LEADERSHIP
INSTITUTE
FOR
TOMORROW
YOU
VOICE
R
ISSUE #3 • NOVEMBER 2023
ERIK SHEARER
Professor, Napa Valley College
VP of Instruction, Butte College
OIL AND ENCAUSTIC ON PANEL
The Snowflake Atlas: Case 52
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Dr. Ding-Jo H Currie
Director – LIFT
INTRODUCTION
Dr. Ding-Jo H Currie is the distinguished faculty of higher education
leadership and founding director of Leadership Institute for Tomorrow.
She is former chancellor of Coast Community College District.
Welcome to the vibrant and insightful fall edition of LIFT Your Voice. In this
issue, we are honored to showcase the voices of leaders who are shaping the
landscape of education and fostering a sense of belonging and success for all.
Eric Shearer’s artistic portrayal of Snowakes
captivates readers, providing a metaphorical
lens through which to view the emergence of
leadership. The symbolism of trees, standing tall
with roots rmly entrenched, mirrors the leaders’
commitment to upholding integrity, values, and
their mission.
Dr. Cheryl Aschenbach, a respected faculty
leader, courageously opens up about her
own vulnerabilities and inner doubts, forging
a connection with students who navigate
similar challenges. Her candid exploration of
marginalized feelings of belonging resonates
with the diverse struggles faced by students in
their intersecting identities.
Chancellor Sonya Christian, drawing on
her early Eastern inuences and immigrant
experiences in the West, offers a unique
perspective on leadership. Her commitment to
universal belonging, embodied in Vision 2030,
underscores her dedication to supporting student
success and shaping a more inclusive educational
environment.
The powerful voice of Casandra Flandre-
Nguyen, representing California community
college students, echoes the sentiment that
students are more than mere headcounts – they
are the lifeblood of our institutions. Casandra’s
call for tangible actions, not just theoretical
promises, challenges us to prioritize students in
our decision-making processes.
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Trustee Andra Hoffman’s inspiring journey
from a single parent navigating the challenges of
earning a degree through community colleges to
becoming a top leader is akin to a fairy tale. Her
story of tenacity and success serves as a beacon
for countless community college students,
emphasizing the importance of paying it forward.
Ms. Deborah Knowles, a fearless leader for
classied professionals, sheds light on the
undervalued voices within our system. Her
rise to leadership is a testament to the wealth
of knowledge and experience that classied
professionals bring to the table. Deborah’s story
emphasizes the need for intentional efforts to
recognize and elevate such talents.
In our best practice column, Dr. Chi-Chong
Keung shares valuable insights derived from
his study of community college presidents. The
recommendations for best practice leadership,
distilled from their experiences leading change
during their initial ve years of tenure, offer
practical guidance applicable to leaders across
diverse contexts.
As you delve into the pages of this issue, may you
nd inspiration in the stories and perspectives
of these leaders, each contributing to the rich
tapestry of educational leadership and advocacy.
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TABLE OF CONTENTS
Dr. Sonya CHriStian ............................................................... 5
Chancellor, California Community Colleges
CaSSanDra FlanDre-nguyen ................................................... 6
President, Student Senate for California Community Colleges
DeboraH KnowleS .................................................................. 7
Student Leadership Advisor, Sacramento City College
President, California Community Colleges Classied Senate
CHeryl aSCHenbaCH ................................................................ 8
President, Academic Senate for California Community Colleges
Professor, Lassen Community College
anDra HoFFman ...................................................................... 9
President of the Community College League of California Trustees
Los Angeles Community College District Trustee
CHi-CHung Keung, eD.D. ...................................................... 10
Chief Communications Ofcer, Rancho Santiago Community College District
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Dr. Sonya CHriStian
Chancellor,
California Community Colleges
As I reect on my life’s experiences, I am aware of the
profound impact of both Eastern and Western values on
my professional journey. My story is one of cultural fusion,
where the values and lessons from my upbringing in India
integrate with the opportunities and experiences I’ve
encountered in the United States.
