Future of life choices: the housing/car nexus

Today, here in 2018, students, staff, and faculty are all struggling with the same issue: how to make the tough tradeoffs between an affordable (and hopefully nice!) place to live and a short and affordable commute to campus. It affects our quality of life, where we choose to live, and what we spend our time and money on. Right now, it’s not working very well for a lot of people.  As Lynne Harris puts it:

Lynne Harris says "You read my mind. A lot of us (staff and students alike) are making choices between an awful commute, or living in LB on the ramen noodle diet. But there is pushback from LB neighborhoods that don't want higher density housing in their backyards. Or affordable housing options."

In 2030, it’s not hard to use your Shadow Imagination to envision a campus with more commuters, more parking lots, more cars, and even longer days for those who live even farther away.

As Alyson Brown notes, that’s because of the housing/car nexus – as goes affordable housing, so go commute patterns and needs.

REPLY: Alyson Brown says "As our population grows affordable housing is going to get worse. Soon we will not have enough housing options for our population. Big apartment complexes near CSULB can raise their prices because of the demand of students looking for housing."

Steven Yu points out how increased pressure on affordable housing will lead to more commuters, coming from farther away:

Steven Yu says "So what about students who cannot afford to live closer to campus and have to commute out of necessity?"

Fiona plays out a pretty shadowy future: Might some students have to resort to DIY personal housing right on campus?

REPLY: Fiona says "Students will set up tents on campus, as they can't afford housing. They'll be living next to the other mentally ill homeless that set up a quasi-Skid Row along Friendship Walk."

Affordable housing and long commutes are linked problems that need some new approaches. There are tons of great ideas about things our Long Beach community can start working on today:

First stop, an easy idea but hard to execute: better public transport….

Developing methods and support for student who commute. Metro only goes up to Norwalk so public transportation is limited if you aren't local or drive. #Transportation

Public transport is a hard nut to crack and involves major partnerships with external organizations. But closer to home, how about streamlining on-campus mobility so that campus commutes don’t add an extra leg to already long travel times?

Lori Joy has a great first start: an idea that would also create jobs for students and provide more inclusive mobility options for all.

Lori Joy Says "Campus 'UBER' with golf carts. #morestudentjobs"

Re-organizing campus to be a little more decentralized would also make on-campus commutes easier and faster…such as having more facilities on lower and upper campus. 

Payton says "A lower campus library that is more accessible for those who commute both to upper and lower campus, dorms, parking etc. on a daily basis."

Third, how about simply better maps of resources that are already available…

Wouldn’t it be great to be able to see who’s driving to campus and has an extra seat, exactly where the shuttles are, and where there are open parking spaces? If we start now, this should definitely be in place by 2030.

Khue Duong says "To see a list of available commuters, cars, shuttle to commute to and from campus at a specific time of day"

We can also do better at helping commuters manage their quality of life. How about building more multi-purpose spaces that allow students, staff, and faculty to rest during those long days?

Britny Coker-Moen says "This is actually a great idea! I know a lot of students who sleep on campus or in the library because the time to commute back home, even those that live local, is too much to squeeze into our already over-loaded schedules, especially during finals. Also, sleep pods. "

This is just the beginning of the conversation. This is a huge, multifaceted issue, and one that affects our ability to show up at class and work with energy. If we want to see transformation in 2030, we have to address it with creativity, empathy, and execution.

Balancing marketable skills with humanities

One of the themes emerging from the game is the need to balance teaching marketable skills while also providing more opportunities to teach the humanities and liberal arts to help students understand and imagine their impacts in the world. For instance, this thread  suggests that by expanding the role of liberal arts within the community, students can better prepare for an increasingly chaotic future. As Jeffery Blutinger argues that “without the humanities, the future is literally unimaginable. #strongerwithliberalarts”

Without the humanities, the future is literally unimaginable. #strongerwithliberalarts

Elsewhere, Tanya Kim worries that at times “intellectual flexibility for its own sake” is only accessible to students from more privileged backgrounds who can afford to study fields that don’t provide as many immediately marketable skills. While the gap between “marketable” and “intellectual” teaching may feel wide today, Dale Lendrum notes that in the future, this may no longer be true, as more employers are looking for entry level employees whose STEM education includes significant time studying the liberal arts.

