The Partners in Peace initiative challenges honors students from across the United States to examine the work and strategies of Nobel Peace Prize laureates and to develop projects that promote peace, understanding, and conflict resolution in their own communities. Guided by the philosophy of “think globally, act locally,” participants engage in meaningful dialogue, leadership development, and community-based action throughout the program.

Young and Salazar were selected through a competitive application process that recognizes academic achievement, leadership potential, and a commitment to creating positive change.

“Being accepted into the Partners in Peace program means a great deal to me,” said Young. “My journey has taught me resilience, compassion, and the importance of building bridges between people from different backgrounds. I am grateful for this opportunity to grow as a leader and contribute to creating positive change in my community.”

Salazar expressed her excitement about joining students from across the nation in the program.

“I am truly honored to have been selected for the Partners in Peace program and to represent Mt. San Jacinto College in this once-in-a-lifetime experience,” said Salazar. “I am especially excited to learn from Dr. Henrik Syse and collaborate with students across the nation who share a similar commitment to creating positive change. Overall, I am eager to continue expanding my knowledge of the mechanisms by which peace is created and sustained through this collaboration and thoughtful dialogue. I hope to share what I learn throughout the upcoming semester with my college and community, especially through local advocacy that supports and uplifts marginalized communities. Meaningful change may begin with one person, but it ripples out further as each action inspires another, creating a cascade of positive change that can reach far beyond the individual.”

MSJC Superintendent/President Roger W. Schultz congratulated the students on their achievement and recognized the faculty mentors who helped prepare them for this opportunity.

“Danela and Marisa exemplify the curiosity, compassion, and leadership that define our Honors students at MSJC,” said Schultz. “Their selection to the Partners in Peace program is a remarkable accomplishment and a testament to their commitment to making a positive impact in the world. We are incredibly proud of them and excited to see how they apply what they learn to strengthen our communities. I would also like to thank Christina Yamanaka-Vu and Erik Ozolins for their outstanding leadership of the Honors Enrichment Program. Their dedication to student success continues to create transformative opportunities that empower our students to thrive both academically and as engaged global citizens.”

The students were nominated and supported through MSJC’s Honors Enrichment Program, led by Christina Yamanaka-Vu and Erik Ozolins. The program provides academically motivated students with opportunities for advanced scholarship, leadership development, undergraduate research, and participation in national and international educational experiences.

The selection of two MSJC students for the Partners in Peace program reflects the college’s ongoing commitment to developing informed, engaged, and socially responsible leaders who are prepared to address the challenges of an increasingly interconnected world.

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Francisco Lemus cited one from author Dr. Seuss, “Sometimes you will never know the value of a moment until it becomes a memory.” Ronald Morillo, who is headed to UC, Berkeley to major in environmental studies, appropriately echoed the words of cultural and Tribal leader Dr. Harry Paul Cuero Jr. who said, “You can have all the money in the world and if everything goes wrong, what does that money buy you if you don’t know what plant to eat or what medicine to give.” Sophia Resvaloso shared a quote from singer Lana Del Rey, “I believe in the person I want to become.”

Principal Donovan Post welcomed everyone who came to support the students as they have done throughout their educational journeys. He was pleased to announce that this class of seniors has the highest college acceptance rate in Noli’s history, with six of them pursuing higher education at various colleges.

After a blessing by Damon Miranda Jr. who worked with students to help them facilitate Talking Circles organized by ASB members, several seniors joined guest birdsingers and dancers. Guest speaker Benjamin Pachito is a Soboba Tribal member who returned to his Tribe in 2021 to join the Soboba Legal Department. Three years later, he became the Tribal Attorney for Soboba and is now on the Board of Directors for the Soboba-owned Legacy Bank.

“None of these things happened without cost, of your time and sacrifices,” Pachito said. “Personal advancement is not a group project. Education does not always make your life easier, but it gives you invaluable skills and meaningful purpose. I encourage all of you to continue with your personal development. What matters is that you keep moving forward with intention.

“Every generation before you made sacrifices so you could be in this exact moment right now. Now it is your turn to decide what you will do for the next generation. Your journey starts now so learn, go train, go do all the things you have to do to be successful. But remember where you came from, remember that your Tribe needs you. Our Tribes advance when people return with their skills and continue personal development. Come back to your Tribes and contribute to something bigger than yourself,” Pachito said.

