and longer-term skills building and socialization they provide to make informed, capable and productive citizens.

June 29, 2020

Coastline College Leading the Way in Online Libraries and Higher Education Distance Learning

Orange County, CA, (June 29, 2020) GLOBE NEWSWIRE

Due to the continued threat of COVID-19, colleges and universities still face unprecedented changes in methods of instruction for the upcoming Fall 2020 academic year. In the past few months, many educational institutions have transitioned most of their courses online and are continuing this new path forward by employing a more comprehensive digital learning environment.

Coastline College has been a leader in online education and distance learning and has been for over 40 years, through innovation and technology where 80% of the college's classes are online. Coastline College has always tried to meet students where they are and not let a physical location be a barrier. The Coastline Library is the same way. It is the online California Community College Library that is 100% online and always available 24/7, an open and amazing resource, accessible to all students.

Elizabeth Horan, the Library Director of Comprehensive Library Services at a Distance at Coastline College, has helped develop Coastline's 100% online library, and she runs the Online Library (the only library at Coastline) which offers library services to all students. She is a brilliant forward-thinking librarian who was recently honored with an "Innovation of the Year Award" by The League for Innovation.

"With COVID-19, I became an expert in online library services and was asked by librarians around the state for direction on how to run an online Library. I created a YouTube Playlist - How to run an online library and presented to the Council of Chief Librarians on 'Engaging students in an online library'"  - Elizabeth Horan, Library Director, Coastline College.

Ms. Horan has developed and created engaging educational YouTube tutorials for students to learn how to use the online library including, how an online library works and is run, how to log into Canvas, Coastline's online (LMS) learning method software, the industry-leading platform, how to order a textbook, among many other helpful videos.

June 18, 2020

Coastline College Now Open for Fall Registration

Orange County, CA, June 18, 2020 - Coastline College announces that most of its classes will remain online for the fall 2020 semester, due to the continued threat of COVID-19. Colleges and universities still face unprecedented changes in methods of instruction as institutions of higher learning develop a new path forward in education. Coastline College however, for over 40 years, has provided high quality educational opportunities where its students live and work while providing outstanding support for those students at a distance - 80% of which are online. Coastline College has long been recognized to effectively deliver innovative hybrid and online instruction while employing a digital learning environment. This fall Coastline is taking that innovation a step further:

Coastline ONLINE – Students have the flexibility of working on their coursework on days and times which are convenient for them and are not required to be online or at any location at a specific time or date.

Coastline LIVEONLINE – Students are required to attend class sessions online on the days and times listed in the schedule of classes.

Face-to-Face – The College only has a few classes which will meet on campus (mostly science labs).

"Coastline College has decided to continue to offer the substantial majority of our credit courses online for the Fall 2020 semester," states Vince Rodriguez, Vice President of Instruction.

Services offered by the Online Library and Student Services Center will continue to take place online, and the classes being offered face-to-face or through a combination of in-person and online could transition exclusively online if public health restrictions are re-imposed in the event of a resurgence of COVID-19.

The schedule of classes can be found at coastline.edu. Coastline’s fall semester begins on August 25. Current Coastline students can register electronically via www.coastline.edu/apply. For more information on the courses available, fees, and registration, contact the Coastline Admissions Office.

June 17, 2020

CSUF’s OLLI Honors Woman for Lifelong Learning that Led to Advocating for Elderly

Orange County, CA, (June 17, 2020) ORANGE COUNTY REGISTER

Hints of Patricia McKeon’s interest in helping others were evident during her 15-year stint as a house cleaner. As she moved through the houses, dusting and mopping, she listened to a variety of radio psychologists on her headset.

At 50, she decided it was time for a career change. After watching as her parents and the people in the houses she cleaned got older and increasingly dealt with health and family issues, McKeon realized she wanted to become a caregiver and started an educational journey to a gerontology master’s program at Cal State Fullerton that lasted another 15 years.

She took classes at Saddleback and Coastline community colleges in human behavior and gerontology, got a gerontology certificate of achievement and a bachelor’s in human services with a minor in mental health at Cal State Fullerton in 2011. She has worked for the past 10 years as a long-term care ombudsman for the Council on Aging of Southern California.

"People don’t understand the needs of the elderly," said McKeon, 65, who lives in Laguna Beach. "They don’t want to see mom and dad as being needy. They start viewing their parents as children, which is wrong. Adult children and older parents have to develop some sort of adult-to-adult relationships."

