The Brief

According to California Community Colleges chancellor Sonya Christian, this is an urgent time for community colleges to respond to the climate crisis, coinciding with investments at the federal and state level.

Much of the strategy for that response revolves around one community college in particular: West Los Angeles College, in Culver City.

In 2022, the California legislature established the California Center for Climate Change Education at West, providing $5 million to promote climate change education and establish internships and other learning-on-the-job opportunities for its students, among other goals. The federal government kicked in another $1.3 million.

“This is the beginning of the involvement of community colleges,” Christian says about West’s new climate center and existing climate change studies program.

This June, under Christian’s leadership, West hosted the climate action summit for California Community Colleges to organize their climate response.

“President Biden has a very ambitious infrastructure agenda that the administration is investing in and so is the governor [of California],” Christian says. That agenda includes incentivizing private investments in clean energy production, such as wind and solar, and investing in infrastructure, such as electric vehicle charging.

“Community colleges to me are really the vehicles for these leaders to be able to realize their goals,” Christian says. “You’re going to be seeing immediately community colleges playing a much more active and cohesive role in the infrastructure rollout.”

The inaugural climate action summit for California community colleges covered the reduction of carbon emissions from campus facilities and operations, training and educating the workforce for climate careers, supporting local communities, and funding resources for climate work.

“There is a lot of momentum here. Now we’ll stop working in our separate silos and this is the start of collaboration,” says Vered Mirmovitch, an associate professor of the biological sciences at West.

Modeling climate change curriculum

West was already the first community college in California to offer an associate’s degree in climate change studies, beginning in 2018, with coursework on environmental science and statistics, but also philosophy, which challenges the assumptions behind how humans relate to the environment.

From left to right: JB Baum, graduate of WLAC's climate studies program, Marilyn Chavez, student, Vered Mirmovitch, associate professor of biological sciences, and Keon Hendrickson, graduate of WLAC's climate studies program.

(

Jackie Orchard

/

LAist

)

“It’s just given me an avenue to learn about something that I'm really interested in that I haven't had the opportunity to learn about on an educational level before,” says Keon Hendrickson, a recent graduate of the climate change studies program.

To Hendrickson, the most interesting course in the program was the philosophy class on environmental ethics. Rick Mayock, the instructor, asks why people assume “a certain amount of pollution is acceptable, a certain amount of species will die of extinction because of human ‘progress.’”

Through challenging these assumptions, Mayock says, “that's the way we began to change our thinking about our place in nature and our relationship with the planet and our relationship with ecosystems and other species and so forth."

Through its new climate center, West is developing more climate change curriculum for community colleges in California to adapt to their own campuses.

Eventually, the plan is for West to educate students of all disciplines on climate change, not just what people might expect of those studying environmental science.

For students studying math, they might learn statistics related to climate change; for students studying psychology, they might learn the concept of “climate change anxiety” — the feeling of powerlessness one might experience if overwhelmed by concerns about climate change.

Marilyn Chavez is a student at West learning about climate change while focusing on the health sciences. She took a biological sciences elective in the climate change studies program.

“What I've learned recently here is that despite what career path you take, environmental education is so important because it's something you can apply to every field,” Chavez says. “Sustainability is so important and we can all do our part no matter what field and what path we take in life.”

Originally from Guatemala, Chavez says her Indigenous background shapes how she relates to the environment. For her, she considers humans part of the environment, which is to be shared with other species, not a separate entity for humans to control.

Teaching in the climate change program at West, Mirmovitch sees the value of teaching climate change to students in all disciplines.

“(Climate change is the) major crisis of our time. It’s not something that we can ignore anymore and we need as many people to be on board and to be part of the solution,” Mirmovitch says.

Mirmovitch adds that for change to happen, it is most effective when there’s a critical mass of people involved.

Preparing the climate change workforce

A similar approach of incorporating climate change across disciplines is also taking place at the California State University system.

And other community colleges in California have not sat idle on climate-related education. For example, Long Beach City College has an underwater robotics program which can support monitoring ocean health. Colleges in the Central Valley are developing an Agricultural Technology program for farmers to adapt to climate change and water availability.