I grew up in the town of Kollam in the southern Indian state
of Kerala. My paternal grandmother Guilia was Italian, and
my grandpa Salvadore was Indian. On my mom’s side,
Nana Hilda was Anglo-Indian and Grandpa Arthur was
Portuguese, Dutch and Indian. I attended a Catholic all-
girls high school and remember the nuns being extremely
strict about everything we did – academic performance, and
proper behaviors such as showing respect for each other
and not chewing gum.
They insisted on living up to high moral and ethical standards;
it is what you do when no one is watching. I was very close
to my parents, Paul and Pam, whose personalities were
polar opposites, and yet who created a loving and fun-lled
environment for the four children; I am the youngest.
I remember feeling loved, with a sense of belonging
everywhere in the community, and I have great memories
of high school despite the ruler landing on my knuckles for
poor writing. These early experiences taught me that our
differences were not a problem. We were committed to
each other, and we were committed to our community.
This formative emphasis on community later formed the
basis of my work and relationships. Looking back, I see this
inuence in all of my efforts as a faculty member, and even
now as chancellor of the California Community Colleges.
I believe that every student, and for that matter every
faculty and staff member, must feel that they belong on our
campuses and that they are part of the community.
I agonize when that sense of belonging is lacking.
Recently, we unveiled Vision 2030, a planning framework
for bold and thoughtful action. It focuses on student
success, and action for policy reform, scal sustainability,
and systems development – a call to reafrm support for
our students, our communities and our planet. This plan
is anchored in the importance of unity and partnership,
recognizing that a vision of a more equitable and inclusive
educational landscape can only be realized when everyone
comes together, drawing from their unique backgrounds
and lived experiences.
Growing up in Kerala, I was fortunate to witness the high
value placed on equity and education, particularly the
belief in the transformative power of investing in women.
This was also a place where diverse religions coexisted
harmoniously, fostering tolerance and acceptance among
my childhood friends from a wide spectrum of backgrounds.
When I came to California as a foreign graduate student, I
became aware of the stark contrasts in cultural distinctions.
I came to appreciate a social emphasis on creativity,
individuality, exploration, and the pursuit of excellence. I
enjoyed watching my daughter and her classmates have the
freedom to explore their passions and express themselves
in various ways including the performing arts, and athletics.
This cultural fusion of discipline and creativity has for me
become a dening feature of how I do my work, a blend
of the importance of community structure and support, with
individual innovation at the California Community Colleges.
As I reect on my professional journey, I see both Eastern
and Western values. I see both Paul and Pam. I see both the
discipline of the Carmelite nuns, and the joys of individual
expressions of creativity.
And I see that creating a sense of belonging has been a
constant and dening aspect of my life and my work, a gift
of my upbringing that I see as fundamental to the work of
community colleges.
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CaSSanDra FlanDre-nguyen
President, Student Senate for
California Community Colleges
I’ve always loved introductions. Ever since I was young, I’ve
felt that introductions were a sure-re way to understand how
people view themselves and what they think is important
enough for complete strangers to know about them. This
sentiment, the art of introducing oneself and revealing one’s
essence, is not too dissimilar from the work we do here.
Thanks to the collective efforts of everyone in this publication,
the essence of the student is intricately woven into every
facet of the California Community College system.
But of course, there remains room for improvement.
Students are not mere headcounts; we are the lifeblood
of our institution. The work you do is fundamentally for the
students, and when our voice is absent, our efforts lose their
student-centric core.
The mission and vision of the California Community Colleges
is simple: Put students rst. It’s up to all of us to keep the
student’s voice front and center. It’s essential for each college
to think about what they can do better. We need to make our
campuses more student focused. That could mean giving
students more say in decisions, setting up ways for students
to share their thoughts regularly, and creating an inclusive
atmosphere.
Talking about student success is impossible without
talking about student obstacles. We cannot allow for the
concealment of extraneous factors that naturally inhibit a
student’s success. Being made aware of student accessibility
and understanding the role of diversity in a learning institution
is at the forefront of our priorities. Factors such as not being
able to afford $200 textbooks for all ve classes, generational
trauma from our culture, and learning disabilities are topics
we all explore. But we need to remember that these are not
just the typical higher education topics, but real-life factors
that apply to nearly every student.