McKeon’s accomplishments haven’t gone unnoticed. She recently was awarded the 2020 Betty Robertson Award, which is named for one of the founders of CSUF’s Osher Lifelong Learning Institute. The award recognizes an older degree candidate who values and represents lifelong learning, said John Blaydes, head of the committee that selects the honoree.

"The reason Patricia was selected is because she has had a variety of life experiences in a whole variety of fields, so we thought she might be a perfect choice for us," Blaydes said. "She is a lifelong learner, and that is what OLLI is all about."

McKeon has also overcome some challenges in life, he said.

Growing up in Laguna Beach, McKeon said she graduated from high school focused more on partying than college. She had jobs at a hotel and a hamburger stand, but eventually decided she wanted to work with children.

She started classes in childhood education and worked in child care and as a teacher’s aide. She got an associates degree in childhood studies, but realized it wasn’t the path she wanted to take.

McKeon was also battling some demons — her drinking continued and she started abusing drugs, she said. She wound up as one of the first clients of Human Options, a women’s shelter, after a relationship turned abusive.

"My relationship at the time, with the drinking and the drugs, became violent, which is completely out of my sphere," McKeon said. "I was not raised in that type of environment."

In the early 1980s she took classes on alcohol and drug abuse and worked on getting sober.

McKeon said she started doing house cleaning because she liked the work and the independence of setting her own schedule.

"I thought, what’s wrong with me, I really like cleaning," she said with a laugh.

When she was 55, right after her father died, she started work on her bachelor’s at CSUF.

It was during an internship with the Council on Aging of Southern California that McKeon found her place — a little later than most, she acknowledged.

She’s an ombudsman, serving as an advocate for seniors in long-term care or assisted living facilities.

"Many of them don’t have families, we are there to be a confidante," she said. "We are not mandated reporters although if we feel a problem is bad enough there are channels we can report to and make sure the issues are addressed. We have to follow the residents' right to self determination. What others may view as not a good decision, it’s their right to make the decision for themselves."

She said the work, which became full-time two years ago, has opened doors for her about cutting-edge programs other agencies are doing.

With the master’s program in gerontology, McKeon hopes to continue her journey.

"It’s for credibility, definitely," she said about being part of the program. "And it’s a small field. There aren’t that many professional gerontologists out there. I’ve had professors say, ‘Gee, what’s gerontology?’ People ask me all the time. It’s kind of frightening considering where we’re headed with the demographics."

McKeon said she can see herself developing a business doing consulting in the field.

"I don’t want to do management. I like direct care work," she said. "What I love about being an ombudsman is advocating for that older person. Being the voice for them within their own family, even, and showing them what options they have for living out the rest of their life."

June 12, 2020

Early College High grad Paola Mendoza started on pathway to college at 14

Coast Mesa, CA, (June 12, 2020) LA TIMES / DAILY PILOT

For Early College High School graduate Paola Mendoza, college couldn’t have come any earlier — the Costa Mesa teen recalls taking her first course, public speaking, at Coastline Community College at the ripe old age of 14.

"It was very interesting," the teen recalled. "They probably thought I was somebody’s kid or something."

Whatever momentary awkwardness Paola may have felt soon faded as she became acclimated to Early College’s dual enrollment program and began to excel, sometimes earning top scores in classes where her peers were much older.

By the time she was a junior, she was balancing courses at Early College and Coastline while working a part-time job. She enrolled in summer classes that would take care of her general education credit requirements after high school, when she’d be attending college as an actual college student.

"There were a lot of times I’d question what I was doing," Paola, now 17, admitted. "It was very stressful, but I learned a lot."

Her diligence paid off. School officials estimate Paola has earned 322.5 credits, far beyond the 220 credits required to graduate from high school.

In fact, by the time she graduates with Early College’s class of 2020, she will have earned enough credits to start UC San Diego in the fall as a late-quarter sophomore.

Early College Principal Dave Martinez said he’s seen Paola ascend from shy freshman to an ambitious senior who sees something she wants and goes after it with aplomb.

"She’s really just a grinder," he said. "If there’s an opportunity, whether it’s community service or volunteering, she’s going to put her name in the hat — give me 50 Paolas and my job’s easy."

Paola was active in many Early College clubs, including the Save Our Youth (SOY) Center, Girls, Inc., a nonprofit that focuses on empowering young women and girls, and the college readiness program Advancement Via Individual Determination (AVID).

Although Paola’s accomplishments are impressive, impressing others is not what has inspired her stellar academic transcript. Her accomplishments, she says, are for her parents — Claver and Cesar Mendoza — who moved to the U.S. from Mexico 20 years ago and worked for their three daughters to have better opportunities in life.

