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Guide to the Honors Convocation records
Get PDFThe University of San Diego Honors Convocation records consists of Honors Convocation invitations, programs, planning materials, and correspondence for the Honors Convocation from 1961 to 2024.
Finding Aids are tools used to aid research by describing the materials in a collection. University Records Finding Aids include historical and/or biographical information along with a description of the collection and a folder listing of the content.
To view this collection please email University Archives and Special Collections staff at [email protected]://digital.sandiego.edu/findingaidsur/1028/thumbnail.jp
Generative AI and Journalism: Hype, The Always Already New, Hype, and Directions for Scholarly Imagination
Get PDFThis essay pushes against hype about generative AI in both journalism and journalism scholarship. Emergent questions around the black box nature of AI, concerns about information disorder, and problems with the theft of intellectual property are recontextualized with a new focus – one that demands scholars think outside of the newsroom, center the natural and the cultural elements of journalism, and ultimately, remain critical about the always already new of new technologies and powerful companies looking to devalue human labor. A warning is issued about generative AI and journalism more generally, pushing us to study the importance of remembering unequal distributions of power and their connections to the rise of authoritarianism
Understanding California’s 2025 Energy Code
Get PDFCalifornia’s 2025 Energy Code is set to take effect in January 2026. Triannual updates to the Energy Code advance the state’s clean energy and climate resilience goals. For 2025, key updates include expanded heat pump requirements, electric-ready requirements, enhanced ventilation standards, and updated solar and battery storage regulations. These updates aim to reduce greenhouse gas emissions, lower energy costs, and improve public health in California. This case study outlines the main components of the 2025 updates to the California Energy Code (Title 24, Part 6), highlights expected impacts, and identifies financial incentives and programs available to support compliance and facilitate the transition to a cleaner, more sustainable built environment in California.https://digital.sandiego.edu/npi-sdclimate/1042/thumbnail.jp
The Lived Experiences of Disabled Students in Inclusive Classrooms
Get PDFThis dissertation explores the lived experiences of disabled students in inclusive classrooms, with a focus on those participating in extensive support needs (ESN) programs. Intentionally inclusive of students who communicate through diverse methods, including augmentative and alternative communication devices, picture exchange communication systems, American Sign Language, and other nonspoken forms, this phenomenological case study centers the perspectives of students in one middle school’s ESN program through mobile interviews and reflective document analysis. Student perspectives are triangulated through surveys reflecting the perspectives of parents, guardians, and school staff. Grounded in disability studies in education, this study challenges deficit-based approaches to inclusive education, emphasizing the importance of disabled voices in shaping their own educational experiences. By addressing harm perpetuated by the medical model of disability, infantilization, invisibility, and stigma, this project seeks to advance equity and disability justice within the field of education. Findings highlight both the potential and challenges of inclusive education for students with ESN, emphasizing the importance of peer relationships, sensory environments, and staff attitudes, training, and ratios. This research contributes to the field by identifying gaps in current practices while providing a foundation for future efforts to more fully include disabled stakeholders in conversations about their education. Through this exploration, this project advocates for a reimagined approach to inclusive education, one that is truly by and for disabled students, ensuring their rights, voices, and experiences are at the forefront of educational reform
How We Show Up Matters: Transformative Adult Social Emotional Learning to Build Equity-Centered Schools
Get PDFTransformative Social Emotional Learning (tSEL) expands traditional SEL by integrating equity and social justice to cultivate student development and as a framework for educator growth and systemic change in education (Jagers et al., 2019). Unlike traditional SEL, which primarily targets students, tSEL emphasizes educators’ role in disrupting inequitable practices, making it a powerful tool for reimagining schools as justice-oriented spaces. This qualitative case study explores how tSEL professional development influences educators’ sense of identity, agency, and belonging, along with their reflections on systemic inequities and application of Critical Pedagogy (Freire, 1970) in personal and professional contexts. Data collection included semi-structured interviews, reflective journals, and professional development observations with seven middle school educators. Thematic analysis revealed engaging in tSEL led to greater critical self-awareness, shifts in pedagogical practices, and increased advocacy for equity. Findings highlight the need for equity-driven professional development that empowers educators as change agents in systemic change
The Dark Side of Global Supply Chains
Get PDFThis article highlights the unfair supply chain practices many companies succumb to in order to increase their profits. Touching on the clothing industry, electronics, and food corporations, many big name brands hide their lack of pay, e-waste, and deforestation related operations in order to protect their name and image
From First Steps to First Stories: The Power of Being the First
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This action research project centers on empowering first-generation college students (FGCS) through storytelling and reflection to identify better ways to support them and expand resources. The guiding question of my research is: How can I better empower first-generation college students? To explore this, I will incorporate two cycles, one involving visual art representations and another consisting of individual interviews. These methods were intentionally chosen to provide FGCS with creative and personal avenues to express their experiences. Through this project, I anticipate that students will feel more empowered by sharing their stories and gain a stronger sense of agency in shaping their college experience and beyond. By amplifying their voices and fostering spaces for self-expression, this research aims to strengthen their sense of belonging, ensuring that FGCS feel recognized, valued, and supported throughout their journey
Culturally Affirming Independent School Board Governance: Centering the Experiences of Independent School Board Members of Color