So with this in mind, allow me to reintroduce myself:
I’m Cassandra Flandre-Nguyen, 19, a second-year student
at Orange Coast College in Costa Mesa. I’m taking 15 units,
with physical anthropology currently kicking my butt. I take
pride in being a rst-generation eldest daughter, born to a
father who immigrated after the Vietnam War and a mother
who embarked on her journey from France.
As a nancially disadvantaged student, I benet from critical
nancial aid initiatives such as Pell Grants and CalFresh.
Additionally, I shoulder the responsibilities of caring for my
two younger siblings, whom I tutor and consistently nag to do
their homework – all while working a demanding 30-hours-a-
week job and representing my fellow students as president of
Student Senate for California Community Colleges.
My story is just one among many. Not all students come
from my background: some are mothers, some are veterans,
some are even grandparents. Nevertheless, it’s our job to
give every one of our 1.8 million constituents the best path
towards success. And for that, the student voice is not just an
option – it’s a necessity.
This brings me to the role intersectionality holds in enshrining
the student voice, and how it has deep personal signicance
to me as a student leader. It’s not just a theoretical framework;
it’s the lived experience of every student we represent. As
leaders, we must recognize that our students come from
diverse backgrounds, each with unique challenges and
triumphs. Understanding this intersectionality is crucial
because it allows us to connect with students on a deeper
level, empathizing with their struggles, and advocating
effectively for their needs.
In embracing this diversity, we nd the strength to lead
authentically, acknowledging that our own backgrounds and
experiences contribute to the mosaic of perspectives that
shape our institutions.
In leadership, conveying a distinctive message in one’s
authentic voice is paramount. Our stories, like mine as a
rst-generation student juggling academics, work, and family
responsibilities, are what make our leadership authentic. By
sharing our personal narratives and connecting them to the
broader theme of intersectionality, we not only humanize our
roles but also inspire others to do the same.
Through these diverse and authentic voices, we foster a
sense of community and inclusivity, reminding everyone that
we are united by our commitment to student success.
Let us continue to lead with empathy, embrace intersectionality,
and amplify the voices of our students in all that we do.
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DeboraH KnowleS
Student Leadership Advisor,
Sacramento City College
President, California Community
Colleges Classied Senate
What is a former non-prot CEO doing working 15 years as
a classied professional at a California Community College?
My personal mission is to help people overcome barriers
to education and employment. The non-prot work focused
on this mission. Strategic planning and leadership were the
vision for approaching the task. I had hopes of including
this in all work I did. I had been a point-person on major
organizational development and strategic planning for two
organizations.
Community college is a place where people may nd their
way out of poverty. I wanted to see what students were
experiencing. I wanted to nd answers. I wanted to make
sure my mission was valid, with a wider scope than my own
story of escape from poverty. I stepped away from the CEO
“title” for what I believed to be a couple of years at most. I
shifted from non-prot to higher education. I was drawn to
work at a community college.
I was naive, to say the least. At my previous positions, I was
the quick riser, and expected I would nd my path of working
my mission via a leadership position in the community
college system. My superiors were encouraging me into
administration positions. I served as an interim dean twice,
and worked as adjunct faculty both at the community college
and a local California State University. Also, I participated
in an administrator of a development and mentor program
through the Association of California Community College
Administrators. However, while I often was a nalist, after
many attempts I was surprised others were selected for
those coveted titles of leadership.
I realized that I was chasing a role and title that I had been
taught was the way to lead in a community college. I never
thought I wanted to be a dean or vice president, yet my
energies were spent pursuing administrative positions.
As this awareness came into being, I saw that classied
professionals are incredibly diverse in many ways, and
are furiously working toward student success. Many hold
graduate degrees and have rich work experiences. Yet
many are unheard, and others keep quiet – perhaps feeling
powerless in their attempt to have a voice. I began to use my
own voice to plan and lead without a title, with both students
and peers. This took courage. I was publicly chastised and
told to stay in my place too many times.
My leadership without title includes volunteering long hours,
spending countless sessions of personal time with students
and colleagues seeking my advice, and looking for ways
to enhance the underheard voice of leaders without titles. I
have seen former students whom I still mentor pass me on
the hierarchical scale.