That’s why Paola’s parents were especially pleased when they learned their daughter had not only earned a full, four-year scholarship through the Angels Scholars program, but also additional scholarships provided by Girls, Inc., the National Charity League’s Newport Chapter and the Draper Family Foundation Fund.

"My dad literally carried me, and my mom was half crying, half laughing," she recalled of their learning of her awards. "It was a great moment."

Starting college in the fall as a sophomore will give Paola time to concentrate on her goal of preparing for medical school with a double major in sociology and likely biology. She wants to learn more about social inequity as it relates to health and wellness.

To incoming freshmen, who have yet to step on their first college campus, she has this advice:

"Please be involved in your community," she said. "You get to meet other people who may have something to teach you—try to learn from them. And never lose your motivation."

May 18, 2020

Coast Colleges Plan To Teach Most Fall 2020 Classes Online

Costa Mesa, CA, (May 18, 2020) FOR IMMEDIATE RELEASE

The Coast Community College District has announced that its three colleges—Coastline, Golden West, and Orange Coast—will plan to conduct the fall 2020 semester online. In addition, student support services will be provided online.

While some essential workers are on-site, the district office and the college campuses remain closed to the public at this time. As public health guidance allows, some courses that cannot be taught online or remotely may be offered on campus and some offices may reopen— following social distancing and other safety and wellness protocols.

“While we would prefer to welcome all students back to our classrooms, we also recognize the need for planning and predictability,” said District Chancellor John Weispfenning. “No matter what restrictions may or may not be in place during the fall, we know that the majority of our classes can be taught online.”

To protect students, faculty, staff, and community members from COVID-19 spread, the Coast Colleges moved thousands of classes online and resumed spring semester in alternative formats beginning March 30, 2020. The current spring semester ends Saturday, May 23, 2020. The District previously announced that summer would continue at a distance. Student enrollment and registration is ongoing for the summer term that begins June 8, 2020.

The Coast Colleges, with one in five students attending fully online even before the pandemic, was well positioned to make the transition to remote education while maintaining academic standards and quality. Those interested in enrolling for the summer or fall can check out the We’re Back... Online resource page that connects to applicant resources for Coastline College, Golden West College, and Orange Coast College.

May 18, 2020

Status Update: Orange County’s Jobless Can Apply For $800 From Workforce Program

Orange County, CA, (May 18, 2020) ORANGE COUNTY REGISTER

Orange County residents who lost jobs because of the pandemic can apply for help and $800 as part of a workforce program funded with a state grant.

The Orange County Workforce Innovation Opportunity Act program is designed to help job seekers upgrade skills, obtain employment, improve job retention and increase earnings.

The county is using a $900,000 grant from the California Employment Development Department to support roughly 1,500 Orange County residents who have been financially impacted by COVID-19.

Participants can apply for the $800 reimbursement for essential items such as housing, utilities, childcare and transportation costs.

Those affected can apply using the OC One-Stop Centers in Irvine and Garden Grove. For more information, go to oconestop.com or call the Economic and Business Recovery Call Center at 714-480-6500.

Funds for students

The Coastline College Foundation has established the Student Emergency Relief Fund to help its students.

The Coastline Foundation Student Government released $20,000 to start the campaign and is matching support dollar-for-dollar for up to $100,000.

Students typically need financial help to help pay rent, utilities, medical expenses and buy food for their families.

Contributions are being accepted for the emergency fund at coastline.edu/foundation. For more information, call 714-241-6154.

OCC grant

Orange Coast College has received $9.2 million in emergency funding from the Cares Act passed by Congress in March. Some $4.5 million is going directly to helping students affected by the pandemic.

The college in a statement said it plans on distributing the money to students in the coming days, and amounts will be determined based on financial aid status and the number of units in which a student is enrolled.

Students who are enrolled in 12 or more units, and who have the highest financial need will receive $1,000 via direct deposit through the college’s digital banking service, Bank Mobile. Students enrolled in six to 12 units, with the highest financial need, will receive $750, also via Bank Mobile.

Other full-time students whose financial circumstances have changed due to the pandemic, will receive $500 either through Bank Mobile or via check, and those who have not already filled out a Free Application for Federal Student Aid (FAFSA) application will be provided with an opportunity to complete the application.

Students will be asked to complete a form explaining how COVID-19 has affected their financial or personal situation. Funding through the College’s Student Equity program is available to help students who do not qualify for aid under the Cares Act, including undocumented students attending OCC through the California Dream Act.

The remaining half of the money received by OCC will be used to help offset costs incurred due to the pandemic. OCC’s physical campus closed on March 16 but remains open to the public virtually.