Get PDFAs schools become more diverse, K–12 independent school boards benefit from diversity (Jernigan et al., 2010; Tolbert Smith, 2022). This study examined the narratives of independent school board members of color (BMOC) across the United States’ racialized history of education (Anderson, 1988; Omi & Winant, 2014). The study used a survey (n = 23) and interviews (n = 9) based on Helms’s (1996) racial identity theory and Booth-Bell et al.’s (2021) board governance theory. This multiple case study examined survey responses of BMOC from 17 schools governed by the National Association of Independent Schools (NAIS). Nine respondents were selected for semistructured interviews about personal experiences, racial identity, and board governance. The results from the quantitative survey were analyzed using Qualtrics, and the qualitative data from the semistructured interview were analyzed using Dedoose. The findings informed the creation of a conceptual framework termed culturally affirming independent school board governance (CAISBG). CAISBG seeks to improve board dynamics, ensuring the incorporation and recognition of assets to repair disparities in governance and amplify the significance of the racial socialization of board members to guide governance structures in independent schools (Bolgatz et al., 2020; Fredette & Sessler Bernstein, 2021; Land, 2002). This research aimed to illuminate the challenges facing BMOC, advocate for an asset-based approach, and offer actionable strategies for school governance. Findings affirmed the value of centering narratives of BMOC in K–12 independent school boards. Recommendations include developing a vision for inclusive leadership, empowering the voice in the community, and authentically representing all the identities in the board
Striking the Balance: The Relationship Between Government Funding and Nonprofit Financial Health
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The nonprofit sector plays a vital role in society, partnering with the government to provide essential services across various fields, including education, healthcare, social services, arts and culture, and environmental protection. Salamon (1987) highlighted the cooperative relationship between nonprofits and the government, where nonprofits contribute expertise and community-based knowledge, while the government offers financial stability. Through this partnership, the government helps address “voluntary failures,” such as philanthropic insufficiency, particularism, and paternalism, which can limit a nonprofit’s ability to serve the public effectively. Given this close working relationship, understanding the financial health of nonprofits is crucial for ensuring their long-term sustainability.
This study examined the relationship between government support and nonprofit financial health, using Salamon’s (1987) nonprofits’ voluntary failure theory and Bowman’s (2011) measures of financial capacity as an analytical framework. Bowman’s (2011) financial health measures distinguishes between financial capacity and financial sustainability. This analysis focuses on three measures of financial health, months of liquidity, months of spending, and equity ratio, and assess the current, short-term, and long-term capacity of the nonprofit sector in San Diego and how it relates to government funding.
Although government funding is a critical revenue source for many nonprofits, empirical research on its relationship with financial health remains limited. Nonprofits receive funding from all levels of government, yet few studies examine how government grants as a whole are associated with financial health. Additionally, government funding often comes with spending restrictions, compliance requirements, and administrative costs, which may limit a nonprofit’s ability to build reserves, generate operating surpluses, or invest in long-term capacity building. Understanding these dynamics is essential for evaluating the trade-offs associated with government funding. These implications are especially relevant given the current cuts to federal grant programs under the Trump administration and the Department of Government Efficiency, which have introduced new restrictions and reduced access to funding for many nonprofit organizations.
This study addressed this knowledge gap with an examination of the nonprofit sector at the regional level. Specifically, data used for this research was from a cross section of tax data drawn from the Internal Revenue Service Form 990. The geographical focus of the study will be San Diego, California. The city’s diverse landscape and urban-suburban mix renders it an important case study site due in many ways to its proximity to the U.S.–Mexico border, impacting the socioeconomic and cultural composition of the city. This setting is pivotal, considering demographic trends, matters related to immigration, and funding dynamics unique to the border region.
This study analyzed a sample of 264 nonprofit organizations in San Diego to examine the relationship between government grants and financial health indicators. Key findings suggest that government grants had a statistically significant negative association with months of liquidity, indicating that increased government funding is associated with reduced liquidity, controlling for total assets, age, and revenue diversification. Sector-specific variations indicate a positive relationship between government grants and long-term capacity in arts organizations. Overall, government grants were found to have a consistent but modest relationship with nonprofit financial health across subsectors
Hire Outcomes: The African American Educator Experience of Equity and Diversity in Education
Get PDFAfrican American educators have remained significantly underrepresented in U.S. public schools, a reality shaped by systemic racism, exclusionary hiring practices, and the dominance of white cultural norms in education (Anderson, 1988; Farinde-Wu et al., 2020; Fenwick, 2022). These barriers include microaggressions, anti-Blackness, and limited institutional support (Campbell, 2022; Crenshaw, 1994; Ingersoll et al., 2019; Ladson-Billings, 2021a). Despite these challenges, African American educators bring and practice culturally relevant pedagogy, an approach that affirms students’ cultural identities and creates a stronger sense of belonging for educators and students of color (Ladson-Billings, 2021a; Love, 2019a; Paris & Alim, 2017). The purpose of this study was to examine how African American educators describe their experiences of being recruited, hired, and supported in the school system and how those experiences relate to educational equity. In addition to centering the voices of educators, this study included the perspectives of human resource personnel, whose insights were critical in understanding the policies, practices, and systemic structures that have shaped the recruitment and hiring process. This qualitative study used semistructured interviews to tell the story of six African American educators and three human resource personnel from school districts in Southern California. The research was guided by the following questions: (a) How do African American educators from medium, large, and alternative districts describe their experiences of being educators? and (b) What recruitment and hiring recommendations evolve from the lived experiences of African American educators and the perspectives of human resource personnel? Findings from this study suggest the need for intentional recruitment, culturally responsive onboarding, and equity-focused hiring practices that involve diverse decision makers. Districts and educational communities may use the findings to inform policies that promote diversity and create meaningful support systems by affirming educators’ sense of belonging and pride in their identity, address systemic barriers and bias, strengthen advocacy and representation, ensure equitable hiring, and deepen community and cultural relevance needed to create educational spaces of equity and excellence