I joined the California Community Colleges Classied Senate,
known as 4CS, and participated in its annual conference, the
Classied Leadership Institute. Hearing that professional
development was a primary request, I completed a grant
application, led the effort to design a program, and delivered
a California Community Colleges Leadership Academy
throughout the state. Fifty classied professionals started
and successfully completed the academy. They received
intensive foundational training, and led a team that also
included an administrator and a faculty member.
The 4CS is the classied professional voice at the state level.
Many entities and titled leaders recognize this, and invite 4CS
into their conversations. Kudos to these insightful leaders
who understand the value of including colleagues who are
equally and sometimes more in touch with students matters.
The Classied Senate has one primary objective: To be the
representative voice for classied professionals, who are half
of the employees of the statewide community college system.
I am excited to start my newly titled leadership as president of
4CS, an organization that showcases the value of classied
leadership impacting student success. It is important for all
community college colleagues to tap into the deep resources
of those thousands of us without a “leadership” title.
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CHeryl aSCHenbaCH
President, Academic Senate for
California Community Colleges
Professor, Lassen Community College
As a edgling collegiate athletics coach and middle school
educator, and later as a community college teacher and
leader, I functioned in the professional academic environment
with an inferiority complex – a feeling of otherness, and a
perception I was an outsider who didn’t quite belong.
I didn’t feel worthy of the privileges and responsibilities
granted to me as an educator and inuence on the students
I served, or on the colleagues I worked with.
It took me many years before I realized some very important
things about intersectionality that, at face value, seem
obvious but are often overlooked in teachers and leaders.
For one, everyone on our college campuses, no matter their
role, is an educator. We share that identity, although it can
look very different from one to another.
Together, we provide information and services and facilitate
experiences that can make a meaningful difference to the
students we serve. Some roles are more typically associated
with the role of educator, such as classroom instructors,
librarians, and counselors. But everyone who has contact
with students has something to offer, something to teach,
and is supporting student educational journeys in some way.
We are all educators.
We also all have opportunities to lead within our educational
spaces, often daily through unassuming actions. As an
educator and leader, I’ve learned that I’m in a position to
make a difference; and I have a responsibility to do so.
Secondly, I now realize that I am not the only person who
questions my own worth or belonging; I often hear the same
from students and colleagues, based on their own perception
of the worth of our intersecting identities. Expressing
condence in the abilities of others while setting high
expectations and structuring support helps others gain the
condence and sense of belonging they need to accomplish
new, sometimes hard, things.
The student who didn’t think she could deliver a presentation
in class? With encouragement and scaffolded skills practice,
she did it. Her classmates celebrated her.
The multi-lingual student who said he couldn’t write an
introductory essay in English? I told him he could, he did,
and it was beautiful.
The faculty member who questioned her ability to contribute
to a campus committee? Armed with some helpful resources
to help develop background knowledge, she became a
committee leader.
I’ve seen incredible accomplishments of students and
colleagues when I have expressed my belief in their abilities,
and I have experienced many of my own successes because
others have believed in me. To be encouraging, to express
condence in someone, and to create a space where they
belong can make an incredible difference to that person.
Third – and crucial to my development as a leader – is that
authenticity matters. This seems simple, and in those early
teaching years I thought I was being authentic in my working
environment, except that I very carefully kept my personal
life shrouded from others, I feared being judged by others
because of who I loved.
By separating my personal and professional identities,
and by carefully presenting only selected aspects of who I
was to those I worked with, I was creating a barrier to true
authenticity that hindered the quality of the relationships upon
which my work depended. As I grew to realize that I could
engage more meaningfully with others and serve as a role
model by sharing myself and my stories rather than fearfully
hiding them, I could encourage others to do the same.
The shy student questioning her worth may need to know that
I did too. The queer student fearfully living in a conservative
community needs to know that there are others like him,
including me, in that same community.
The student questioning his presence on a college campus
might stay engaged a bit longer once we’ve connected
through our shared love of the outdoors. He might ourish
given the right combination of encouragement and support.
We talk about humanizing education in recognition that
we are nuanced, complicated individuals with a myriad of
identities and lived experiences that intersect to impact us in
everything we do. To advance student access and success,
whether as educators, leaders, or in any other role, we must
express belief that everyone can achieve what they set out to
do, no matter their stories, identities, or experiences.