PPE help

Mitsubishi Electric has made an international commitment of $2.24 million in COVID-19 relief to provide medical masks and other protective equipment to medical professionals.

The company’s U.S. headquarters in Cypress and the Mitsubishi Electric America Foundation have earmarked $1.3 million to fund organizations that will create greater online learning programs and delivery methods specifically geared toward young people with disabilities. They include:

• Bridges from School to Work: Develop online career counseling programs for special-ed youth entering the workforce.
• Dreams for Schools: Develop an online coding curriculum for teachers and their students.
• Gigi’s Playhouse: Help provide technological support for 30,000 families with Down syndrome loved ones.

Nonprofit grants

Bank of America has directed more than $1 million in grants to 28 Orange County nonprofits primarily focused on hunger and homeless-related demands, in addition to family support services and job assistance, during the pandemic crisis.

The nonprofits include Second Harvest Food Bank; Community Action Partnership of Orange County/OC Food Bank; and homeless service providers United Way of Orange County; Mercy House, Friendship Shelter; OC Rescue Mission; and Families Forward.

Coming up

The Orange County Community Foundation will host the third annual Stand and Salute on May 20. The Giving Day honors local veterans and military families. The 24-hour online fundraiser wants to raise $90,000 in critical funds for seven local organizations. The seven nonprofits participating in the 2020 campaign include 211 Orange County; Bob Hope USO; Goodwill of Orange County; Strength in Support; Strong Families Strong Children; Support the Enlisted Project (STEP) and Working Wardrobes. To give online during the Stand and Salute Giving Day, go to stand-and-salute-giving-day.ocnonprofitcentral.org/.

Orange County United Way will host its annual Women’s Philanthropy Fund Breakfast virtually from 9- 9:45 a.m. on May 20 with a live Q&A with NBA legend Kareem Abdul-Jabbar. He currently serves as the chairman of his Skyhook Foundation and brings educational STEM opportunities to underserved communities. Registrants for the event can submit questions to Abdul-Jabbar in advance at UnitedWayOC.org. The virtual breakfast is free to attend.

On the move

Glenn Roquemore has been appointed university president at California Southern University. The 28-year veteran of higher education and Irvine resident served as president of Irvine Valley College from 2002 to 2019 and will now lead CalSouthern’s day-to-day operations.

David Lugo has been appointed CEO of MOMS Orange County. Lugo had been serving as the organization’s interim CEO since Pamela Pimentel retired in February. He joined MOMS Orange County in 2017 as chief operations officer. MOMS Orange County is dedicated solely to newborn and pregnancy health.

Taylor Arnett has been promoted to first vice president of acquisitions at CapRock Partners in Newport Beach. Arnett, who joined the firm in 2014, supervises CapRock’s acquisition efforts in Southern California and Southern Nevada. Arnett also sits on the corporate board of Big Brothers Big Sisters of Orange County & Inland Empire.

Dennis Phan has been promoted to controller in Ware Malcomb’s Irvine headquarters. He’ll manage the financial operations of the firm under the direction of CFO and Executive Vice President Tobin Sloane. Phan joined Ware Malcomb in 2015 as a senior staff accountant and was promoted to assistant controller in 2018.

BNBuilders in Newport Beach has hired Jeremy Moore as project executive, Jeremy Turner as senior project manager, and Paul Cohoat as its preconstruction manager. BNBuilders serves higher education, healthcare, tech, life science, and municipal clients throughout the region.

Michael DiPrima has joined CBRE Hotels in Newport Beach as executive vice president with a focus on investment sales in the Western U.S. as well as sourcing debt and equity placements.

New ventures

John Wayne Cancer Foundation, a nonprofit committed to fighting cancer, will partner with TropicSport, a reef-friendly sunscreen and skincare line, to provide co-branded mineral facesticks to youth across the U.S. through its skin cancer education program, Block the Blaze. Block the Blaze is the official partner of the California Surf Lifesaving Association to provide skin cancer education to CA junior lifeguards.

SOURCE: The Orange County Register

May 15, 2020

COVID-19 Likely to Keep Some Local College Classrooms Empty This Fall

Orange County, CA, (May 15, 2020) LA TIMES - DAILY PILOT

Though Gov. Gavin Newsom said public schools might be able to open as early as late July or August after having closed in March in response to the coronavirus, local colleges and universities remain uncertain — with at least one area district opting to keep its classes online, at least for the fall.

The Coast Community College District, which oversees Orange Coast, Coastline and Golden West colleges, announced Friday it would have all its classes for the fall semester online. All campuses will remain closed to members of the public with the exception of essential workers needed on-site.

