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Take a Breath!! Sometimes thats all we need...

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Take a Breath!! Sometimes thats all we need...

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10 Breathing Techniques for Stress Relief and More

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If you're dealing with high levels of stress or anxiety, there are several types of breathing techniques that may help you feel calmer and more relaxed. It's easy to get started. All you need is a quiet space where you can pay attention to your breathing.

Breathing exercises don't have to take a lot of time out of your day. It's just about setting aside time to pay attention to your breathing. Here are a few ideas to get started:

Begin with just 5 minutes a day, and increase your time as the exercise becomes easier and more comfortable.

If 5 minutes feels too long, start with just 2 minutes.

Practice multiple times a day. Schedule set times or practice conscious breathing as you feel the need.

Read on to learn how to do 10 different breathing exercises. You may find that certain respiratory exercises appeal to you right away.

This simple breathing technique makes you slow down your breathing pace by having you deliberate effort in each breath.

You can practice pursed lip breathing at any time. It may be especially useful during activities such as bending, lifting, or stair climbing.

Practice using this breath 4 to 5 times a day when you begin so that you can correctly learn the breathing pattern.

To do it:

1. Relax your neck and shoulders.

2. Keeping your mouth closed, inhale slowly through your nose for 2 counts.

3. Pucker or purse your lips as though you were going to whistle.

4. Exhale slowly by blowing air through your pursed lips for a count of 4.

Diaphragmatic breathing (aka belly breathing) can help you use your diaphragm properly.

A 2020 meta-analysis shows this type of breathing is particularly helpful in people with breathing challenges due to chronic obstructive pulmonary disease (COPD), heart problems, or cancer.

It may also help reduce stress and help with challenges related to eating disorders, constipation, high blood pressure, migraine episodes, and other health conditions.

Practice diaphragmatic breathing for 5 to 10 minutes 3 to 4 times daily.

When you begin, you may feel tired, but over time the technique should become easier and should feel more natural.

1. Lie on your back with your knees slightly bent and your head on a pillow.

2. You may place a pillow under your knees for support.

3. Place one hand on your upper chest and one hand below your rib cage, allowing you to feel the movement of your diaphragm.

4. Slowly inhale through your nose, feeling your stomach pressing into your hand.

5. Keep your other hand as still as possible.

6. Exhale using pursed lips as you tighten your abdominal muscles, keeping your upper hand completely still.

You can place a book on your abdomen to make the exercise more difficult. Once you learn how to do belly breathing lying down, you can increase the difficulty by trying it while sitting in a chair. You can then practice the technique while performing your daily activities.

This deep breathing technique uses imagery or focus words and phrases.

You can choose a focus word that makes you smile, feel relaxed, or is simply neutral. Examples include peace, let go, or relax, but it can be any word that suits you to focus on and repeat through your practice.

As you build up your breath focus practice, you can start with a 10-minute session. Gradually increase the duration until your sessions are at least 20 minutes.

To do it:

1. Sit or lie down in a comfortable place.

2. Bring your awareness to your breaths without trying to change how you're breathing.

3. Alternate between normal and deep breaths a few times. Notice any differences between normal breathing and deep breathing. Notice how your abdomen expands with deep inhalations.

4. Note how shallow breathing feels compared to deep breathing.

5. Practice your deep breathing for a few minutes.

6. Place one hand below your belly button, keeping your belly relaxed, and notice how it rises with each inhale and falls with each exhale.

7. Let out a loud sigh with each exhale.

8. Begin the practice of breath focus by combining this deep breathing with imagery and a focus word or phrase that will support relaxation.

9. You can imagine that the air you inhale brings waves of peace and calm throughout your body. Mentally say, "Inhaling peace and calm."

10. Imagine that the air you exhale washes away tension and anxiety. You can say to yourself, "Exhaling tension and anxiety."

Lion's breath is an energizing yoga breathing practice that is said to relieve tension in your chest and face.

It's also known in yoga as Lion's Pose or Simhasana in Sanskrit.

To do this:

1. Come into a comfortable seated position. You can sit back on your heels or cross your legs.

2. Press your palms against your knees with your fingers spread wide.

3. Inhale deeply through your nose and open your eyes wide.

4. At the same time, open your mouth wide and stick out your tongue, bringing the tip down toward your chin.

5. Contract the muscles at the front of your throat as you exhale out through your mouth by making a long "haaa" sound.

6. You can turn your gaze to look at the space between your eyebrows or the tip of your nose.

7. Do this breath 2 to 3 times.

Alternate nostril breathing, known as Nadi Shodhana Pranayama in Sanskrit, is a breathing practice for relaxation.

Alternate nostril breathing has been shown to enhance cardiovascular function and lower heart rate.

Nadi Shodhana is best practiced on an empty stomach. Avoid the practice if you're feeling sick or congested. Keep your breath smooth and even throughout the practice.

To do this:

1. Choose a comfortable seated position.

2. Lift your right hand toward your nose, pressing your first and middle fingers down toward your palm and leaving your other fingers extended.

3. After an exhale, use your right thumb to gently close your right nostril.

4. Inhale through your left nostril and then close your left nostril with your right pinky and ring fingers.

5. Release your thumb and exhale out through your right nostril.

6. Inhale through your right nostril and then close this nostril.

7. Release your fingers to open your left nostril and exhale through this side.

8. This is one cycle.

9. Continue this breathing pattern for up to 5 minutes.

10. Finish your session with an exhale on the left side.

Equal breathing is known as Sama Vritti in Sanskrit. This breathing technique focuses on making your inhales and exhales the same length. Making your breath smooth and steady can help bring about balance and equanimity.

Research on older adults with high blood pressure showed that this technique may help improve mental well-being and increase the oxygen supply to the brain and lungs.

You should find a breath length that is not too easy and not too difficult. You also don't want it to be too fast in order to maintain it throughout the practice. Usually, this is between 3 and 5 counts.

Once you get used to equal breathing while seated, you can do it during your yoga practice or other daily activities.

To do it:

1. Choose a comfortable seated position.

2. Breathe in and out through your nose.

3. Count during each inhale and exhale to make sure they are even in duration. Alternatively, choose a word or short phrase to repeat during each inhale and exhale.

4. You can add a slight pause for breath retention after each inhale and exhale if you feel comfortable. (Normal breathing involves a natural pause.)

5. Continue practicing this breath for at least 5 minutes.

Resonant breathing, also known as coherent breathing, is when you breathe at a rate of 5 full breaths per minute. You can achieve this rate by inhaling and exhaling for a count of 5.

Breathing at this rate maximizes your heart rate variability (HRV), reduces stress, and, according to one 2017 study, can reduce symptoms of depression when combined with Iyengar yoga.

To do this:

1. Inhale for a count of 5.

2. Exhale for a count of 5.

3. Continue this breathing pattern for at least a few minutes.

This yoga breathing practice helps you lower your body temperature and relax your mind.

Slightly extend your breath in length but don't force it. Since you inhale through your mouth during Sitali breath, you may want to choose a place to practice that's free of any allergens that affect you and air pollution.