We must cultivate belonging and holistically support them in
their journeys, which includes acknowledging their humanity
and the ways in which their identities and experiences shape
their needs and aspirations.
We must acknowledge the ways our systems must continue
to evolve to better serve each student, and accept the
responsibility we all have to make those changes happen.
And, nally, to acknowledge the humanity in the complex
individuals we work with and create meaningful connections,
we must recognize our own humanity, share our stories, and
be authentic.
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anDra HoFFman
President of the Community College
League of California Trustees
Los Angeles Community College
District Trustee
It took me nearly 23 years to earn my bachelor’s degree.
My journey towards earning a degree, embracing single
motherhood and eventually nding my place and life’s work in
the California Community College system, was anything but
conventional. Over 23 years, I faced numerous challenges,
made sacrices, and celebrated victories that have shaped the
person I am today.
I grew up in Van Nuys, a neighborhood in Los Angeles. The
year was 1980 and I had just graduated from Ulysses S. Grant
High School, across the street from Los Angeles Valley College.
Almost 18 years old as high school graduation approached,
I hadn’t even thought about college. My accomplishments
included being the best big sister/babysitter to my brother and
three step-siblings. Upon graduation, my father gave me the
choice of taking the metro bus to California State University,
Northridge, or walking to Valley College. I chose Valley College
because I was familiar with the campus, took community
services classes (ping-pong and photography), schlepped my
siblings to swimming lessons there and used the bookstore to
buy Cliff’s Notes as a high school senior. I felt like I knew the
college well. I began my undergraduate educational journey in
1980 and by some miracle and a lot detours, earned a liberal
arts degree in 2003.
Like many of the students whom I personally work with at our
community colleges, I enrolled at L.A. Valley College without
having any real goal. I worked part-time for a hardware supply
distribution center as a secretary, which my father always took
credit for because he forced me to take typing in high school,
and found that I enjoyed my minimum-wage job more than I
enjoyed school, so I dropped out. I would re-enroll when I felt
stagnant but again, had no real goal in mind so I’d drop out and
then re-enroll. This continued for a several years. Then I met a
guy. I got married and felt that my life was set. Six years later I
found myself with two babies, a divorce, no job and no degree.
The turning point in my journey came when I landed a job
running the Welfare-to-Work Americorps Program at Glendale
Community College. As an employee of the California
Community College system, I had the privilege of supporting
students with their own journeys to success. I was able to
understand the challenges they faced because I was facing the
same challenges.
There was one problem that haunted me: I still did not have a
college degree.
With the encouragement of my mentors, I returned to college
and learned to juggle working full time, raising two kids and
attending classes at night. It took several years, but with my
bachelor’s degree in hand I felt like I had achieved a full-
circle moment and I was eager to continue to contribute to the
educational success for the thousands of students who come
through our doors.
My journey to earning my degree while working at Glendale
Community College and raising two little ones by myself was
a testament to the power of perseverance. I learned that
success is not dened by how quickly one reaches a goal, but
by the strength and resilience to continue and push through
against what seemed like insurmountable barriers. I went on
to get a master’s degree in public administration from Cal
State Northridge, and I’ve spent the last 26 years working at
Glendale Community College.
Eight years ago, I ran for the board of the Los Angeles
Community College District, where I’m able to have an even
greater impact through an amazing chancellor and nine very
capable college presidents on policies that help to improve
the lives of students. This year I was elected to serve as the
trustee board president of the Community College League of
California, where I’m able to advocate at the state and national
level on behalf of the 1.8 million California community college
students.
Through empathy, innovation and collaboration, I aspire to help
create a brighter future where all Californians, regardless of
their circumstances, can lead a productive life with opportunity
and fulllment.
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LIFT Your Voice • Issue #3 •
November 2023
BEST
PRACTICE
COLUMN
CHi-CHung Keung, eD.D.
CHieF CommuniCationS oFFiCer,
ranCHo Santiago Community College DiStriCt
10 RECOMMENDATIONS FOR NEW PRESIDENTS
Today’s community college president are strategic thinkers, fundraisers, academicians,
nancial analysts, entrepreneurs, marketers, public relations experts, and student recruiters.
