The Brief

Wendy Tang pauses while presenting in front of class. It’s not an easy feat for anyone to speak in front of nearly 20 peers, even harder for someone whose primary language isn’t English. She laughs from embarrassment and discloses that she’s nervous.

Inspired by the “cajita” project, students have filled “sacred boxes” with significant personal belongings and artifacts that honor family struggles and triumphs.

This is the end of the unit on identity for the lowest credit language class for English learners at Mt. San Antonio College (Mt. SAC). These kinds of classes are meaningful for the students enrolled in them. They’re also in decline, as transfer reforms and other factors shape community college course offerings.

Giving voice to past and present

Tang moved from China to the U.S. on her own. Sharing various items with the class, she points to a small glass bottle containing blades of grass that she’s chosen to represent herself.

“I feel grass is the strongest plant because it doesn’t matter where you put the seeds. It doesn’t matter if there’s a lot of rain,” Tang said. “You just give them a little bit of sunshine and they will grow everywhere. Like the grass, you put me here, I can grow. You put me in another place and I can grow too.”

Students chose items to represent their past cultures, their adjustment to the U.S., and their futures. This project modeled sentipensante — a sensing, thinking approach to learning, professor and chair of Mt. SAC’s American Language program Elizabeth Casian said.

Their boxes are also informed by a True Colors personality test, which Casian uses to help students find more congruence between their values and lives.

Coming to the U.S. from another country is a chance to redirect one’s course, Casian said; immigrants who may have come from more collectivist cultures may not have pursued their individual dreams before, a defining characteristic of American culture.

A former student from Hong Kong told Casian that taking the personality test changed her life when she realized she was in the wrong career — banking. After getting encouragement from Casian, the student embarked on a career change.

Moving between countries and cultures

Through thoughtfully chosen objects, students shared a longing for family and friends, challenges they’ve faced, and changes in perspective. One student shared a picture from his brother’s birthday of them eating hot pot together, a reminder of his Chinese culture. Deanna Contreras brought a baseball hat from the Carl’s Jr. fast food restaurant chain. It represented her growing pains upon coming to the United States from Mexico.

“It was my first job here in the U.S.,” Contreras said. “It was really difficult because I was still learning. I didn’t know any English and a lot of people were mean.”

Referring to a U.S. dollar bill, the student Tang said that money has represented both her Chinese and American cultures. Her relationship toward money has changed. Once seen as an end in itself, she now sees money as a means for having life experiences.

Nguyen Huynh, who goes by Tom, poses by his cajita – a box that includes significant personal belongings and family artifacts that would be transported across borders. It includes a bottle of Vietnamese Chin-Su hot sauce that he attests can be used in every meal and a printed image of the “lady justice” which represents his future in America, where he plans to improve public safety as a police officer.

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“After coming to America, I tried to find life’s meaning. What’s the meaning for my life? Making money to buy a house — is that happy? Or is it making money so that I can go travel? The world is so big,” Tang said.

Another student from China, Wayne Wang, had a different perspective on money.

“My favorite perfume — Chanel!” Wang said, presenting the bottled fragrance to his class. Unabashedly laughing, he said it represents luxury and his love of money and beauty.

Across California, advancing in English more quickly 

Changes to English-as-a-second-language (ESL) credit courses have been underway since the implementation of Assembly Bill 705, which nominally took effect in January 2018 and aimed to get community college students to higher levels of math and English more quickly. For example, English-learners who graduated from high school in the U.S. who may have otherwise placed in a lower level of English in the ESL program now start at a higher level of college composition.

“It's now that we have to meet students where they are, whereas before, if you don't have these skills, then you need to get these skills in these lower level classes,” Casian said. “The reason why they pushed AB 705 through in the first place was that the more levels a student has to take, the more chances we have of losing them from college.”

Findings from a 2022 report by the Public Policy Institute of California on the early effect of AB 705 on credit-level English Second Language showed that colleges have been shortening ESL course sequences. Prior to the law, some colleges offered course sequences with as many as six levels or more. According to PPIC, in 2021, over half of colleges offered sequences of four levels or less, compared to just one-third in 2016.