"As of now, restrictions remain in place limiting travel and gatherings. While we don’t know what the situation will be at the start of the fall semester, we do need to finalize our planning," Coast Community College District Chancellor John Weispfenning said in a video statement to community members.

"No matter what restrictions may or may not be in place in August, we do know we can hold the majority of our classes online," Weispfenning said.

Weispfenning said student support services will be provided online but said as public health guidance changes, some courses that cannot be taught remotely may become available on campus and offices may begin to open.

Plans at UC Irvine remain uncertain, though a statement from UCI Chancellor Howard Gillman to students said the university’s goal is to “have as many students back to the campus as possible, and as many in-person activities restarted, consistent with prevailing public health guidance.”

Gillman said he does not believe students and faculty will be able to return to the “old normal” by the time the fall quarter starts, but the university is doing all it can to transition back from distance learning.

He said no final decisions have been made on how classes will be held, and more information may be available in May.

"I understand the desire to look ahead, and I know that other campuses have been making some announcements — although if you look carefully, none of these announcements are definitive," Gillman said. "There is still a lot we do not know, and it is too soon for any of us to know with certainty what the fall will be like."

Vanguard University in Costa Mesa, however, said that it plans on reopening for the fall semester and that the university has established several working groups to plan for in-person classes, reopening of student housing and providing student life and athletic activities while observing current public health guidance.

"We remain hopeful that our small class sizes and innovative spirit will support the path forward as we reopen our campus in the fall," said Michael Beals, Vanguard University president.

Beals said class sizes at the university are about 24 students and the university is working to determine how to provide in-person lessons with appropriate social distancing and health precautions throughout campus.

"While some things may look different, we remain more committed than ever to supporting our students’ academic, spiritual and career success," Beals said.

SOURCE: LA Times

May 15, 2020

Support Coastline College Biotechnology Students Printing 3D Masks to Help Prevent COVID-19

Orange County, CA, (May 15, 2020) GLOBE NEWSWIRE

The increased demand for PPE - personal protective equipment has put thousands of requests on backorder. In an effort to help protect medical professionals and our loved ones from COVID-19, Coastline College Biotechnology students Gienel Rayos and Omar Medani, alongside the supervision of Professor Dr. Tanya Hoerer, have made it their goal to create protective masks by using Coastline College's 3D printers to make face shields for local clinics, first responders and hospitals.

These students along with Professor Hoerer hope to generate a sizable supply of protective gear to donate and make an immediate impact while resources are being replenished. Currently, the program has three printers in operation but are looking to expand to at-home efforts, due to campus closures from Governor Newsom's executive order. Coastline students are applying the skills they learned in 3D printing to make personal protective equipment using designs approved and tested by NIH (National Institute of Health).

The science faculty at Coastline are eager to help our local and national medical and first responder communities. We are proud to support these students as they apply the knowledge they gained in our 3D printing program to make a real impact with their skills. Dr. Tanya Hoerer, Professor, Biological Science and Allied Health, Coastline College.

They have launched a campaign through the Coastline Foundation to support the building materials, machinery, packaging, and printing. The funds will support the building materials, machinery, packaging and printing. Support Coastline College students who are making an impact on the treatment of COVID-19 and help local first responders on their fight for our communities.

Please click on this link to generously donate to this campaign.

You can watch our 3D printers in action.

May 14, 2020

Cyber Hero Steve Linthicum Advances Community Colleges' Role in Cybersecurity Education

- SynEd's series highlighting cyber heroes who quietly go above and beyond in helping to secure our nation and communities.

Santa Ana, CA (May 13, 2020) A PR NEWS WIRE RELEASE

Community colleges play a unique role in filling the thousands of open cybersecurity positions across California, and Steve Linthicum is at the forefront of helping students create the pathways that will lead to stable, well-paying jobs.

Linthicum is the Regional Director for Industry Engagement in Orange County for the Information Communications Technologies/Digital Media (ICT-DM) sector of California Community Colleges. In that role, he brings partners from education and industry together to meet critical workforce needs, like the one that exists in cybersecurity.

Before his current role, Linthicum spent nearly 20 years as an instructor at Sierra College in Rocklin, where he saw firsthand the valuable role that community colleges play in meeting ever-changing workforce demand.

"Because we have the ability to modify our courses quickly, not being constricted by the curriculum modification process 4-year colleges and universities face, we can teach what we need to be teaching in this rapid evolution of technologies," Linthicum said.

Linthicum began incorporating cybersecurity into his courses in the late 1990s, with a focus on Microsoft Windows and Novell Netware security. Back then, he says, privacy and security were largely ignored because computers were not networked.