Valedictorian Shawna Rivera and Salutatorian Sophia Resvaloso are members of the Soboba Band of Luiseño Indians and have both been students at Noli since sixth grade. In their speeches, they expressed gratitude to family, friends, teachers, staff and fellow graduates.

“Our education can be used as a weapon against the very systems that have and are still hurting us. But we’ll stay resilient and have a chance to confront these systems by choosing to educate ourselves,” Resvaloso said. “Ultimately people can try and steal everything from us, but they can’t take the knowledge that we hold as a people.”

Rivera appreciated that the all-Native school has been a place where she could learn while being surrounded by people who understand Native American backgrounds and beliefs. “At Noli, I learned the importance of staying connected to my culture while working towards my future,” she said. “Here I have grown as both a student and a person thanks to my teachers and my mentors. To my fellow graduates, don’t forget the memories we have built together.”

Other members of the Noli Indian School Class of 2026 are Edgar Gladin, Oglala Sioux; Serena Hawk, Santa Ysabel; Selaya Helms, Soboba Band of Luiseño Indians; Francisco Lemus, Oglala Sioux; Ronald Morillo, Soboba Band of Luiseño Indians; and Leland Razon, Soboba Band of Luiseño Indians.

Earlier in the day, seniors were treated to a special luncheon that honored them for achievements and recognized those that have committed to colleges in the fall. Six of the seniors applied to 23 colleges and universities combined as some students applied to the same school. A total of 30 acceptance letters were received, allowing the students to decide which one to commit to. Two will be attending UC, Berkeley while others are headed to Humboldt State University, San Diego State University, California State University, San Bernardino, and Crafton Hills College.

A highlight was the presentation of the inaugural Noli Scholar Athlete Award in honor of the late Robert “Bobby” Salgado Sr. to Shawna Rivera for excellence in academics, leadership, and athletics. The annual scholarship will continue to recognize dedication, perseverance, and commitment to both education and athletic excellence. The award, which came with a $500 scholarship, was made possible by proceeds of the annual Native American Trail Running Organization (NATRO).

Several of Salgado’s family members, including his widow Claudia and daughter Baseemah Arlene, were at the event to congratulate Shawna and share a little bit about Bobby’s love and devotion to all things sports related. He coached many youth sports teams. Baseemah said, “Everything he did was for his people.” The family personally contributed an additional $3,300 to this year’s scholarship.

Science teacher Jay Dagostino presented four students with certificates of completion for the solar program that included classroom and off-site training and installation. They were Edgar Gladin, Serena Hawk, Francisco Lemus, and Ronald Morillo.

Edgar Gladin received Jonathan Ruiz’s Coaches Award for football while Ronald Morillo was named MVP for the football season and received a Coaches Award for basketball.

English and Culture teacher Emma Herrera presented a Native Excellence certificate to Leland Razon for outstanding writing, character and leadership. All teachers took part in voting for the awards for Outstanding Improvement, Leland Razon; Outstanding Leadership, Shawna Rivera; and for being an outstanding example of the school’s 3 Rs (respect, responsibility and reflection), Sophia Resvaloso.

Kekai Bryant presented a Math award to a student who has been in her classes all four years of high school and has continually excelled: Sophia Resvaloso.

As salutatorian, Sophia was presented with the “Shining Star” crystal award “in celebration of your exemplary performance.” Valedictorian Shawna Rivera received the “Above & Beyond” crystal award for her exceptional performance which read in part, “Your efforts have resulted in an impressive achievement.”

The Noli Booster Club presented each student with a money box and Principal Post concluded the catered luncheon by telling the seniors, “We need you to reach your goals and come back; you are our hopes for the future, we want you to return and be successful again. After I give you your diplomas tonight, you will officially become alumni of Noli Indian School.”

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Bob and Susan Beckett pastorThe Dwelling Place City Church at 27100 Girard Street in Hemet, CA. For more information, you may contact them at DPCitychurch.org

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Among the student achievements:

• Chris Valero earned an Associate of Science in Mathematics, an Associate of Arts in Math and Science, and an Associate of Arts in Social and Behavioral Science.

• Mario Sanchez earned an Associate of Arts in Social and Behavioral Science and an Associate of Arts in Math and Science.

• Candice Lanmon earned an Associate of Arts in Social and Behavioral Science and an Associate of Arts in Math and Science. Reflecting on her future plans, Lanmon shared, “Going to the military is also going to help me achieve that goal of becoming a doctor.”