Another consequence of AB 705 includes a decline in student enrollment at Mt. SAC’s American Language Program, according to Casian, who suggested that students may bypass the program for the English department. Casian said the COVID-19 pandemic and travel restrictions also contributed to the decline. Based on data provided by Mt. SAC, student enrollment for credit-level courses in the American Language Program declined substantially, from nearly 1,400 in 2018-2019 to less than half (just over 600) in 2022-2023. (Students may be counted more than once if enrolled in more than one course.)

One concern of the effect of AB 705 is placing students in classes before they’re ready. While getting English learners to higher levels faster is beneficial, Casian said there is still value in offering lower-level credit ESL courses where students can build foundational skills.

A cajita project box.

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“I think that's a testament to what is still needed,” said Casian, who pointed out that while recent legislation asserts all students have a right to take transfer-level courses, not everyone should start there.

Referring to her class, she said, “If you can imagine these students in English 1A [a freshman composition transfer-level class] with the skills that they have, that's not equitable. So that's why we're still here. We're here to provide equity. We're here to provide that support to get students from where they are, to that next level where they need to.”

Second chances and wanting to connect

Damayanthi Jesudason moved to the U.S. in 1996 in response to the Sri Lankan civil war. Over the years, Jesudason said she has not passed a number of English learner classes due to difficulty writing essays and understanding grammar. She said she was also identified as having a learning disability.

Her English language level has affected her regular interactions with others.

“Even when I say ‘vaccine’ at the pharmacy, they don't understand,” she said. “So it was really frustrating me, making me sad because the other person cannot understand my pronunciation. So I thought of coming to class. In that way, I can learn.”

Taking this class has been a way to improve and get closer to her goal of working with animals as a pet groomer. Jesudason recites the maxim “practice makes perfect.”

Another student who goes by the name Ryder Freeman has found it to be a safe haven, a place to make friends. Freeman moved to the U.S. in 2022 and said he is a political refugee from China.

Before taking this class, Freeman stayed home and didn’t know that many people.

“After I took this class, I met my classmates and made friends with them,” he said. “That's a big change to my life.”

When California State University paid OpenAI $17 million last year to give campuses unlimited access to a high-powered educational version of ChatGPT, the goal was to help students learn to use artificial intelligence for their education and future careers. However, the announcement came as a surprise to faculty and students, who were left on their own to figure out how to use AI ethically.

Afraid students would use ChatGPT Edu to cheat, many professors turned to in-class tests using bluebooks and scantrons, or employed faulty AI detectors like TurnItIn to catch AI-generated work. Meanwhile, other faculty have embraced ChatGPT and made it part of their curriculum. This all has left students confused over the use of AI in their courses.

A recent Cal State survey of over 94,000 students and university employees found 52% of faculty reported AI having a negative effect on their teaching and 67% of students felt their professors don’t teach them how to use AI effectively.

Now, as Cal State approaches the end of its 18-month contract with OpenAI this July, the university system has not announced whether it will renew the deal. Some faculty at San Francisco State University have begun a petition calling on Cal State Chancellor Mildred Garcia to end the partnership.

The Cal State Chancellor’s office points out that the AI survey found 64% of students, faculty and staff said AI has affected their learning experience at their university positively, and 63% said they’ve seen more opportunities on their campus to learn about AI.

“Our systemwide AI survey results reflect what we are seeing across our universities — widespread engagement with AI tools and technologies,” wrote Cal State spokesperson Amy Bentley-Smith in an email.

The university system left it up to campuses to dictate the proper uses of the chatbot while offering tools and training on a website called AI Commons. But students and faculty say those resources have not been enough. As of April, only 0.7% of students and 16% of faculty have completed the voluntary training, based on data provided by Bentley-Smith.

Assemblymember Mike Fong introduced Assembly Bill 2392 in February, which would require Cal State and California Community Colleges, as well as request University of California schools, to provide training on any AI product deployed on campuses.