The addition of virtual machines in the years since has made teaching complex networking and other activities much easier.

"Teaching hands-on labs required the use of physical equipment rather than virtual machines, making it difficult to experience complex networking scenarios," Linthicum said. "With virtualization, all we are limited to is our imagination when creating labs."

Linthicum helped launch the IT Fundamentals Voucher Program, one of the resources offered by the Cyber-Guild in partnership with CompTIA, Practice Labs and ITProTV. The program provides high school and community college students with the opportunity to earn professional IT certifications while they are still in school.

"We have introduced students to industry-recognized certifications, and most of them now have their first certification, a recognized key to success for IT/cybersecurity careers," Linthicum said. "Entry-level positions do not require an associate or bachelor's degree. Students entering this career path can obtain additional higher-level certifications through courses offered by California's community colleges."

Linthicum is also a leader in Coastline College's Cybersecurity Apprenticeship Program, which began in 2017 as a way to bridge the gap between education and the workforce and help meet employer demand for entry-level positions. Students in the program receive on-the-job training as well as online instruction in networking or cybersecurity.

Tommy Hiers was one of the students in the apprenticeship program and recently accepted a position as a systems administrator at Space and Naval Information Warfare Systems Command, a U.S. Navy research lab in San Diego. He also works part-time as an instructor for Abled Disabled Advocacy teaching students what they need to know to pass the CompTIA Network+ and Security+ exams.

Hiers spent the majority of his career as a nurse and credited Linthicum as one of the people who helped give him the confidence he needed to make the transition to cybersecurity.

"I often wondered if I could successfully do anything else because I had been a nurse for so long," Hiers said. "I am in my 40s and changing careers is no small feat. I would not have been able to do this without the guidance that Steve and Tobi West have provided. I now use many of the things that Steve taught me to teach my students."

Outside of his teaching work, Linthicum is a volunteer with the Information Technology Disaster Recovery Center, a non-profit that deploys volunteer tech teams to areas impacted by natural disasters or other catastrophic events. He traveled to the Bahamas last fall to help bring the region's technology infrastructure back online following Hurricane Dorian.

About SynED

SynED is a non-profit organization that acts as a catalyst to help colleges and other higher education partners equip students with the skills they need to enrich their lives through education and knowledge and skill acquisition, giving them rich career opportunities.

About the ICT-DM Sector

The ICT-Digital Media Sector team focuses on relevant and effective skills training in the ICT sector. Working with employers, recruiters and colleges, our statewide team of 12 ICT  Regional Directors of Employer Engagement identify and advance successful and trusted educational strategies, or pathways, for all students – entry, advanced, and incumbent.

Contact: 866-420-4573 x801
Liz Fraumann
239769@email4pr.com

SOURCE SynED

May 12, 2020

Coast Colleges' Graduates to be Celebrated During Virtual Commencements

Costa Mesa, CA (May 12, 2020) FOR IMMEDIATE RELEASE

The Coast Community College District is announcing that its three Colleges - Coastline, Golden West, and Orange Coast - will recognize the achievements of the resilient Class of 2020 through three virtual commencements. This is a first for the Coast Colleges, made necessary by the COVID-19 pandemic.

"Even at a distance, each College has found a way to honor our graduates and all those who support them," said District Chancellor John Weispfenning. "We are celebrating our newest alumni as they prepare to build the future of Orange County and beyond."

Commencements are often the largest event of an academic year. It is an experience shared with friends, mentors, and loved ones. The virtual commencements will seek to preserve as much of that spirit as possible.

The Coastline College 2020 Virtual Commencement Ceremony will be Friday, May 29. Graduates will have the opportunity to submit a photo or video and quote to be shown when their name is read. Graduates, friends, and family will also have the opportunity to participate interactively via social media. Commencement participants will receive a care package complete with a commemorative tassel and stole. All 2020 graduates will have the opportunity to participate in next year's in-person commencement celebration.

Orange Coast College is holding its Virtual Commencement 2020 on Saturday, June 6. Orange Coast students will also be able to contribute to a commencement video that will premiere with a shared watch party and the opportunity to connect through social media. The College is also sending graduates care packages complete with graduation tassel, commencement program, and other goodies.

Golden West College will follow a similar format to include their graduates in a Virtual Commencement Celebration premiering on Friday, June 12. Graduates will have the opportunity to don a virtual cap and gown through a free SnapChat filter. Golden West is also giving all 2020 graduates the opportunity to join with the Class of 2021 in next year's in-person celebration.