To do this:

1. Choose a comfortable seated position.

2. Stick out your tongue and curl your tongue to bring the outer edges together.

3. If your tongue doesn't do this, you can purse your lips.

4. Inhale through your mouth.

5. Exhale out through your nose.

6. Continue breathing like this for up to 5 minutes.

Deep breathing helps to relieve shortness of breath by preventing air from getting trapped in your lungs and helping you to breathe in fresher air. It may help you to feel more relaxed and centered.

To do this:

1. While standing or sitting, draw your elbows back slightly to allow your chest to expand.

2. Take a deep inhalation through your nose.

3. Retain your breath for a count of 5.

4. Slowly release your breath by exhaling through your nose.

This yoga breathing practice's unique sensation helps create instant calm and is especially soothing around your forehead.

Some people use humming bee breath to relieve frustration, anxiety, and anger. Research shows it may help reduce your heart rate, think more clearly, and feel less irritable or stressed.

Of course, you'll want to practice it in a place where you're free to make a humming sound.

To do this:

1. Choose a comfortable seated position.

2. Close your eyes and relax your face.

3. Place your first fingers on the tragus cartilage that partially covers your ear canal.

4. Inhale and gently press your fingers into the cartilage as you exhale.

5. Keeping your mouth closed, make a loud humming sound.

6. Continue for as long as is comfortable.

You can try most of these breath exercises right away. Take the time to experiment with different types of breathing techniques. Dedicate a certain amount of time at least a few times per week. You can do these exercises throughout the day.

Check in with your doctor if you have any medical concerns or take medications. If you want to learn more about breathing practices, you can consult a respiratory therapist or a yoga teacher who specializes in breathing practices. Discontinue the practice if you experience any feelings of discomfort or agitation.

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10 Breathing Exercises to Try: For Stress, Training, and Lung Capacity

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If you're looking to practice breathing exercises, here are 10. These are common techniques for lowering stress, meditating, and improving breathing function.

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National Center for Faculty Development & Diversity

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National Center for Faculty Development & Diversity

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Register today and activate you account!

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National Center for Faculty Development & Diversity

The National Center for Faculty Development & Diversity (NCFDD) is an independent professional development, training and mentoring community for faculty, post-docs and grad students, dedicated to supporting academics in making successful transitions throughout their careers. They offer workshops, professional development training and intensive mentorship programs. NCFDD training teaches concrete, empirically tested strategies for professional growth and pays special attention to the challenges of underrepresented faculty.

CSUMB's Institutional membership provides relevant professional development training, support from highly trained and successful mentors, a confidential "safe space" for problem solving, and downloadable formats for self-paced learning.

Audience

Many NCFDD resources are relevant to lecturers, even though the program also has resources more narrowly focused on tenure-line positions.

Accessing NCFDD resources

This link below will take you directly to the NCFDD webpage where you can register and activate your membership: https://www.facultydiversity.org/join

Resources

The core curriculum

NCFDD's core curriculum focuses on the development of key skills and strategies that lead to academic success. Members are provided trainings to establish and develop success habits which include:

Semester planning

Aligning time with priorities

Developing a consistent daily writing practice

Mastering academic time management

Moving from resistance to writing

Learning the art of saying "no"

Cultivating a network of mentors, sponsors, and collaborators

Overcoming perfectionism

Engaging in and resolving conflict in a healthy way

Strategies for dealing with stress and rejection

Examples of resources for lecturers

Imposter Syndrome: How to Recognize it, Overcome it and Realize Your Academic Goals (multi-week series)

How to Find Your Pillars of Genius

Teaching in No Time: How to Prepare for a Stress-Free Semester (multi-week series)

Parenting and Productivity (multi-week series)

Micro-aggressions, Micro-Resistance, and Ally Development in the Academy

Addressing Incivility in the Classroom: Effective Strategies for Faculty

Bully in the Ivory Tower: How Aggression and Incivility Erode American Higher Education

Disability and Living/Working in the Academy

Presumed Incompetent: Race, Gender, and Class in Academia

CSUMB faculty experiences with NCFDD

Jennifer Lovell, Psychology

The NCFDD weekly emails give me a chance to reflect on how I am spending my time and what my priorities are professionally and personally each week. I also completed the Faculty Success Program, and the experience helped me to be more intentional with writing and to hold myself accountable with faculty at other institutions. I began weekly planning meetings and scheduled writing time most days of the week. I completed a book and submitted a journal article, and I also found a better work-life balance. Following the program, I continue to watch NCFDD webinars that are relevant to my needs. I am also part of a faculty co-op where we watch and reflect on the skills and knowledge shared in the videos. NCFDD has been useful as a tool I use individually and within a group!

Vanessa Lopez-Littleton, Health, Human Services & Public Policy

My personal take-away from the first session is that I need to organize my research agenda better prior to the semester starting. As of now, I try to develop monthly goals, then work towards developing weekly plans on Sundays. After watching the first webinar, I believe I can better organize my schedule to accomplish the parts of my research that falls off the radar by mid-semester. I am also excited about the new relationships I have formed with my colleagues from across the campus. While many of us started together, our paths rarely cross. I am looking forward to the next webinar (learning as we grow together).

Alison Haupt, School of Natural Sciences

I did the NCFDD boot camp and found it to be so very helpful, but afterward I felt a bit abandoned because I'd have to pay on my own for an individual membership since we do not have an institutional membership. All of the other members of my small group were at universities with an individual membership and so they were able to continue to use so many of the wonderful resources offered by NCFDD. It is my experience that this program is especially helpful for faculty members from underrepresented groups and in particular for faculty at universities like CSUMB who have to balance a heavy teaching load with developing a research program.

Questions or feedback

If you have questions or have feedback to share about your experiences using NCFDD resources, please email tla@csumb.edu and use NCFDD in the subject line. Thank you!

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California State University Monterey Bay

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National Center for Faculty Development & Diversity | California State University Monterey Bay

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The National Center for Faculty Development & Diversity (NCFDD) is an independent professional development, training and mentoring community for faculty, post-docs and grad students, dedicated to supporting academics in making successful transitions throughout their careers. They offer workshops, professional development training and intensive mentorship programs. NCFDD training teaches concrete, empirically tested strategies for professional growth and pays special attention to the challenges of underrepresented faculty.

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EdTalks are short engaging presentations designed to bring our educational community together for intellectual stimulation and networking.

We will be engaging in conversations around Culturally Sustaining Teaching.

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Give blood. Save lives. Join the Campus Health Center, Associated Students, and the American Red Cross as we help our community.

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Give blood. Save lives. Join the Campus Health Center, Associated Students, and the American Red Cross as we help our community.
10:00 a.m. to 2:30 p.m.
Student Center, West Lounge

To schedule an appointment or for more information, please visit redcrossblood.org and enter sponsor code: CSUMB or call 1-800 RED CROSS (1-800-733-2767). Come to donate and receive a free T-shirt (while supplies last). CSUMB works to make events accessible to all. If you have special needs, please send your request to Gary Rodriguez at grodriguez@csumb.edu five days prior to the event.