They are tirelessly active in the community and on campus, attending cultural activities,
athletic events, and social gatherings.
A new president’s ability to navigate changes, especially in the rst ve years, will likely
determine their tenure at the college. To meet this challenge, I conducted a study under the
guidance of three current and former California Community College chancellors to uncover
10 recommendations for new presidents to lead and sustain change:
MANAGE TIME AND EXPECTATIONS
College presidents agreed that managing their time and expectations includes balancing
expectations from home and at the college.
CARE FOR EMOTIONAL, PHYSICAL, AND MENTAL WELL-BEING
Resting, reading, and reecting were common responses to the reality of caring for \ physical,
emotional, and mental well-being.
LEAD WITH PURPOSE
The needs of students were foundational to leadership, especially in assisting those from
under-represented and marginalized populations.
CAST A VISION
The success of a new president often rests in their ability to bring collaborative change.
Change is initiated by developing and casting a vision for the college.
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BUILD RELATIONSHIPS
Spending time and developing relationships with leaders on- and off-campus was a priority
for success, especially during the rst year.
EMBRACE CAMPUS CULTURE
Assessing the need for change begins by understanding the culture of the institution. Culture is
unique for each campus and involves ingrained and long-held traditions and beliefs impacting
the current group of students, staff, and faculty. Without consideration of the college culture,
change often fails.
COMMUNICATE VISION
Involving the leadership team in the communications process provides greater buy-in and
improved messaging of the president’s vision. The leadership team can often provide
presidential communications opportunities that work within the college’s culture and traditions.
STRIVE TOWARD SELFLESSNESS
Presidents who realize their limitations and exemplied humility and authenticity are more
likely to succeed. The ability to be self-aware was the lubricant to serve students and the
community with authenticity and humility.
EMPOWER OTHERS
The seless leader seeks the support of others to achieve the goals of the college. They
believed in collaboration and realized that empowering others allowed for greater buy-in and
satisfaction.
DEFEND MORAL ETHICS AND VALUES
Presidents agreed that leadership involves the willingness to forfeit their jobs if it compromised
their morals and values.
What do you think of these 10 recommendations? Do you agree or disagree? Are there
others you would add to the list? Send me your thoughts and feedback:
[email protected] or linkedin.com/in/chi-chung-keung/
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PUBLICATION
Walter Baranger – Editor
Walter Baranger is a retired lecturer and former Daily Titan faculty adviser at Cal State Fullerton, and retired senior editor
for news operations at The New York Times.
Brian Anton – Publication Designer
Brian Anton is a freelance graphic designer and Cal State Fullerton alumnus. [email protected]
LIFT Your Voice is a publication of Leadership Institute for Tomorrow @ California State University Fullerton.
https://ed.fullerton.edu/lift/about-lift/
For information and to make submissions, contact Ding-Jo H. Currie, [email protected],
2600 Nutwood Avenue, Suite 520, Fullerton, CA 92831.
This issue of LIFT Your Voice is made possible by the support of the California Community College Chancellor’s Ofce.
©2023 California State University, Fullerton. All rights reserved by the respective authors.
ON THE COVER
artiSt Erik Shearer
Professor, Napa Valley College
VP of Instruction, Butte College
Erik Shearer was born in Loma Linda, California,
the son of a university reference librarian and a
registered nurse. Erik earned his master of ne arts
with a concentration in painting and drawing from the
University of Oregon in 2000. Erik has taught visual
arts in higher education for over two decades, and
served in administrative and executive leadership
roles at Napa Valley College. He is currently the vice
president for instruction at Butte College in Chico. Erik
resides in both Napa and Chico with his wife, three
boys, dogs, and cats, and maintains an active studio
practice.
“The snowake atlas: case 52” is part of a large,
ongoing series populated by shadowy silhouettes
of gures roaming partially submerged, primordial
western landscapes from hazily-remembered
childhood journeys merging with Zen Buddhist stories
of time and being. The silhouetted gure emerging
from the watery ground is set against the earthy
landscape of silent Ponderosas standing sentinel
over the vibrant complexity of life on the forest oor.
Effective leaders are adaptable and attuned to their
environment, responsive to changing conditions and
people, like the central gure.
The Snowake Atlas: Case 52