• Alaa Marwa earned an Associate of Arts in Social and Behavioral Science. “My big goal is to become a neurosurgeon, so I’m taking a lot of science-based classes,” Marwa said.

• Andres Goodwin earned an Associate of Arts in Math and Science. “The first thing I’m doing when I have free time this summer is getting my training to be an EMT,” Goodwin said.

“This graduating class represents the very best of what can happen when students are provided with access, support, and opportunity,” said Roger W. Schultz, Superintendent/President of Mt. San Jacinto College. “These students have demonstrated exceptional dedication by simultaneously completing high school requirements while earning college degrees. Their achievements illustrate the power of partnerships that create clear pathways to higher education and career success.”

MSJC Trustee Brian Sylva, who attended the ceremony, congratulated the graduates on their accomplishments.

“Earning a college degree while still in high school is an extraordinary achievement that reflects determination, resilience, and hard work,” said Trustee Sylva. “These students have already taken significant steps toward their futures, whether that path leads to a university, military service, healthcare, public safety, or another profession. We are incredibly proud of their success and excited to see the impact they will make in their communities.”

The Beaumont High School Middle College Program allows students to complete college coursework while enrolled in high school, helping them accelerate their educational journeys, reduce future college costs, and gain valuable experience in higher education before graduation.

As the Class of 2026 embarks on its next chapter, these graduates leave Beaumont High School with a strong academic foundation and a more than a head start toward achieving their educational and career goals.

About Mt. San Jacinto College 

Mt. San Jacinto College (MSJC) is a comprehensive community college serving a diverse student population of approximately 30,000 annually across a 1,700-square-mile area. With campuses in San Jacinto, Menifee Valley, Temecula Valley, and San Gorgonio Pass, MSJC provides accessible, equitable, and innovative educational programs. The college offers a wide range of courses and programs designed to meet the transfer requirements of four-year colleges and universities, supporting students in achieving their academic and career goals. 

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Mothers and other female relatives were treated to finger sandwiches and sweet pastries to go with their iced tea. They joined their children in decorating pretty hats, using a paper plate as the base with colorful markers, ribbons and sequins added as desired. They also used a fabric flower making machine to craft the perfect blend of their favorite petal colors and lots of leaves for a keepsake flower.

One wall poster created by the preschool class had students answer what they love most about their moms. Orion MacDonald said, “I love my mom because she plays with me and reads books to me.” Daiya Muhammad said, “I love that my mom is beautiful and she loves me.” Another poster was titled “Mommy’s favorite cup of tea” and featured photos of the children on the teacups.

Pre-K students were asked to complete the sentence “I love my mom because…” The poster featured a huge heart in the center decorated with pink handprints of each student. Paulina Aguirre said she loves her mom because she is always happy, Mavii Ortega said it’s because she’s nice, and Neqpikat Arroyo-Modesto said it is because, “I’m growing up.”

Kindergartners got to design and color teacups that were attached to a poster letting their mothers know they are one “tea-rific” mom. There were handmade projects the children did in their classrooms put into gift bags for their mothers to enjoy.

Fathers and father figures got their special day two weeks later seated at long tables covered with red checkered tablecloths. Some of their gifts were in bags designed to look like traditional ribbon shirts. Others had grill master apron shaped cards attached. Gifts included a can coozie and a cutting board, both decorated with their child’s handprints on them. A fun craft they got to do together was to design a Shrinky Dink keychain.

Posters around the multipurpose room walls showed expressions of love from the children for the men in their lives. Pre-K students were asked to complete the sentence “I grill-y love my dad because…” and the heartfelt answers were written in the “smoke” that came from the grill. Ellie Calderon said, “He always lets me help him” and Natalia Girard said, “He goes to work.” When students in the preschool class were asked what they loved about their dads, ‘Eshash Shuullaw said, “I love my dad because he calls me pretty all the time, every day” and Talla Grant said, “I love my dad because he’s so special and he always helps me get ready for somebody’s practice.”

Kindergarten students got to share their favorite thing about their fathers, and their comments were very sincere. Marcie Brane likes that her dad is strong and helps her, Kut Vega-Castello said he likes that his dad helps him learn new things, and Nu$uun Valdez said, “My favorite thing is he makes me cereal.” The youngsters also got to assemble construction paper hamburgers and hot dogs that were displayed around a colorful poster that claimed, “You are a grill-y awesome dad.”