"You will face many choices in the days ahead. Plans made months ago may not be your best option in this new world of ours," recorded Chancellor Weispfenning in a video message to the graduates. "Know, without doubt, that your College and the Coast District are there, mentoring as needed, continuing your education as needed, and always cheering you on."

May 7, 2020

Coastline College Vice President of Instruction is the Recipient of The Aspen Institute College Excellence Program

Fountain Valley, CA (May 7, 2020) FOR IMMEDIATE RELEASE

The Aspen Institute College Excellence Program announced this week that Dr. Vincent Rodriguez, Vice President of Instruction at Coastline College, is one of 40 leaders selected for the 2020-21 class of the Aspen Rising Presidents Fellowship, a highly selected leadership program preparing the next generation of community college presidents to transform institutions to achieve higher and more equitable levels of student success. The Rising Presidents Fellows will embark on a 10-month fellowship beginning in July 2020.

Delivered in collaboration with the Stanford University Educational Leadership Initiative, the fellows will be mentored by esteemed current and former community college presidents who have achieved exceptional outcomes for students throughout their careers and will learn strategies to improve student outcomes in and after college, lead internal change, and create strong external partnerships with K-12 schools, four-year colleges, employers, and other partners.

Dr. Vince Rodriguez grew up in Orange, California. He graduated from Orange Coast College with an associate’s degree and went on to earn a bachelor of science degree in information technology and a master of arts in education with an emphasis in distance learning and adult education. In 2011 he completed his study related to retention of online students while earning his doctorate in educational leadership from California State University, Long Beach.

Dr. Rodriguez has been a member of the Coast Community College District in California since 1998 and has worked as a classified employee, instructor, and administrator. Over his 20-plus years at Coastline, he provided leadership at each of Coastline’s learning centers and spent many years overseeing a distance learning program that accounts for nearly 75 percent of the enrollments at the college. Dr. Rodriguez has served in the role as vice president of instruction at Coastline since 2012.

He is a resident of Huntington Beach and, in his free time, volunteers as a coach and referee for the Costa Mesa region of the American Youth Soccer Organization.

April 23, 2020

Coastline College Ranks #4 Nationwide

Chapel Hill, NC (April 23, 2020) PRNewswire

College Consensus, a unique college ratings website that aggregates publisher rankings and student reviews, has published their ranking of the Best Online Community Colleges 2020.

To identify the Best Online Community Colleges 2020, College Consensus focused exclusively on regionally accredited, reputable institutions identified as community colleges or technical colleges. Editors researched the number of available online degrees, then added three further factors to rank:

• Web Presence
• Transparency about their offerings
• User-friendliness of the learning platforms

These three factors help students and their families determine whether the community college they are considering will have a real, qualitative impact on their careers and lives.

The Top 10 Community Colleges of 2020 are:

1. Wake Technical Community College
2. Lenoir Community College
3. Foothill College
4. Coastline College
5. Central Texas College
6. Cowley County Community College
7. Volunteer State Community College
8. Hazard Community and Technical College
9. Front Range Community College
10. Harrisburg Area Community College

The full top 50 will be listed in alphabetical order at the end of this release.

"Community Colleges are known for being accessible and catering to literally ALL varieties of students," the editors of College Consensus explain; in fact, as they say, one can "think of Community Colleges as Post Secondary for the People." As the editors explain, "One primary contrast between community colleges and four year colleges and universities is the fact that everyone is admitted." Moreover, there are many reasons that students choose community college: "Community College Programs might interest someone working towards a specific career path. They might be required to take additional courses, achieve a vocational certificate, and/ or an associates degree to get there." In other cases, "Some students are not sure what they want to do, but know they are eventually trying to attend a four year school with the ultimate goal of walking away with a bachelor's degree."

For all of these diverse students and more, College Consensus is dedicated to helping students and their families make the right choice for them. "More and more, community colleges are trying to cater to the busy lifestyles of adult learners," the editors explain, "and, therefore, there are more and more community college online options." Whatever their goal, College Consensus wants to help students choose the online community college program that is right for them.