Last fall, Fong and the Assembly Standing Committee on Higher Education questioned Cal State officials about planning around the AI initiative.

“During the joint hearing on higher education and privacy, discussions revealed that California State University campuses have adopted AI tools without consistent guidance or training, raising concerns around data privacy, academic integrity, and equitable use,” said Fong in an email to CalMatters.

While a few students and faculty testified at the hearing, others have continued to echo those issues.

“I’m not sure [Cal State] realized how much new work it would require, how much revision to the old way of doing things it would require,” said Ryan Jenkins, the chair of the AI Task Force for Cal Poly San Luis Obispo’s faculty union chapter.

Students want to be a part of AI decisions

Cal State Northridge communications major Katie Karroum was shocked when she saw the announcement about ChatGPT Edu last year. As the vice president of systemwide affairs for the Cal State Student Association, she would have expected the chancellor’s office to meet with the student organization that represents over 470,000 students throughout the state.

“We were not consulted when the contract was signed, and we weren’t even given a heads up,” Karroum said.

Cal State chose OpenAI as the least-costly option, according to assistant vice chancellor of academic technology services Leslie Kennedy. The contract aimed to give everyone free access to ChatGPT Edu across all 22 campuses. Previously, campuses and individuals were paying for their own upgraded ChatGPT accounts that allow users to generate content like images and research reports without the limitations of the free version.

The contract with OpenAI was signed in January 2025, revealed later that month at a Board of Trustees meeting, and formally announced through a systemwide press release in February 2025, which is how Karroum found out.

In a meeting of the Cal State Student Association last October, student representatives from each campus told Karroum that they saw a lack of justice for students accused of using generative AI to cheat, and that they were concerned about the data collected from the chatbot being shared.

ChatGPT Edu at Cal State is defaulted to not use data for training models, but users can opt to allow their data to be shared, according to testing by CalMatters.

Students have also complained about the absence of a consistent AI policy in their classes, according to an open letter published by Karroum. At most campuses, professors get to decide their classroom policies, including about AI.

Yagmur Wernimont, a sophomore at Cal Poly San Luis Obispo, said that although AI is used for automation and robotics in her intended agriculture field, she still does not use the technology herself because she thinks “it’s making us dumber” and doesn’t promote learning. She also watched herself fall behind while a classmate used ChatGPT to get a 100% on an assignment.

While her professor verbally told the class at the beginning of the quarter not to use AI, the rule was not on the syllabus, nor was a clear consequence for using AI. Wernimont said this may have given students a loophole for using it.

At Cal State Bakersfield, Emily Callahan, dean of students for academic integrity, said there has been a steady uptick of students reported for improper use of AI. She said students are using the chatbot to gain an unfair advantage over others.

Wernimont has also witnessed a divide between professors over AI. While one of her professors required the use of Google NotebookLM, an AI-powered note-taking app, an English teacher told Wernimont’s class that she was sad students would be using AI for writing, but shared a presentation on ways to cite the tool anyway.

“They’re all having different ways and ideas how to do it,” she said. “And it’s kind of conflicting as a student.”

Kennedy said the university system hasn’t excluded anybody from the discussion around AI. The Chancellor’s Office started a generative AI committee in 2024 that includes students and faculty.

“It was the committee’s recommendations that served as the basis for the CSU to identify, evaluate, and negotiate with multiple companies who at the time offered plans designed specifically to help bring AI tools to higher education institutions,” said Cal State’s chief information officer Ed Clark in an email. “Their assessment and feedback have been and continue to be essential to how the CSU implements its AI strategy that is both cost-effective and secure.”

A new board formed after the implementation of ChatGPT Edu focuses on California’s workforce by including representatives from technology companies. Cal State Student Association President Tara Al-Rehani said that while she is part of that board, it makes no final policy or guidance decisions on AI use.

Karroum said although students need to learn how to use AI, she doesn’t like feeling part of an experiment.

“I think that we’re being treated as, like, test rats right now because there’s no policy and there’s no guidance,” Karroum said.