The lunch featured grilled chicken, ribs, and hot dogs with sides of corn on the cob, baked beans and potato chips, all followed by a sundae bar. Many of the men were happy to share that they love to barbecue at home. So kudos went to the kitchen staff who prepared the food that met with the approval of the experienced guests.

Keith Escalante said grilling is something he enjoys doing. “You can’t just put the meat on the heat and expect it to turn out good; there’s an art to it,” he said. He was enjoying hanging out with his grandson, kindergartner Kyler Escalante. “We’re having a good time.”

Junior Medina’s five-year-old son Kavikvish is in the Pre-K class and he thought the event was very nice. “I like spending time with my son and talking with everyone else,” he said. “It’s nice to see the kids with all their friends.”

Both events featured performances by the kids who learned special songs about how much they loved their moms and dads. There were also raffles for lucky ticket holders and coloring pages for the families to enjoy together.

For more information on the preschool, please visit https://preschool.soboba-nsn.gov.

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Sofia Alvarez Velazques graduated from San Jacinto Leadership Academy with a deep desire to support multilingual learners. Born in Mexico and once an English learner herself, Sofia was inspired by supportive teachers who helped her find confidence and belonging as she struggled to learn her new language. Sofia plans to attend Mt. San Jacinto College, where she will major in Early Childhood Education then transfer to Cal State San Bernardino and pursue an English Language Development certification. Her goal is to become an ELD teacher who creates that same sense of encouragement for her students that she received and to give back to the San Jacinto community that shaped her.

Daisy Campa completed her senior year at Alessandro High School with a reputation for resilience and steady academic growth. Teachers described Daisy as personable, supportive, and consistently prepared, noting her “willingness to engage in discussions” and “positive influence” on campus. Daisy plans to attend Mt. San Jacinto College to major in Education and become a special education teacher. Inspired by her younger brother, who has autism, she hopes to help children improve their communication skills and gain confidence.

Mckenzie Harnit made quite an impact at Hemet High School through her boundless energy and wide‑ranging involvement. A four‑year cheerleader and three‑year STUNT athlete, she also served as the school mascot while excelling in academic clubs and maintaining a 5.0 GPA. Her commitment to community service further strengthened her record of leadership. Mckenzie will attend UC Santa Barbara, where she plans to major in Applied Mathematics and become a high school math teacher.

Nicholas Hockman, a recent graduate of the Western Center Academy, was an exceptional scholar and campus leader whose discipline and kindness shaped every part of his high school experience. With a 4.40 GPA, he excelled in AP Biology, Biotechnology and Marine Biology and helped lead hands‑on STEM activities for elementary students. As a two‑year Link Crew leader, he designed and taught lessons that strengthened his passion for education. Nicholas plans to attend CSU San Marcos with a major in Biology and wants to become a high school biology teacher who inspires students to love science and believe in themselves.

Silvia Sandoval graduated from San Jacinto High School as a scholar known for intellectual drive and outstanding leadership. With a 4.1 GPA and advanced coursework in mathematics, she earned multiple honors, including the Tiger Excellence Gold Medal. Silvia also served as a math tutor for Upward Bound and held leadership roles in AP Club, Tiger Den, and Paws and Claws. Her future plans are to study Mathematics at Mt. San Jacinto College then transfer to UCLA to become a math teacher and inspire future students.

Yesenia Sandoval completed her studies at Nuview Bridge Early College High School with a relentless academic drive and a strong commitment to young learners. She even earned two associate degrees while still in high school. Her involvement in theater, cheer, and as track manager, highlighted her dependability and leadership. Yesenia will attend CSU Fullerton, where she will major in Child and Adolescent Studies and eventually teach kindergarten.

Madison Surritt emerged as one of West Valley High School’s most influential student leaders, known for her compassion and ability to bring people together. A multiyear ASB officer and Senior Class President, she also contributed significantly to FFA, Ballet Folklorico, athletics, and numerous campus programs. Her kindness and determination left a lasting mark on her school community. Madison plans to attend Cal Poly San Luis Obispo and major in Agriculture Education, with the hope of becoming an agriculture teacher who empowers students to grow with confidence and purpose.