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California State University Monterey Bay

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Event Detail | Fidelity Investments | Confidential Consultations for State Employees Only | California State University Monterey Bay

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Give blood. Save lives. Join the Campus Health Center, Associated Students, and the American Red Cross as we help our community. 10:00 a.m. to 2:30 p.m. Student Center, West Lounge To schedule an appointment or for more information, please visit redcrossblood.org and enter sponsor code: CSUMB or call 1-800 RED CROSS (1-800-733-2767).

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Join us via Zoom for the CAHSS Brown Bag Faculty Research Series as we welcome Dr. Chrissy Lau, SBGS, on her topic: "The Auntie Sewing squad Guide to Mask-Making, Radical Care, and Racial Justice."

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Join us via Zoom for the CAHSS Brown Bag Faculty Research Series as we welcome Dr. Chrissy Lau, SBGS, on her topic: "The Auntie Sewing squad Guide to Mask-Making, Radical Care, and Racial Justice."
2 pm to 3:30 pm
Zoom

Cost - Free, all are welcome!
Join the Zoom Event
Join us as we welcome School of Social, Behavioral, and Global Studies Assistant Professor Dr. Chrissy Lau on Friday, September 24, 2-3:30 pm via zoom (Meeting ID: 883-1605-9779), topic: "The Auntie Sewing Squad Guide to Mask-Making, Radical Care, and Racial Justice."

Abstract: In March of 2020, when the U.S. government failed to provide personal protective equipment during COVID-19, I bought a sewing machine, learned how to make masks, and joined the Auntie Sewing Squad. Created by performance artist Kristina Wong, the Auntie Sewing Squad is a mutual aid collective that makes and sends homemade masks to communities that would be disproportionately affected during COVID-19, including Indigenous peoples, asylum seekers, and incarcerated or formerly incarcerated populations. Little did I know that I would co-edit a book entitled the Auntie Sewing Squad Guide to Mask-Making, Radical Care, and Racial Justice.

This brown-bag discussion will focus on how COVID-19 transformed my research as a historian and what my research on mutual aid and solidarity means for the future discipline of history. First, the contemporary moment of COVID-19 created a new sense of political urgency that prompted me to ask new research questions and provided unexpected opportunities to work interdisciplinarily. Second, COVID-19 changed how I have traditionally conducted research, from traveling to archives in-person to researching social media platforms as digital archives as well as conducting oral histories via Zoom. Overall, my research transformations during COVID-19 pose broader questions about the future of the discipline of history.

Fall 2021 Theme: This semester's Brown Bag series provides faculty the opportunity to reflect on the transformations occuring in the arts, humanities, and social sciences as a result of the COVID-19 pandemic-including our own temporary name change to "Bagless Brown Bag Series" to accommodate a virtual event series. Faculty are welcome to share research that asks critical questions about the state of their field(s) and explore ways to improve the impact of future work. CAHSS faculty are a diverse group with many perspectives, yet we share common goals - to understand and improve the human experience, and help address the world's challenges in these turbulent times.

2021 Fall Schedule:

Friday, September 24, 2-3:30 pm

Friday, October 22, 12:15-1:45 pm

Friday, November 19, 12:15-1:45 pm

Friday, December 10, 12:15-1:45 pm

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California State University Monterey Bay

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Event Detail | Fidelity Investments | Confidential Consultations for State Employees Only | California State University Monterey Bay

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Join us via Zoom for the CAHSS Brown Bag Faculty Research Series as we welcome Dr. Chrissy Lau, SBGS, on her topic: "The Auntie Sewing squad Guide to Mask-Making, Radical Care, and Racial Justice." 2 pm to 3:30 pm Zoom Cost - Free, all are welcome!

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Instructors: Get 100 free teaching and learning resources

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Instructors: Get 100 free teaching and learning resources

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Find resources for your hybrid or online course -
Sign up for a verified educator account today to get free access to more than 60 million discipline-specific assessments, case studies, lecture notes, and more, shared by our community of college instructors and students.

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Access quality crowd-sourced study materials tagged to courses at universities all over the world and get homework help from our tutors when you need it.

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New study shows student learning suffered during the switch to remote instruction last spring, but that small group activities helped reduce this loss.

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A new working paper published by the National Bureau of Economic Research finds that students performed substantially worse, on average, on standardized course assessments at the end of the COVID-19 spring semester than in previous academic terms.

There was no evidence that this was driven by specific demographic groups, meaning that everyone was at an apparent disadvantage as a result of the rapid switch to remote instruction.

Professors' use of active learning methods mitigated some of this negative effect, however. The findings leave the study's authors "optimistic" about future student learning outcomes, even as "we remain in a period of substantial online instruction."

"Online teaching experience seems to matter, and during Spring 2020 most college faculty accumulated substantial experience," the researchers wrote of their outlook. Moreover, it's "possible to incorporate peer interaction such as think-pair-share or small group activities into synchronous online courses," and these teaching strategies are "significantly associated with improved learning during the remotely taught portion of the semester."

Accurately assessing real student learning is challenging in the best of circumstances, note the authors, several of whom research and teach economics at Cornell University. Student learning in this study was measured using standard multiple-choice economics assessments developed through Cornell's Active Learning Initiative, which is dedicated to using research-backed practices to improving undergraduate education.

In all the assessments used in the study, each question is linked to explicit course learning goals. They were administered to students as low-stakes tests around the end of the terms in question: spring 2019, fall 2019 and spring 2020.

Students in seven different undergraduate economics classes at four separate research universities participated in the study, completing these assessments along with a short demographic questionnaire.

At the end of spring 2020, professors for each of the seven courses also filled out a survey about their teaching practices and course material covered -- both before and during the pandemic.

All but one of the courses were taught by the same professor throughout the time period studied.

Six of the seven classes were taught synchronously during spring 2020, via Zoom lectures. The seventh instructor prerecorded lectures and spent scheduled class time on Zoom answering student questions.

Regarding active learning techniques, the researchers focused on two easily measured practices: the use of polling software, or "clickers," for at least two questions during most class periods, and explicit group or peer interaction within the virtual classroom. Examples of peer interaction are think-pair-share activities with partners, small group activities, encouraging students to work together outside class time in preassigned groups and allowing students to work together on exams.

Asking students to answer conceptual questions or solve problems during class has been shown to improve outcomes in in-person classes "because it forces students to engage with the material and gives the instructor immediate feedback on what students have learned," the study notes. "Having students work together to answer challenging questions and engage in 'peer instruction' has also been associated with positive student outcomes."

Essentially, the researchers expected that learning would suffer during the pandemic but wanted to know who suffered most, and what pedagogical factors ameliorated the suffering.

Despite widespread fears disadvantaged students might fare more poorly during the COVID-19 spring term than their peers, none of the demographic groups studied experienced significantly different effects of the pandemic relative to white or Asian male students who had at least one parent with a college degree and spoke English as their native language.