Faculty introduce new classroom policies on AI 

Faculty leaders said they also were caught off guard with the ChatGPT deal. According to the Cal State survey, 59% of faculty regularly use AI in teaching and research, and 68% said they include an explicit statement on AI use.

According to a repository of more than 200 AI syllabus policies housed on Cal Poly San Luis Obispo’s website, one criminal justice professor from Cal State Fullerton describes in the syllabus when, why and how students should use AI. The professor also includes an example of a good AI disclosure statement from a student who outlined their use of ChatGPT for an assignment.

The AI Commons website states that faculty ultimately decide how they want to implement generative AI into their curriculum,taking into consideration whether it might improve teaching and learning in their classroom like any new technology.

Jenkins, who teaches philosophy at Cal Poly San Luis Obispo, gives exams in class using blue books and scantrons to avoid any potential for students to cheat with AI. When ChatGPT was first released in 2022, Jenkins tested the chatbot by giving it a reading quiz. It gave all the right answers, alarming Jenkins that his students might use the technology while taking tests online. Today, Jenkins tells his students to treat AI like any other source when using its outputs for an assignment, but still proctors exams in-class.

“The bread and butter of philosophy is reflecting on your own ideas and trying to sort out what you believe and why,” Jenkins said. “If you have a tool that does that for you, then you’re being denied an opportunity to practice that skill.”

Jenkins said he does not have an AI statement in his syllabus because neither the department nor Cal Poly has provided one to use. On its website, Cal Poly San Luis Obispo links to the AI Commons as well as an AI statement builder from Pepperdine University for faculty to use. But the university does not require any specific statement from professors.

At Cal State Fullerton, Shelli Wynants helps faculty decide how to use AI in their classrooms through her role in the university’s faculty development center. She also teaches students in her child and adolescent studies courses to critically review AI output, and make sure they are remaining “the thinker and the decision maker” in the process.

Wynant said she refers to AI as an “assistant” or “teammate,” but emphasizes it should never replace human judgment. She has found that many of her students who plan careers in teaching want to learn how to use AI responsibly for the sake of their future students. “These students need to get up to speed because they’re going to be the ones teaching students digital literacy,” she said.

In August 2025, the Assembly Standing Committee on Higher Education questioned Cal State officials about planning around the AI initiative. Representatives of the Academic Senate, Cal State Student Association, California Faculty Association and Cal State Employees Union spoke to the Assembly committee about their discontent over the contract with OpenAI.

“We understand all these criticisms and concerns, and they’re valid,” said Cal State’s chief information officer Ed Clark at the meeting. “The best way to deal with those concerns is to have our universities participate in helping to shape the future of these technologies. We can’t just sit back and let it go by.”

Students still need support, even with AI chatbots   

Staff at university tutoring centers are struggling to advise students who say faculty are blaming them for cheating by using the very AI tools the university system wants them to learn to use. According to the Cal State AI survey, 78% of students, faculty and staff said the ethical use of AI is a major concern.

Seher Vora, the coordinator for San Jose State University’s writing center, created an AI Writer Toolbox after conversations with tutors about students who were being penalized by professors for using AI. The toolbox helps students work with AI responsibly, including how to properly cite AI use and not using the chatbot for generating work that is not their own.

The toolbox also includes a disclosure tool that allows students to fill out a form outlining their use of AI for an assignment. The form generates a certificate for students to submit with their work.

The writing center at San Jose State advises students to check with their professors if they are unsure what uses of AI they accept. Vora hopes her work with the toolbox will encourage education around AI, for both students and faculty.

“We have to stay on top of it,” she said. “It’s changing every day.”

Angel Corzo is a contributor with the College Journalism Network, a collaboration between CalMatters and student journalists from across California. CalMatters higher education coverage is supported by a grant from the College Futures Foundation.

Orange County prosecutors have charged a woman with involuntary manslaughter after her 14-year-old son allegedly struck and killed an 81-year-old man with an e-motorcycle.