Lizette Garcia Vargas excelled at Tahquitz High School, maintaining a clear focus on her academics and a deep commitment to serving others. With a 4.0 GPA in rigorous AP and dual‑enrollment courses, she also devoted her time to ASB, AVID, cheer, and the AP Calculus Club. With more than 130 hours of community service, Lizette also demonstrated her desire to give back. She will major in Education at Cal State San Marcos and become an elementary school teacher who is dedicated to helping young students build strong foundations for their futures.

Carolina Vasquez approached her senior year at the Academy of Innovation with a clear sense of purpose and a growing passion for helping others succeed. With a 3.71 GPA, she explored both education and finance, inspired by the importance of financial literacy and the influence of great teachers. Carolina intends to study Education and Finance at Mt. San Jacinto College and plans to become either an elementary teacher or a CTE/finance educator.

Jaidyn Waysack brought dedication and deep commitment to her years at Hamilton High School. With a 3.76 GPA and involvement in ASB, CSF, Friday Night Live, and yearbook, she contributed significantly to student life and campus events. Inspired by teachers who supported her and lifted her up during trying times, she has chosen a path in education. Jaidyn plans to attend UC Riverside, major in Liberal Studies and become an elementary school teacher, continuing the cycle of support she experienced.

Ta’niah Willis graduated from San Jacinto High School as a dynamic leader whose creativity, resilience, and academic strength shaped her many contributions. With a 3.94 GPA and honors such as the Silver GPA Award and National Society of High School Scholars membership, she excelled academically while leading Theatre Club, BSU, and AFJROTC events. As President of Theatre Club and Vice President of BSU, she demonstrated strong communication, artistic vision and service.  Ta’niah will attend California Baptist University, major Child Development and become an elementary educator. Her goal is to “become the teacher I needed most growing up.”

Each year, CalRTA offers up to 14 $1000 scholarships to qualifying seniors who plan to pursue a career in education.  Part of CalRTA’s mission is to support public education, and Division 33 does just that through its scholarships and “no strings attached” teacher grants for current classroom teachers.  For more information about CalRTA, visit the state website at calrta.org or the Division 33 website at div33.calrta.org.

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This year’s cohort includes five MSJC students: John Assadi, Tanner Garvin, Lauren Mole, Jake Olson, and Ana Noel, who will spend the coming year immersed in advanced stem cell and regenerative medicine research environments.

The program, funded through the California Institute for Regenerative Medicine (CIRM), provides students with access to cutting-edge research experiences that prepare them for careers in medicine, biotechnology, and scientific research.

For Jake Olson, the opportunity represents the next step in a journey that began unexpectedly.

“I was first interested in biology in high school,” Olson said. “I came here to MSJC, where a biology professor introduced me to the honors program. Through the honors program, I started a year-long project doing genetics research, and from there, I was introduced to the stem cell internship as an opportunity after MSJC.”

Olson, who plans to transfer to the University of California, San Diego after completing his studies at MSJC, hopes to pursue an MD-PhD in regenerative medicine. During the internship, he expects to conduct research involving vascularized neural organoids using advanced 3D-printed structures.

“My advice for incoming students, if you’re unsure of exactly what you want to do, is to take as many different kinds of classes as possible,” Olson said. “One of them you’re going to get interested in. And when you do, when you feel that, go for it.”

For Tanner Garvin, the program opened doors to possibilities she had never previously considered.

“I came into the college as a nursing major, but upon taking microbiology, I got really inspired by my professor,” Garvin said. “A research career didn’t really feel like an accessible path to me at first, but hearing about research made me realize this was something that I could do.”

Garvin credits MSJC faculty and the Honors Program with helping her discover new opportunities.

“I thought that I was just going to go into nursing,” Garvin said. “But because I allowed myself to think about other things, I was given this opportunity.”

Returning to encourage this year’s cohort was MSJC alumna Joia Miller, who currently works at a San Diego research laboratory focused on disease modeling.

“This program has been very rewarding,” Miller said. “I couldn’t be more grateful because now I’m marketable on the job market.”

Miller encouraged the new cohort to stay organized and embrace the experience.

“For students going into the program, stay on top of your lab notebook,” Miller advised. “If you start with your notebook, then everything should be okay.”

Dr. Roger Schultz, Superintendent/President of Mt. San Jacinto College, said the continued success of MSJC students in the program demonstrates the power of community colleges to create life-changing opportunities.

“Programs like CIRM Bridges demonstrate what is possible when talented students are provided access to mentorship, research opportunities, and pathways that connect education with real-world experiences,” Schultz said. “We are incredibly proud of these students and excited to see how they will continue transforming lives through science, research, and innovation.”