True to what the researchers expected, experience teaching online and course pedagogy played important roles in mitigating the negative effects of the pandemic on learning. When the instructor had prior online teaching experience, student assessment scores were significantly higher over all (0.611 SD, p=0.074) and for the remote material (0.625 SD, p=0.000).

Students in classes with planned peer interactions earned scores that were similar, relative to students in other classes on the overall scores and 0.315 SD higher (p=0.040) for the material taught remotely.

Polling, or clickers, meanwhile, didn't seem to have much of an effect, either way.

Spring 2020 was, hopefully, a singular semester. So how relevant are these results to future online terms, even those where COVID-19 is still a factor, or a so-called new normal? Study co-author Douglas McKee, senior lecturer in economics at Cornell, said there's no reason why his and his colleagues' results shouldn't continue to hold. While it's possible that the importance of "structured peer interaction will be lessened as students have had more time to build their own support networks," he said, "explicitly building ties between students will continue to be very important in an online environment." This is especially true for students studying away from campus, he added.

Online teaching experience will continue to matter, as well, McKee said. To that point, does the study have anything to say about the ongoing synchronous versus asynchronous instruction discussion? Facilitating peer-to-peer interaction is, in some ways, easier during synchronous classes.

McKee said that based on his personal experience, synchronous instruction "is more effective than asynchronous because it allows instructors to build peer interaction into the virtual classroom in a way that's very similar to how it works in the physical classroom." This specific study "can't really say anything about asynchronous teaching models," though, as it didn't include any courses taught that way.

Christine Greenhow, associate professor of counseling, educational psychology and special education at Michigan State University and a longtime proponent of effective online teaching, said Monday that the rapid shift to remote instruction earlier this year was "far from ideal." Now, however, she said, "it's time for educators to take stock of what we have learned and use it to improve our teaching, online and off."

On synchronous and asynchronous instruction, Greenhow said online learning experiences should combine both, along with "frequent, direct and meaningful interaction" between students and between students and professor.

Regarding this new study, in which she was not involved, Greenhow said that the findings on the power of peer interaction align with previous online learning research.

Teachers can indeed "facilitate active learning online where students are critically evaluating their work, connecting it to what they already know and reflecting on what they learned with their peers," Greenhow said. "This can be done synchronously, in real time through social media, polling, online breakout rooms and other tools -- but also asynchronously online through collaboration tools that allow students to work at their own pace, on their own time but collectively produce work."

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The power of active learning during remote instruction

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A new working paper published by the National Bureau of Economic Research finds that students performed substantially worse, on average, on standardized course assessments at the end of the COVID-19 spring semester than in previous academic terms. There was no evidence that this was driven by specific demographic groups, meaning that everyone was at an apparent disadvantage as a result of the rapid switch to remote instruction.

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Virtual Solutions and Campus Benefit Fairs

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Virtual Solutions and Campus Benefit Fairs

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At this live event, you'll be able to video or text chat with providers and your campus benefits team. This Open Enrollment period information is for state employees only.

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At this live event, you'll be able to video or text chat with providers and your campus benefits team. This Open Enrollment period information is for state employees only.
10 a.m. to Noon
Online

In addition to the benefits information for Open Enrollment on the CSUMB Open Enrollment website and CSYou websites, a virtual solution will be available for our employees - providing additional access to benefits information. The virtual solution will also host your regional campus live Benefits Fairs. At the live event, you'll be able to video or text chat with providers and your campus benefits team.

Additional dates:

Thursday, Sept. 30
1-3 p.m.

Friday, Oct. 1
10 a.m. - Noon
This Open Enrollment period information is for state employees only.

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California State University Monterey Bay

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Virtual Solutions and Campus Benefit Fairs

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At this live event, you'll be able to video or text chat with providers and your campus benefits team. This Open Enrollment period information is for state employees only. 10 a.m. to Noon Online In addition to the benefits information for Open Enrollment on the CSUMB Open Enrollment website and CSYou websites, a virtual solution will be available for our employees - providing additional access to benefits information.

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Which is your favorite? Both are so beautiful and evoke a serene solitude that refreshes the heart, mind, & soul. No matter which one you choose... take some time and enjoy the beauty of nature.

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The College of Arts, Humanities, and Social Sciences and the Monterey Jazz Festival invite you to Jazz After Hours at CSUMB, a free performance by musicians from the sold out 64th Monterey Jazz Festival.

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California State University Monterey Bay

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Event Detail | Virtual Solutions and Campus Benefit Fairs | California State University Monterey Bay

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The College of Arts, Humanities, and Social Sciences and the Monterey Jazz Festival invite you to Jazz After Hours at CSUMB, a free performance by musicians from the sold out 64th Monterey Jazz Festival. 8 p.m. to 10 p.m. RND Amphitheater at CAHSS 504 Cost - Free | All are welcome!

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It’s time to sign up for the fall 2021 TLA teaching cooperatives (i.e., communities of practice and discussion groups), incredible communities for collective professional development! Everyone is welcome. Sign up here.

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It’s time to sign up for the fall 2021 TLA teaching cooperatives (i.e., communities of practice and discussion groups)! Everyone is welcome. Sign up here.

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Some recommended TLA cooperatives for new faculty:

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Some recommended TLA cooperatives for new faculty:

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Community of Practice 1: Reading Apprenticeship -- Deepening Our Practice

Community of Practice 3: Collaborative Online Intercultural Learning (COIL)

Community of Practice 4: Maximize Your Online Teaching Presence with Canvas

Community of Practice 6: Inclusivity in the Classroom

Discussion Groups 11 and 12: Koru Mindfulness Basic and Koru 2.0

Sign up here

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Celebrating our colleagues’ book releases -- congratulations! 

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Celebrating our colleagues’ book releases -- congratulations! 

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Assistant Professor Chrissy Hernandez on her forthcoming release as managing editor of Lessons in Liberation: An Abolitionist Toolkit for Educators (September 2021 from AK Press), a collection brought together by the Education for Liberation Network and Critical Resistance to create bridges between abolition and education and to highlight existing organizing efforts

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Born from sustained organizing, and rooted in Black and women of color feminisms, disability justice, and other movements, abolition calls for an end to our reliance on imprisonment, policing and surveillance, and to imagine a safer future for our communities.

Lessons in Liberation: An Abolitionist Toolkit for Educators offers entry points to build critical and intentional bridges between educational practice and the growing movement for abolition. Designed for educators, parents, and young people, this toolkit shines a light on innovative abolitionist projects, particularly in Pre-K-12 learning contexts.

Sections are dedicated to entry points into Prison Industrial Complex abolition and education; the application of the lessons and principles of abolition; and stories about growing abolition outside of school settings. Topics addressed throughout include student organizing, immigrant justice in the face of ICE, approaches to sex education, arts-based curriculum, and building abolitionist skills and thinking in lesson plans.

The result of patient and urgent work, and more than five years in the making, Lessons in Liberation invites educators into the work of abolition.