The Top 50 Online Community Colleges of 2020 (in alphabetical order) are:

• Anne Arundel Community College
• Bismark State College
• Bucks County Community College
• Central Texas College
• Chemeketa Community College
• Coastline College
• College of Southern Nevada
• Columbus State Community College
• Community College of Allegheny County
• Community College of Aurora
• Cowly County Community College
• Craven Community College
• Cuyahoga Community College
• Eastern Florida State College
• Fayetteville Technical Community College
• Foothill College
• Frederick Community College
• Front Range Community College
• Georgia Northwestern Technical College
• Great Basin College
• Guilford Technical Community College
• Harrisburg Area Community College
• Hazard Community and Technical College
• Herkimer County Community College
• Hutchinson Community College
• Ivy Tech Community College
• Lake Superior College
• Laramie County Community College
• Lenoir Community College
• Metropolitan Community College Area
• Minnesota State Community and Technical College
• Minnesota West Community and Technical College
• Northcentral Technical College
• Northeast Community College
• Northern Virginia Community College
• Northwest Mississippi Community College
• Odessa College
• Peninsula College
• Pitt Community College
• San Antonio College
• Shoreline Community College
• Sinclair Community College
• St. Phillips College
• Stark State College
• Tyler Junior College
• Volunteer State Community College
• Wake Technical Community College
• West Los Angeles College
• Western Wyoming Community College
• Westmoreland County Community College

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December 20, 2005

Vietnamese Immigrants Give $1 Million to College

Los Angeles, CA, (December 20, 2005) LA TIMES

A pair of immigrant businessmen announced Monday that they would give $1 million to a community college campus near Orange County’s Little Saigon, a gift experts say underscores the growing level of philanthropy in the Vietnamese community.

The campus, near Westminster City Hall and a statue that honors American and South Vietnamese soldiers, will be named for benefactors restaurateur Chieu Le and developer Frank Jao.

Some observers see the donation to Coastline Community College as a sign of a maturing in Orange County’s Vietnamese community, which was formed by refuges in the 1970s at the end of the Vietnam War.

The Vietnamese have a record of helping in emergencies, such as Hurricane Katrina and last year’s devastating Indian Ocean tsunami. But individual acts of philanthropy on such a large scale are still considered relatively rare, said Thu-huong Nguyen-vo, an assistant professor at UCLA’s Department of Asian American Studies.

"We haven’t had a long time to accumulate enough wealth in the United States in order to do a lot of philanthropic work," said Nguyen-vo. "We’re not a rich community, but cumulatively, it has been huge."

Others believe the college donation is the beginning of a greater philanthropic effort in Little Saigon, home to the largest Vietnamese population outside of Vietnam.

"As the community establishes itself in the United States, the leadership becomes more philanthropic," said Jeffrey H. Brody, a Cal State Fullerton professor who teaches about the Vietnamese American experience. Le and Jao "are spearheading that effort."

The Le-Jao Center will open next month. The donation will help fund a variety of programs, from biotechnology to English-as-a-second-language courses. The $11-million facility, financed and operated by Coastline, will include 21 classrooms, three computer labs and a science lab.

"They are role models, not only for our students, many of whom are immigrants themselves starting new lives here, but also for those who understand what it means to pay forward after they have made it," said Ding-Jo H. Currie, president of Coastline.

Coastline offers classes throughout Orange County in rented offices, industrial parks and several small satellite campuses. Many classes are aimed at fundamental vocational training, an educational staple that intrigued Le and Jao.

Jao, who has prospered as a developer, took real estate classes through Coastline. Le, who owns a restaurant chain, started as a catering truck employee in San Jose.

Le and his wife, Yen, immigrated to San Jose in 1980. As a college student studying English, he bought lunch from a catering truck and eventually took a job as a helper on the truck. In 1981, he bought his own catering truck, gradually expanding his business until he and his brother operated a fleet of nearly 500 catering trucks that served Vietnamese sandwiches known as banh mi.

Le and his wife later opened a sandwich shop in San Jose, Lee’s Sandwiches -- a name they believed would be an easier sell in America. They now own 25 shops in California and Arizona.

"This is an opportunity to benefit the community for years to come. We are so proud to do a little something," said Yen Le. "We worked hard to achieve the American dream, and we just wanted to give back."

For Frank Jao and his wife, Catherine, the donation was more personal. The Jaos immigrated to the United States in 1975 and stayed at Camp Pendleton.

Jao was a door-to-door vacuum salesman but eventually took real estate classes at Coastline in the mid-1970s. He now owns Bridgecreek Group Inc., a real estate company responsible for building the Asian Garden Mall, a cultural and commercial landmark in Little Saigon. He is also a member of the Board of Trustees at Coastline.

At a news conference Monday, the two families shook hands and had pictures taken next to a rendering of the 33,000-square-foot college facility to be named for them.

"Thirty years ago, this country gave us an opportunity of new hope. The county gave us a new home. Westminster has given us a new chance to build a new life," Jao said. "We went into a joint venture to give back to the very community that has given us what we have today."

But he acknowledged that it was not enough.

"We hope this gift would encourage and inspire others in the community," Jao said.