Through partnerships like CIRM Bridges, MSJC continues expanding opportunities for students to participate in research experiences typically associated with four-year universities while building pathways into high-demand STEM careers.

To learn more about this program, watch the students’ interviews: https://youtu.be/rSqqoF65JqE

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Roughly 40% of California community college courses are now offered online, according to CalMatters. The format has become especially important for students balancing school with jobs, caregiving duties and other responsibilities — a reality familiar to many students across Southern California and the Inland Empire.

But educators say online learning can also leave students feeling disconnected. Classes that lack face-to-face interaction may be harder for some students to navigate, particularly when courses are asynchronous and require students to manage their time independently.

Di Xu, a professor at UC Irvine’s School of Education, said online courses demand strong “self-directed learning skills,” including a high level of time management. In traditional classrooms, she said, interaction tends to happen more naturally.

“In an in-person environment interaction happens naturally,” Xu said. “But in an online environment, especially asynchronous, that opportunity needs to be embedded. Otherwise, the student will feel very lonely.”

Despite those challenges, demand for online courses remains high. Students often prefer the flexibility, and colleges can generally offer online classes at a lower cost than in-person instruction.

Rebecca Ruan-O’Shaughnessy, director of program and strategy at the College Futures Foundation and a former executive with the California Community Colleges Chancellor’s Office, said colleges must adjust to the needs of today’s students. Among the ideas she described as promising are shorter course formats and programs that better connect coursework with the work experience many adult students already have.

Some faculty members are also looking at specific subjects where online instruction may not provide enough preparation. Julia Simon, a French professor at UC Davis who chairs a university task force on languages, said students in online foreign language courses may not get enough speaking practice.

Simon said that can leave students underprepared once they arrive at UC Davis. Because the university cannot require students to repeat classes they have already completed, she said one possible solution would be to offer conversation courses as a form of additional support.

The effort reflects a broader challenge for California colleges: preserving the convenience and access of online education while improving student engagement, interaction and academic readiness.

Original source: CalMatters

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More than 2 million students attend California community colleges — about 60 times the undergraduate enrollment of UC Berkeley. Yet since COVID-19 forced colleges online, a large share of instruction has stayed there. About 40% of community college classes in California are now offered online, according to Melissa Villarin, a spokesperson for the California Community Colleges Chancellor’s Office.

College leaders say online courses have opened doors for working adults, parents, caregivers and students who otherwise could not fit college into their daily lives. But students and faculty also describe serious tradeoffs: less interaction, weaker engagement, loneliness, uneven teaching quality and, in some cases, courses that feel more like a checklist than an education.

The shift matters across Southern California and the Inland Empire, where community colleges serve large numbers of working students trying to balance school with jobs, family obligations and long commutes. It also matters financially for colleges. California’s community colleges are funded largely based on enrollment, and surveys show many students prefer the flexibility of online classes, giving colleges an incentive to keep expanding them.

The result is a system still trying to answer a difficult question: Can online education be as effective as learning in person?

For some students, the answer depends heavily on the instructor.

At San Joaquin Delta College in Stockton, student Lupe Archundia said her online microeconomics course relied on prerecorded lectures, some of them more than 10 years old. Quizzes were multiple choice and graded by computer. She said the professor made quiz answers available before students took the tests.

“I am a 39-year-old woman,” Archundia said. “It’s not like I just finished high school and I want easy test answers.”

Archundia works full time as a secretary and has two children. She often studies at night, using cardboard boxes to turn her dining room table into a makeshift standing desk. She is pursuing a bachelor’s degree with hopes of advancing in her career.

At first, she said, she spent about three hours studying before each quiz. After realizing the answers were available, she began taking shortcuts. She earned a high score on the online exam, but said she still does not fully understand some of the material, including elasticity.

She said she feels partly responsible. “I’m responsible, too,” she said.

Research on online education remains mixed. A 2025 study found that students generally perform worse in online courses than in face-to-face classes, though the gap has narrowed. Di Xu, a professor at UC Irvine’s School of Education, said online classes can also help students stay employed while attending school and may improve their chances of eventually finishing a degree.

But online learning places heavy demands on students, Xu said. It requires strong time management and the ability to direct one’s own learning. In a classroom, interaction happens more naturally. Online, especially in asynchronous classes where students watch recorded material on their own schedule, that connection has to be intentionally built into the course.