Contributors include Black Organizing Project, Chicago Women's Health Center, Mariame Kaba and Project NIA, Bettina L. Love, the MILPA Collective, and artists from the Justseeds Collective, among others.

View the full table of contents here.

Praise for Lessons in Liberation

" Lessons in Liberation is an abundant and generous offering, packed with resources to help us collectively build toward abolition in and out of the classroom. This excellent toolkit is a call to imagine, to act, to dream, to expand our notions of what education is and can be-and of the bold and radically nurturing society we can grow together. It's an essential read for teachers, organizers, and students of all kinds!"
- Maya Schenwar, co-author of Prison by Any Other Name and editor-in-chief of Truthout

"This resource book underscores the necessity and urgency of abolition of the prison industrial complex in, by, and through educational systems. Chock full of ideas, workshop activities, guiding principles, tools, reflections, and campaign strategies, Lessons in Liberation will grow and deepen our movements. For those looking for an on-ramp into abolition through education-this is for you."
- Liat Ben-Moshe, author of Decarcerating Disability: Deinstitutionalization and Prison Abolition

" Lessons in Liberation is an inspiration! The authors establish foundational knowledge about what it means to be an abolitionist educator while also providing concrete actions for those who are committed to co-constructing a more just world with the youth in their classrooms. It is a deeply critical, empathetic, and loving text-the medicine that is needed to rise together."
- Curtis Acosta, Ethnic Studies Educator

"The tools needed for liberation and freedom are in this book. Like all of us, if you are striving to be an abolitionist educator, this book is your guide. Lessons in Liberation pushes us to unlearn, to be vulnerable, and to find our humanity so we can enter classrooms ready to freedom dream, to dismantle, and build for collective struggle, liberation, and love."
- Bettina L. Love, author of We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom

"Abolition is a theory whose time has come in classrooms and schools, but those of us practicing in these spaces need a more complete picture of what that looks like on the day to day. Lessons in Liberation is just that. Each page is an invitation to dream and create a new world, but also how to build that world and what tools we may need to do so."
- Teachers 4 Social Justice

"Lessons in Liberation successfully sets out to answer a critical question: What does abolitionist education look like in practice? Lessons in Liberation pulls together a stunning mix of background articles and teaching ideas, all aimed at being useful for educators and community activists interested in doing the work of abolitionist education."
-Rethinking Schools

The Education for Liberation Network & Critical Resistance Editorial Collective are a team of writers, educators, and thinkers from various backgrounds and social movements working toward abolition in our time.

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A political vision for a future ripe with alternatives to imprisonment and punishment. Born of patient and urgent work, and more than five years in the making, Lessons in Liberation expands our scope beyond defunding the police and toward our most far-reaching freedom dreams.

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Celebrating our colleagues’ book releases -- congratulations! 

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Celebrating our colleagues’ book releases -- congratulations! 

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Assistant Professor Daniel Summerhill (left) on the summer release of his first volume of poetry, Divine, Divine, Divine through Nomadic Press in Oakland.

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SEASIDE - Daniel B. Summerhill is always thinking. Not a passive sort of pondering but in a deeply engaged process of wonder. He thinks so much that sometimes it wears on his mind and leaves his heart weary. Yet, when he puts his thoughts into words, printed on a page where he can see them, or spoken aloud so he can hear them, it all begins to seem like poetry. And that gives him hope.

Summerhill, an assistant professor of poetry and social action & composition at CSU Monterey Bay, considers himself a reserved and quiet person. But when he steps up to the mike to deliver the poetry of his truth, he becomes equal parts energy and eloquence, and his message is more righteous than reserved.

Still, sometimes he's still quiet; well-chosen words don't always have to be loud to be heard.

Just last month, Summerhill published his first volume of poetry, "Divine, Divine, Divine," through Nomadic Press in Oakland, where he was raised. They believe in publishing local, and he does, too.

"I got to thinking about the word 'divine' after hearing Joshua Bennett deliver his poem, 'Say It, Sing It, If the Spirit Leads,' and I wrote a poem after it. Not necessarily responding to his," said Summerhill, "but in thinking about the repetition of that word, and about Black church and Black trauma and what it means to be resilient."

And mostly, he said, because the whole idea of Black language can't endure except in divinity.

His T-shirt says, "God is Dope." His name, Daniel, says he is resilient.

Summerhill began to understand himself as a poet back in middle school, when he discovered an album of poetry, left behind by his older sister, Tenesha Smith when she moved to New York. He found, in the pairing of her words, a catalyst for what he wanted to do.

"After I found my sister's poetry," he said, "I spent a whole year reading the dictionary, just gathering words. I had no idea there were so many. I also realized it's all invented. 'Ain't' didn't use to be in the dictionary, but it is, now. The dictionary doesn't direct us; it follows us."

When he wants to establish a new word, he just starts using it.

Summerhill received another nudge in the direction of writing when his ninth-grade teacher gave him a journal, inscribed with words about "so much talent. . .never wasted." So he filled up that journal with his talent and kept it.

Evolution of eloquence

Although raised in Oakland, Summerhill was born in Sacramento, succeeding four sisters, 5 to 15 years older. He thinks, sometimes, about birth order and the effects that might have on siblings, particularly since he grew up feeling kind of like an only child. He never met his father, and he thinks about that, too, not with any lingering grief but more of a wonder about how that frames his story and a curiosity about who he came from.

It hasn't kept him from figuring out who he is.

Summerhill played football and ran track throughout high school and his early years in college. Friends from his Oakland neighborhood played a lot of basketball and were always asking him to put down his poetry and come out and play.

He went to Laney College in Oakland, a community college whose motto is "Dream. Flourish. Succeed." Summerhill saw football as his vehicle to get there, including a scholarship to a university. But a broken collarbone his second year hurt his chances. His body healed, but his spirit snapped. He graduated with an associate degree in African American Studies and Social Science, and went to work for a pizza place, a café, and as a fitness trainer.

"I was working, but I wasn't writing," he said, "which made me unhappy. And I was working three jobs but was still really broke. I realized, if I was going to work to be broke, I should at least be back in school, working toward something."

Summerhill took Amtrack from Emeryville to New York, to visit the College of St. Rose, a private college in Albany, where his sister had attended. By the time he left, he'd been accepted and enrolled in the upcoming spring semester, with the promise of some scholarships. He graduated with a double major in English and philosophy and went on to earn an MFA in Creative Writing with an emphasis on poetry, from the Solstice Creative Writing MFA Program of Pine Manor College in Boston. His master's thesis was on "Cultivating Authentic Voice in Black Writers." His creative thesis was "Glossolalia," a collection of poetry, which led to his new book.

The art of poetry & performance

Summerhill became a performance artist the moment he started sharing his poetry. He has performed in more than 25 states and co-headlined a European tour. He is the 2015 NY Empire State Poetry Slam Champion and a 2015 Nitty Gritty Grand Slam Champion. In 2018, he was invited by the University of Kwazulu-Natal and the U.S. Embassy to teach and perform at the Annual International Poetry Africa Festival .