At West, president Jim Limbaugh wants to prepare students for high-paying careers in clean energy and climate technology, and not only related to solar energy.

WLAC President Jim Limbaugh outside the West Los Angeles Climate Center.

(

Bonnie Ho

/

LAist

)

Solar energy has already reached a level of maturity in the state, according to an analysis from the University of California Riverside projecting the future of green jobs in California. That report finds that there is room for other green sectors to grow, including the zero emission vehicles industry, which already has a strong presence in Southern California.

“There's all this interest in electric vehicle charging stations,” Limbaugh says. “There's not enough training out there, not enough people out there to actually install them and work on them.”

Through the center at West, Limbaugh says in October community colleges will meet with industry representatives to determine their training needs. In the Los Angeles region, employers and community colleges have already been identifying emerging climate-related sector needs, such as marine aquaculture for domestic fisheries production.

The center is also to partner with local and regional entities to support training to modernize the electric grid, Limbaugh says. He foresees that students can work in a range of climate-related fields, from conducting research or working as a sustainably-oriented park ranger in the Santa Monica Mountains.

Ethics and ambition

JB Baum just graduated from West’s climate studies program this spring and attended the climate action summit. Baum says the speakers at the summit could have been more ambitious, instead of focusing so much on preparing students to meet industry demands or partnering with certain industries.

“Not all private industry should be treated the same, nor all jobs universally good,” Baum says.

Baum suggests that community colleges be intentional about which companies to link students to, particularly not oil or utility companies that have contributed to the climate problem.

For example, Kern Community College is partnering with industries that employ direct air capture technology to manage carbon emissions, a technology that has been considered controversial in its effectiveness.

When asked about the scalability of air capture technology, Christian said that the approach by community colleges will be dependent on regional attributes and community colleges need to have a seat at the table at the start of technological revolutions before they become commercial.

Can community colleges move quickly enough? 

As recent wildfires in Canada severely reduce the air quality in the Midwest and Northeast; as extreme temperatures have blanketed California; and a heat dome covers regions in the South, it’s uncertain whether community colleges' efforts are moving quickly enough.

“I think some of these solutions (from the summit) aren't really tackling the immediate effects of climate change on students and talking about adjusting the academic schedule to account for the possibility of a heat dome every single September,” Baum says.

“What are we going to do when power doesn't exist on the campus anymore because of rolling blackouts?” he adds.

Santa Rosa Junior College, north of San Francisco, officially installed a microgrid system in 2022 to power priority buildings with solar energy and battery storage, and even support the existing utility grid. A microgrid, however, is a rarity among community colleges.

According to David Liebman, the manager of this project, other community colleges may not be as quick to adopt their own microgrid due to caution about the maturity of the technology, upfront costs, and available campus space.

On the community college level, actions being taken are deliberate, but results won’t be immediate. At West, the new climate center’s director, Jo Tavares, says they’re learning about their campus needs and what other community colleges are doing around climate change.

President Limbaugh expects that the first batch of courses with a climate change curriculum will be approved in the next year. He says 17 West faculty members are working on developing climate-change centered curriculum.

Chancellor Christian envisions “convening educators to come together is going to be something that we can count on on a recurring basis.”

Meanwhile, students from or in the climate program at West are making moves. Baum and Hendrickson are continuing their studies in Geography and Environmental Studies at UCLA. Students at West like Chavez are getting ready to take climate change classes in the fall.

Chavez plans to sign up for the environmental ethics class next. Speaking about her future plans, Chavez says she “would love to take more classes about environmental science” and “you know, just contribute as much as I can to the cause.”

As a parent, Chavez says she is teaching her children to help the environment, such as reducing the number of toys they purchase. “They'll see a toy, they'll want a toy, and we're like, you know, we have so many toys at home, we don't need to buy new toys,” Chavez says.

She hopes her children will learn to be self-reliant and sustainable, and that they pass these practices on.

“I feel like if I can teach them, they'll teach their children, if they plan to have children, or friends or just anybody that they come across.”

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.
Copyright 2026 NPR