“If not, the student will feel very lonely,” Xu said.

Most online classes at California community colleges are asynchronous, meaning students do not meet live with an instructor at a set time. Surveys by the RP Group, an education research nonprofit, show students tend to prefer that format even over live online courses.

Archundia said she would rather take classes in person, but evening options are limited, particularly for the English courses she wants. She dreams of becoming a writer and is considering changing her major from business administration to English, but said she is unsure which classes she needs.

When she contacted a counselor in April for help choosing courses, the next available appointment was roughly three weeks away. She still had not found a counseling time that fit around her work schedule.

Alex Breitler, a spokesperson for Delta College, said online courses expand access for students juggling major responsibilities and for many who otherwise could not attend college. He acknowledged that counseling appointments are often booked weeks in advance because demand is high. The college, he said, is trying to respond with online question forms and drop-in counseling options that do not require appointments.

Rebecca Ruan-O’Shaughnessy, director of program and strategy at the College Futures Foundation and a former executive at the California Community Colleges Chancellor’s Office, said advising and support are especially important for online students. But she said colleges need to do more than move traditional classes onto a digital platform.

Online courses should be redesigned for the format, she said, with different structures, stronger support and approaches that recognize many students are adults with work experience and full-time jobs.

“That is the difficult part for community colleges and other institutions,” Ruan-O’Shaughnessy said. “Frankly, they don’t have the incentive to do that level of work, because that’s a lot of work.”

In San Diego County, Cyndi Cunningham enrolled at Palomar College in San Marcos in 2022 after the pandemic disrupted her retail job at a local mall. She was starting college for the first time and took mostly online general education and introductory courses.

She struggled to focus and manage her time. She said she wanted more in-person options but often could not find them.

“I only ended up taking one class in person per semester — not because I didn’t want to take in-person classes — but because I couldn’t find them,” Cunningham said. “I felt like I wasn’t learning; I was just kind of doing tasks.”

She said she also noticed shortcuts from instructors. Two Chicano Studies courses she took were taught by the same professor, and she said he used the same lecture in both classes.

Cunningham has since transferred to Cal State San Marcos, where she is majoring in ethnic studies and plans to become a high school teacher. The difference, she said, has made clear what she missed.

“Even engaging with other students is so much different in person than on a discussion board,” she said. “I realized more how much of a disservice the online classes did.”

Online courses can reduce some expenses for colleges because they do not require classroom space and can enroll more students, Xu said. But quality online instruction often requires additional investments, including faculty training, course design support and specialized counseling.

Online education “has the potential to save a lot of cost,” Xu said, but only if colleges are “willing to sacrifice a lot of the quality elements that are important for students.”

Some disciplines face particular concerns. Julia Simon, a French professor at UC Davis and chair of a university task force on languages, said foreign language instruction is especially difficult to move online. Language classes are typically small and depend on regular speaking practice and cultural exchange.

At the same time, she said, community colleges and UC campuses are expanding online language offerings. Sacramento City College, for example, is offering four French classes in fall 2026, all of them fully online and asynchronous.

“It’s an enormous problem,” Simon said.

Students who complete online language courses may arrive at UC Davis without enough speaking practice, she said. But the university cannot require them to repeat courses they have already passed. Simon said she is considering creating conversation courses that would function as remedial support.

State lawmakers and education officials have spent millions of dollars since the pandemic to improve online instruction. New rules are intended to increase interaction between students and faculty. Colleges have also expanded training for online teaching and hired staff to help design digital courses.

Still, a 2024 RP Group survey found that most faculty members who had taught at least one online class preferred teaching in person.

For Tina Rocha, a 55-year-old Delta College student, online learning has been both a lifeline and a frustration. Rocha began college in 2024 after recovering from three strokes in 2020. Because of her disability, she sometimes needs reminders to submit assignments and accommodations for certain lights or sounds that can affect her vision and cause twitching.

Her creative writing professor, she said, spent a sabbatical studying ways to better teach students with learning disabilities. Rocha said the effort showed. The professor has been patient and accommodating, making the online class a positive experience.

Online education can be a “wonderful alternative,” Rocha said.

Her home reflects the discipline required to manage school remotely. She studies nightly at her dining room table, surrounded by notebooks. A calendar on the wall is filled with notes, and a whiteboard near the entrance lists the week’s responsibilities in color-coded lines.