Summerhill finds delivering his poetry as empowering as writing it and sees it all as one continuum of expression. His experience is enriched by collaborating with other artists, combining different mediums, including music or visual art-such as the cover art of his book, by his friend Amen'auset Shotlow-Turner. While his words speak of both torment and triumph, he recognizes that there are plenty of things to be angry about. Yet rather than live angry, he chooses to live motivated.

"Nina Simone said an artist's duty is to reflect the times. In poetry, we create the poem because we can't remain silent. I write poems," said Summerhill, "because I have to. And the folks who appear in or who connect with my book; it's for them."

In the fall of 2019, Summerhill, 30, joined the faculty of CSU Monterey Bay, one semester before COVID-19 caused the campus to close, shifting to remote learning. His wife, Quianna, a dancer he met at Laney College, is finishing her degree in kinesiology and plans to pursue a career in dance therapy. The couple has a 5-year-old daughter, Genesis Rayshelle Poet Summerhill.

"James Baldwin said nobody in his right mind chooses to be a poet," Summerhill said. "But he also said hope is invented every day. So I wake up every day and try to do better."

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CSUMB professor and the poetry of principle and passion

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SEASIDE - Daniel B. Summerhill is always thinking. Not a passive sort of pondering but in a deeply engaged process of wonder. He thinks so much that sometimes it wears on his mind and leaves his heart weary.

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Join the Building Community through Dialogue Discussion Group

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Join the Building Community through Dialogue Discussion Group

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Sign up under Discussion Group 10 here.

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To find out more, follow the links on this page: https://csumb.edu/diversity/employee-affinity-groups/

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The LGBTQ+ Staff/Faculty Affinity Group exists to provide an opportunity for queer faculty and staff to connect socially, advocate for and empower LGBTQ+ students, develop partnerships with community-based LGBTQ+ advocacy and social efforts, and advance diversity and equity initiatives on CSUMB's campus and in the surrounding community.

Monthly meetings are the first Thursday of every month starting on February 7, 2019, at 4pm in Monte's

For more information contact:

The African American Heritage Faculty and Staff Alliance is a group of dedicated CSUMB faculty and staff purposed with providing community for one another and supporting the University's students. Re-established in 2009, the Alliance continues to grow as the demands for diversity and inclusion widen and deepen. It seeks to be an integral part of the community as the campus continues to grow and works with various campus partners including the Otter Cross Cultural Center and the Office of Inclusive Excellence.

African American Heritage Faculty Staff Alliance - Meets the third Wednesday of Month

Location: 3rd Floor Library Conference Room 3145

For more information email: aahfsa@ csumb.edu

La Colectiva hopes to create a space for folks to cultivate community, build authentic connections, engage in peer mentoring, and strategize ways for survival and success. We also want to advocate to enhance our well-being and sense of belonging to forge a more empowering campus climate by promoting a more representative composition of faculty and staff, and in other ways. Additionally, we seek to build coalitions with other staff/faculty affinity groups and alliances to advocate on behalf of our students, ourselves and various other communities on campus. We hope you can make it to our first social event and help us all start the semester in the community!

We meet every third Thursday of the month. For more information, please join our Facebook group and/or fill out the Google form.

For more information contact:

The Native American Council (NAC) is a group of dedicated faculty and staff.
NAC serves three purposes:

To provide community and support for students;

To build community and continue campus relations with tribes;

To advise campus administrators on issues relevant to the support of Native students, faculty, staff and alumni.

For more information contact: nac@csumb.edu

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California State University Monterey Bay

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Employee Affinity Groups | California State University Monterey Bay

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The LGBTQ+ Staff/Faculty Affinity Group exists to provide an opportunity for queer faculty and staff to connect socially, advocate for and empower LGBTQ+ students, develop partnerships with community-based LGBTQ+ advocacy and social efforts, and advance diversity and equity initiatives on CSUMB's campus and in the surrounding community.

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Did you know CSUMB is on several Social Media platforms?  We're on Facebook, Twitter, Instagram, YouTube & LinkedIn!!

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Did you know CSUMB is on several Social Media platforms?  We're on Facebook, Twitter, Instagram, YouTube & LinkedIn!!

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This YouTube playlist includes EIM-OC's "Top 10" list for staying healthy while working from home. Check it out..

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This playlist includes EIM-OC's "Top 10" list for staying healthy while working from home.* *This information is for educational purposes only, and should no...

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Looking for some quick help with Zoom, Canvas, Oasis... or more?  This document is for you!  Check it out!  If you are needing something that is not posted here in this document, please do not hesitate to reach out to TLA.  We are here to help you. Here is the link to the Google doc so you can access the Live links:
https://docs.google.com/document/d/1EMR2tDw3whAo0zlXc7CZ0ubXOZSbf6HuR6Aycaspsp0/edit#heading=h.zgfypasmb5s6

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Please refer to this slide deck for a plethora of information regarding many resources at CSUMB. If you have any questions, please do not hesitate to reach out to TLA. We are here to help you in any way that we can.

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CSUMB - New Faculty Orientation 2021 - Campus Resources

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Interested in opportunities for peer observation in your Zoom Classroom?

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Interested in opportunities for peer observation in your Zoom Classroom?

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Would you like to have a friendly colleague visit your Zoom classroom (or watch a recording) as a thought partner, someone to offer support, and consider with you ways to increase student interactions and other goals you have? TLA is very happy to partner with you to offer real-time collaboration. If you are interested, contact tla@csumb.edu or rkersnar@csumb.edu.

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Need a minute to clear your head?  An evening stroll on the beach may be the trick..

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Need a minute to clear your head?  An evening stroll on the beach may be the trick..

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Welcome to California State University Monterey Bay! 

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Welcome to California State University Monterey Bay! 

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New Faculty at CSUMB?

New Faculty FAQS

CSUMB Community Building

Looking for interesting things to do?

TLA Professional development opportunities

Health & Wellness

CSUMB IAR Data News

Upcoming webinars and recordings you can watch now

Let's Talk: What's your struggle and how can we help you SUCCEED?

Teaching and Learning articles, books, videos, and more.

Doing something fun? Post a PIC here...

NFO F2021 Toolkit

NFO F2021 Breakouts

TLA Wall of FAME!

More Cool Stuff..

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What are you wondering about today? Tell us what you need to be successful.

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What are you wondering about today? Tell us what you need to be successful.

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Post a question or something  that you need here!

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Check this IAR Website

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California State University Monterey Bay

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Enrollment Overview | California State University Monterey Bay

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All data are based on Census data extracted for the Chancellor's Office at State census.

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How to give what was lost during COVID online learning back to students.

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How to give what was lost during COVID online learning back to students.