Tommi Jo Mejer was initially charged with child endangerment and accessory. She was arrested days after her teenager allegedly struck Ed Ashman while doing wheelies in the middle of the street in Lake Forest in April.

On Friday, Orange County District Attorney's Office added the charge of involuntary manslaughter — one day after Ashman, a Vietnam veteran and substitute teacher, died.

Prosecutors say the e-motorcycle the boy was riding is 16 times more powerful than an e-bike and requires a license and a minimum age of 16 to ride. They also say Mejer, in another incident last year, was warned by law enforcement of potential criminal charges if her son continued to illegally ride the bike.

Mejer is scheduled to be arraigned on May 21. If convicted on all counts she faces up to seven years and eight months in prison.

Since January, the Orange County District Attorney’s office has filed child endangerment charges against three parents for allowing their children to illegally ride e-motorcycles.

A federal appeals court has restricted access to one of the most common means of abortion in the U.S. by blocking the mailing of mifepristone.

A panel of the New Orleans-based 5th U.S. Circuit Court of Appeals is requiring that the abortion pill be distributed only in-person at clinics.

Danco Laboratories and GenBioPro, the two makers of mifepristone, have directly asked the Supreme Court to grant them emergency relief, to allow mifepristone to remain available through telemedicine as the case continues.

"The Fifth Circuit's order has unleashed regulatory chaos," reads the GenBioPro emergency application to the Supreme Court. The brief also points out that access via pharmacies is restricted by the new order. "Today, patients who planned to pick up a mifepristone prescription at their local pharmacy may no longer be able to do so, regardless of which state they live in."

Since the Supreme Court's 2022 ruling that overturned Roe v. Wade and allowed enforcement of abortion bans, prescriptions by mail has become a major way that abortions are provided — including to states where bans are in place.

"Every abortion facilitated by FDA's action cancels Louisiana's ban on medical abortions and undermines its policy that 'every unborn child is human being from the moment of conception and is, therefore, a legal person,'" the ruling states.

Judges have long deferred to the Food and Drug Administration's judgments on the safety and appropriate regulation of drugs.

FDA officials under President Donald Trump have repeatedly stated the agency is conducting a new review of mifepristone's safety, at the direction of the president.

The appeals court judges noted in their ruling that FDA "could not say when that review might be complete and admitted it was still collecting data."

In a court filing, Louisiana's attorney general and a woman who says she was coerced into taking abortion pills requested that the FDA rules be rolled back to when the pills were allowed to be prescribed and dispensed only in person.

A Louisiana-based federal judge last month ruled that those allowances undermined the state's abortion ban but stopped short of undoing the regulations immediately.

"This is going to affect patients' access to abortion and miscarriage care in every state in the nation," said Julia Kaye, an ACLU lawyer. "When telemedicine is restricted, rural communities, people with low incomes, people with disabilities, survivors of intimate partner violence and communities of color suffer the most."

Mifepristone was approved in 2000 as a safe and effective way to end early pregnancies. It is typically used in combination with a second drug, misoprostol.

Misoprostol is an older medication that is also used to treat gastric ulcers. It can be used alone to induce abortion and may remain available via telemedicine. The two-drug regimen is preferred because it generally causes less cramping and bleeding for most patients.

When mifepristone was approved in 2000, the FDA initially imposed strict limits on who could prescribe and distribute the pill — only specially certified physicians and only after an in-person appointment where the person would receive the pill.

Both those requirements were dropped during the COVID-19 years. At the time, FDA officials under President Joe Biden said that after more than 20 years of monitoring mifepristone use, and reviewing dozens of studies involving thousands of women, it was clear that women could safely use the pill without direct supervision.

The conservative-majority high court overturned abortion as a nationwide right in 2022 but unanimously preserved access to mifepristone two years later.

That 2024 decision sidestepped the core issues, however, by ruling that the anti-abortion doctors behind the case didn't have legal standing to sue.

NPR staff Selena Simmons-Duffin and Diane Webber contributed to to this report.
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