But another online course, a film class, has been much harder. Rocha said the professor keeps a lava lamp in the background that casts patterns on the ceiling. The visual effect can trigger symptoms for her. When she asked him to turn it off, she said he told her he tried but could not, without explaining why.

Now, when he speaks on screen, Rocha places a sticky note over the image to avoid the effect. She tried to switch into an in-person film class, but by then, only online sections were available.

“It all depends on the professor,” she said.

Original source: CalMatters

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Among the graduates this year were Naomi and Nayana Velardi, 22-year-old twins from Romoland who are both on the autism spectrum and earned certificates in Digital Media after pursuing studies in animation, video production, and graphic design with support from MSJC accommodation services and life coaches.

The ceremonies also highlighted the remarkable range of ages and experiences represented within the graduating class. Alyssa Nicole Gumms of Perris, age 16, was recognized as the college’s youngest graduate this year. Alyssa began her college journey through dual enrollment and graduated with an Associate of Arts in Liberal Arts: Mathematics and Science while serving as this year’s Tassel Turner.

At the other end of the spectrum, Jacqueline M. Al-Rauf, a 75-year-old student from Hemet, was recognized as the oldest graduate in the Class of 2026 after earning her Associate of Science degree. Jacqueline has served as an emergency room registered nurse since 1982 after previously attending MSJC to earn her nursing degree. She returned to college decades later to earn an additional degree required to teach Licensed Vocational Nursing courses, reminding attendees that learning, growth, and service to others can continue throughout a lifetime.

The ceremonies also celebrated students whose educational journeys reflected resilience and determination across decades. Melissa Lopez, a 48-year-old first-generation student from Murrieta, first enrolled at MSJC in 1995 before putting college on hold while raising four children as a single mother and working full time. This year, she completed two associate degrees: one in Behavioral Sciences and another in Administration of Justice.

“Coming back to college after all these years was something I did not think I would ever accomplish,” Lopez said. “I wanted to show my children that no matter how long it takes or what life puts in front of you, you can still achieve your goals. Earning these degrees means everything to me and my family.”

Students at the Temecula Valley Campus know Lopez well through her work at the campus café, where many affectionately refer to her as their “second mom” for the encouragement and kindness she brings to campus each day.

Esteban Valdes, a first-generation college student, returning student, and DREAMer from Lake Elsinore, was also recognized for overcoming hardship and becoming a student leader, mentor, and Supplemental Instruction Leader while preparing to transfer and pursue a future in business and finance.

“MSJC didn’t give us all the answers,” Valdes said. “But it gave us the space to ask the questions. To try. To fail. To change our minds. To grow into versions of ourselves we didn’t even know existed when we first got here. And I think that’s one of the most powerful things about this place. We found parts of ourselves we didn’t even know we were missing.”

Student Trustee and commencement student speaker Claudia Walukouw, a 32-year-old returning student, also reflected on the transformative impact of her time at MSJC.

“When I think of education, I think of the night that I chose to go back to school in pursuit of a nursing degree,” Walukouw said. “Older, non-traditional student, convinced that this was my last chance and not knowing that my time here at MSJC would have such a deep impact on my personal journey of finding my passions and finding the community I never knew I was missing.”

“These students remind all of us that there is no single path to success,” said Roger Schultz.

“Every graduate carries a story of perseverance, sacrifice, growth, and hope. Watching students transform their lives through education has been the greatest privilege of my career.”

This year’s commencement ceremonies also reflected the tremendous growth of Mt. San Jacinto College and the communities it serves.

When MSJC held its first commencement ceremony in 1965, the college graduated just eight students. Sixty-one years later, the college awarded 3,881 degrees to 2,952 graduates during four ceremonies over two days, underscoring the institution’s continued growth throughout one of California’s fastest-growing regions.

During Schultz’s nearly two decades as Superintendent/President, the college experienced significant transformation, including the expansion of college facilities by half a million square feet, increasing access to higher education opportunities across the region.

From 2008 to 2026, MSJC experienced an average annual graduation growth rate of approximately 4.7%, rising from 1,681 degrees awarded in 2008 to 3,881 degrees awarded in 2026.

At the conclusion of the academic year, Schultz will retire after leading 18 graduating classes at MSJC.

“This year’s commencement felt especially meaningful,” Schultz said. “As our Eagles prepared to soar into their futures, I found myself reflecting on how far this college has come—and how much potential still lies ahead for both our students and this institution.”

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