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Lost Handshakes, Eye Contact and Flow State of Learning

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Most people who had a virtual birthday party or did virtual dating in the last year can attest that some things just weren't the same during the pandemic. That was true in higher education -- and often for many of the same reasons. The eye contact and handshakes that are a regular part of teaching and learning in a face-to-face classroom were lost, which made the climb to the summit more challenging for many students. As a consequence of those losses, we may have even suppressed one of the most exciting and energizing parts of learning -- the entry into "flow state." In the wake of this crisis, we may be able to give those lost benefits back to our students -- and in a variety of ways that foster learning.

To be clear, I am a strong advocate for the flexibility and accessibility of online education; I do not believe that higher education should be limited to the face-to-face environment. Indeed, research has shown that many people we serve with online education often wouldn't have access to education at all if they couldn't take advantage of the benefits that online education offers. Still, we are learning a great deal about what we and our students missed in this often-remote COVID year, along with hints of how we might do things differently.

Loss of Learning in Online

A remarkable 52 percent of students surveyed by Inside Higher Ed and College Pulse, with support from Kaplan, say that they learned less in academic year (AY) 2020-21 than they did in the pre-COVID years. If students learned less -- which we will be able to better assess this coming year as they move forward academically -- we must attempt to understand what that means for all of our curricula and what factors negatively (and positively) impacted their learning.

Compounding this, the disruption of both high school and college education during the spring when the pandemic began left only 6 percent of first-year students describing themselves as "very prepared" for AY 2020-21. The unexpected move to online, alongside the loss of face-to-face and hands-on experiences, may have left them feeling underprepared.

Complicating this issue is the fact that students who were online last year likely did not choose that environment; they were forced into it by the pandemic. Ninety-six percent of all students in the survey, most of whom had actively chosen face-to-face environments as their learning modality, were in a fully or partially online environment. That disruption may have made both the academic and the emotional components related to it harder for students who hadn't planned on or chosen that flexibility, like those in a traditional online program. These students actually lost the face-to-face experience for which they had hoped.

Role of Interpersonal Contact

Perhaps related to the loss of that interpersonal contact (an interesting area for additional research), some of the struggle with learning in AY 2020-21 may be attributable to the higher levels of depression we saw in the traditional college-aged population during this time.

In the Student Voice survey, top concerns about performing well academically in the coming year were "difficulty concentrating" (58 percent) and "feeling unmotivated" (65 percent) -- both of which can be markers of depression. Half of students noted "mental health concerns" as a worry. Students fear that the stressors that plagued them this past year will follow them into the next and continue to impact them.

Flow State

A component of the struggle that we have not captured in most of our studies of this challenging period may grant us keener insight into why face-to-face environments have some advantages. Indeed, what struck me the most forcefully in the Student Voice research was the fact that over 80 percent of students surveyed said that concentrating during remote lectures was "extremely" or "somewhat" difficult. In addition, nearly half of the students surveyed said that their work took more time than it had in the past.

I read this as, in part, being about a loss of flow state. Flow state, which was called an "ideal state of work performance" in the April 2021 issue of the journal IEEJ Transactions on Electrical & Electronic Engineering, is generated by meaningful challenge and can be accelerated by group energy. We can experience it solo, often in the wake of productive engagement with others, and in well-functioning groups. Unplanned/unchosen isolation can lead to depression, frustration and loss of motivation. In turn, the loss of engagement -- eye contact, handshakes and dialogue, all of which are fundamental features of the community in a college classroom -- may have also undermined the acceleration of learning that occurs as we foster and experience flow state.

Research during this disrupted academic year showed that "during online learning, feelings of disconnection, social isolation, distractions, boredom and lack of control exert a detrimental effect on the ability to reach the state of flow, the feeling of presence, the feeling of social involvement," according to an April 2021 Behavioral Sciences article. The authors argue that, in a fully online environment, strong feelings of presence, engagement of the body and mind, can be created with tools like virtual reality.

Benefits of Technology

This is a valuable lesson, not just for a crisis, but as we teach our students across multiple learning modalities in the years to come. We can also use hybrid models of education delivery to foster in-person connection alongside the remote. Discerning new ways to create connection and community will help us help our students increase their academic success.

It's not just about adding in more interpersonal contact. Over 30 percent of respondents to the Student Voice survey found chat boards, reminders/nudges and online discussions valuable adjutants to other kinds of support.

Strikingly, Hispanic and Latino students rated the value of interventions such as these a full 10 percentage points higher than other students. The Postsecondary National Policy Institute notes that 61 percent of Latinx students are first-generation college students, which suggests that they are already transcending other hurdles, like all first-generation students. This data suggests that these interventions, technologically or face-to-face, may make a real difference for our Latinx students and perhaps other demographics of students.

While it is unclear how much the absence of face-to-face engagement contributed to the challenges students experienced this year, we know that it was at least correlated. Given the array of concerns students identify in this study, we must strive to learn what we can about what was lost in this year, so we can better support student success in the future, not just understand their struggles in the past. We must create new models of both interpersonal and electronic support structures that attend to the needs of our students and help them be successful, whether we are in a crisis situation or not.

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Helping students recover from what they missed during COVID learning (opinion)

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Most people who had a virtual birthday party or did virtual dating in the last year can attest that some things just weren't the same during the pandemic. That was true in higher education -- and often for many of the same reasons.

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Post a picture of something fun you did this summer..

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Sign up for the next session

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Learn how to perform life-saving adult, pediatric, and infant CPR and how to use an Automatic External Defibrillator in the event of a cardiac emergency.
9 AM to 5 PM
Cost - Free

Attend this four-hour American Heart Association Heartsaver course, taught by certified Presidio of Monterey Fire Department staff, to receive certification in CPR and AED use.

Classes are typically offered once a month during each semester and one time during the summer. They are available to all CSUMB students, faculty and staff as well as University Corporation employees at no cost.

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California State University Monterey Bay

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Learn how to perform life-saving adult, pediatric, and infant CPR and how to use an Automatic External Defibrillator in the event of a cardiac emergency. 9 AM to 5 PM Cost - Free Attend this four-hour American Heart Association Heartsaver course, taught by certified Presidio of Monterey Fire Department staff, to receive certification in CPR and AED use.

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Virtual Forum - Watch on Demand

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Colleges have long wanted to make sure that all students are active participants in their learning, with greater emphasis on group work, opportunities to solve problems, and hands-on experiences. With in-person learning greatly diminished during the pandemic, where does active learning stand now and where is it headed?

In Active Learning for a Post-Pandemic World, a panel of learning experts, including Eric Mazur of Harvard University, joins The Chronicle to help answer that key question.

This special, 75-minute Virtual Forum will seek to answer:

How has the digital transformation of higher ed affected the push for active learning?

How can technology help-or hurt-this effort?

What could active learning look like this fall, whether classes are in-person, remote, or hybrid?

This event is brought to you thanks to the support from

AGENDA

2:00 | Welcome
Ian Wilhelm

2:05 | Chronicle Interview The Road Ahead for Active Learning
The Chronicle's Beth McMurtrie interviews Eric Mazur, a Harvard professor and an international advocate for active approaches to learning, about how the pandemic
- and the remote education it required-may reshape teaching and the role of the instructor.

2:30 | Adobe Presentation

Accelerating Active Learning for Good Adobe experts discuss accelerating imperatives to engage all students through active learning by equipping them with the technologies that drive digital transformation.

2:45 | Chronicle Panel
Preparing for the New Classroom
Looking ahead to the fall semester, The Chronicle's Beckie Supiano talks with two teaching and learning experts- Chandralekha Singh and Lindsay Masland-about the common challenges to implementing active learning whether in-person, online, or a mix of both.

3:10 | Final Notes

Closing Remarks

Lindsay Masland

Associate Professor of Psychology, Assistant Director of Faculty Professional Development, Appalachian State University

Eric Mazur

Balkanski Professor of Physics and Applied Physics, Harvard University

Beth McMurtrie

Senior Writer,
The Chronicle of Higher Education

Chandralekha Singh

Professor and Director, Discipline-based Science Education Research Center, University of Pittsburgh

Beckie Supiano

Senior Writer,
The Chronicle of Higher Education

Tacy Trowbridge

Global Education Programs Lead,
Adobe

Todd Taylor

Pedagogical Evangelist, Eliason Distinguished Professor of English
University of North Carolina at Chapel Hill

Ian Wilhelm

Assistant Managing Editor,
The Chronicle of Higher Education

V I R T U A L F O R U M

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Active Learning for a Post-Pandemic World

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Colleges have long wanted to make sure that all students are active participants in their learning, with greater emphasis on group work, opportunities to solve problems, and hands-on experiences. With in-person learning greatly diminished during the pandemic, where does active learning stand now and where it is headed?

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Virtual Forum - Watch on Demand

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The vaccines are here - and more and more Americans are being vaccinated every day. How can colleges ensure their students, faculty, staff, and administrators follow suit? And how will that fit into overall campus wellness as campuses reopen?

In this virtual forum, a panel of experts at colleges around the country will examine how colleges can help students flourish both physically and emotionally:

What does campus well-being mean in the post-pandemic world?

How can colleges support students who are dealing with the lingering traumas of the pandemic, social unrest, and economic upheaval?

How can colleges break down administrative silos to best serve students?

With Support From American College Health Association (ACHA)

Suggestions?

Let us know what you would like to cover in these virtual forums. Email us, at ci@chronicle.com.
Find out more about virtual-event partnerships by emailing marketingstrategy@chronicle.com.

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UPCOMING: February 3 at 2:00 p.m., ET Covid-19 upended the world of Higher Ed in 2020, but has it truly "changed everything"? With vaccines rolling out, and a potential return to a more normal looking fall, many within higher ed are now wondering which changes will stick and which were merely...

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CSUMB alum Robert Machoian Graham releases his new feature film

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CSUMB alum Robert Machoian Graham releases his new feature film

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Check this out....

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By Walter Ryce

Cinematic Arts and Technology alumni (class of 2007) Robert Machoian Graham has just released his newest film, a full length feature titled The Killing of Two Lovers, to select theater audiences as well as streaming audiences on Amazon Prime, Apple TV and others.

It premiered at Sundance and was released by Neon, an American film production and distribution company best known for releasing I, Tonya (about Tonya Harding), Ingrid Goes West (starring Aubrey Plaza), and breakthrough hit film Parasite.

Machoian's previously gotten short films, including those shot on iPhone, accepted into Sundance; and has collaborated often with Cinematic Arts faculty lecturer Rodrigo Ojeda-Beck.

His film follows the deteriorating marriage and separation between David (Clayne Crawford) and Niki (Sepideh Moafi) that's exacerbated when she becomes intimate with another man, Derek (Chris Coy). David and Niki's shared children -three boys and a teenaged girl - keep him grounded and assuage his jealously and rage, which threatens to erupt amid the routine and desperation of his new life.

The three boys are played by Machoian's actual kids, who he's cast in other of his films, too.

The Killing of Two Lovers is shot in a stark landscape of a small, wintry town in Utah, and has also been praised for its sound design, which Machoian says deserves the "best listening environment possible."

As Machoian's film career grows and evolves, he shares his experiences with the university that helped him hone his craft.

"Robert came and talked with our students and even did a one-day shoot with our cinematography students," says Chris Carpenter, Cinematic Arts lecturer and media production specialist.

The Hollywood Reporter observed that this film "should put its filmmaker on the map." Which is a place that many students might also like to occupy some day.

The Killing of Two Lovers is available to stream on various services.

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California State University Monterey Bay

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CSUMB alum Robert Machoian Graham releases his new feature film

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By Walter Ryce Cinematic Arts and Technology alumni (class of 2007) Robert Machoian Graham has just released his newest film, a full length feature titled The Killing of Two Lovers, to select theater audiences as well as streaming audiences on Amazon Prime, Apple TV and others.

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Envision your financial liberation through a social justice lens in this workshop.
5:30 p.m. to 7 p.m. Join on Zoom
Let's start off this yearlong series with the most important question: What does it mean to you to be financially empowered as a Black, Indigenous, and/or Person of Color? We will spend this interactive session envisioning your financial liberation through a social justice lens. We will ground our individual work in the collective and hold community space to nurture our own needs while simultaneously supporting the needs of those around us.

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California State University Monterey Bay

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Event Detail | Business Data Reporting Open Lab | California State University Monterey Bay

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Envision your financial liberation through a social justice lens in this workshop. 5:30 p.m. to 7 p.m. Join on Zoom Let's start off this yearlong series with the most important question: What does it mean to you to be financially empowered as a Black, Indigenous, and/or Person of Color?

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The Chronicle of Higher Education: What students need this academic year. 

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The Chronicle of Higher Education: What students need this academic year. 

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Upcoming: Wednesday, September 1 at 2 p.m., ET
As the pandemic trudges on, students and their families long for a college experience that feels engaging, safe, supportive, relevant, and valuable. But with continued uncertainty, what does that look like? And how can campus communities get there together?

The first in a four-part series, "Going Forward: The Higher Ed We Need Now," our virtual forum will examine what elements of "normal" campus life are still desirable for students and what changes they hope to see.

Join our co-hosts, Michael Sorrell, president of Paul Quinn College, and Sara Lipka, assistant managing editor at The Chronicle, as they talk with experts and students to answer questions such as:

How can college leaders gather input from students to guide planning?

What opportunities and support do students find most valuable right now?

How are students and their families making decisions about educational plans?

What preparation for careers and life feels most relevant?

Speakers:

Ariana Berumen, Student, University of California at Berkeley

Vani Mittal,Student, University of Alabama at Birmingham

Sherry Pagoto,Director, UConn Center for mHealth and Social Media, University of Connecticut

Malik Singleton,Student, Harris-Stowe State University

With Support From TIAA

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UPCOMING: September 1 at 2 p.m., ET A new academic year is coming. What kind of educational experience do students need in this - yet another - uncertain, unprecedented year? Join our co-host Michael Sorrell, president of Paul Quinn College, as he talks with experts and students in a four-part...