More and more employers are seeking STEM majors with a liberal arts background. Particularly communication and people skills. I'm excited for the opportunity for greater interdisciplinary studies between STEM and liberal arts in 2030 at the beach! #CED #golead!

Dale points to a study from EdSurge that has found an increasing number of liberal arts majors being hired into tech companies–a signal that the perceived gap between technical skills and “softer skills” may be receding and that, in the coming decade, we may see the increasing integration of liberal arts and hard sciences.


Beach 2030 begins the era of simulation learning

We’ve already written about many great conversations surrounding new possibilities in virtual collaboration by 2030, but virtual and augmented reality technologies promise even further-reaching implications for the learning curriculums of the future.

The concept of technological simulations of real-world events has been around for as long as computers, but as the tools of artificial intelligence and AR/VR mature, they are crossing thresholds of usefulness for training and experiential learning opportunities.

Gaby suggests enhancing simulation capabilities for clinical skills, and several others chimed in with different ways this could help personal development and collaboration.

In 2030, it would be exciting to use Virtual Reality (VR) as a way to simulate events that we would encounter as future clinicians where we could practice and develop our clinical skills. #DEPTOFSLP

Advanced Simulation rooms where one can experience different scenarios they may encounter within their field. #BASW

It would be great to create environments that simulate actual work environments with people from other majors/colleges

Terri M. Carbaugh and Camille Williams took the simulation scenario a step further, envisioning broad-reaching opportunities for journalists, historians and political advocates with these new tools.

In 2030, reporters & bloggers experience faculty research at CSULB's virtual reality (VR) center. Here, they’ll track coyotes in OC suburbs, sharks along LB shorelines, hear Cole compositions & students speaking romantic languages. #TechnologyCampus It would be cool if we could incorporate VR technology into our learning. For example, one day we are learning about sharks or the Civil Rights Movement, then we are right there in the middle of the ocean or marching during a protest!

Kristy Nguyen proposes a more somber but no less important application of simulation activities — to help students and staff prepare for any number of natural or human-caused disasters that CSULB may encounter in the coming decades.

Shadow Imagination: Kristy Nguyen says "Not truly preparing students and staff for a community disaster,such as shooting and earthquake,while on campus. We need an actual simulation day, how to react and practice preparedness, rather than just a How to/Prevention Video. #StudentWellbeing What we have now is NOT enough!"

Will Beach 2030 lead the way in new simulation-based learning and training? Keep the discussion going!

Redefining How Success will be viewed in 2030

What is student success? Is it graduating in four years? Six years? Reaching a personal goal? Getting good grades? Feeling satisfied with your student experience? Developing the skills you need to land a job?

As you well know, this is a conversation that is far from settled today. And what about in the future? Susan Leigh challenges us to think about things a bit differently – “Can we redefine student success in 2030?”

Participants on Imagine BEACH 2030 certainly think we can! Check out some of the wide-ranging #StudentSuccess ideas added so far:

Barbara Taylor envisages that a holistic approach will be used looking at the student’s development as a whole person and not just academically.

Shah points out, “We often miss other markers of student achievement, especially those that may not occur in the classroom but are part of the student experience. We can find ways to measure this development too”.

Different measures for success were proposed by the Imagine BEACH 2030 community, such as PRISCILLA LOPEZ’s idea of looking at students “ community involvement, job satisfaction, and continued education choices”.

ELIZABETH SANTANA-MONTERROSO suggests that students could take CSULB Service Learning courses where they are actively involved in the community and can measure their success. This would allow a best-practice model to be bought into the classroom and enable students to easily fit community work into their busy lives.

But how will we evaluate this and other courses? The COLLEGE OF LIBERAL ARTS  poses the questions “Do SPOT evaluation forms actually measure student success? Do we need to change course evaluation forms to have assessments that are more meaningful and informative?”

This leads to the question of what is success. Galen Pickett shared that “I have a notion of what excellent means in my field, but not globally. I have an idea of what inclusivity means, again in my field, but I do not know what measure will be useful across the whole campus”.

As we consider the call to redefine student success for CSULB, we must review which markers of student achievement should be evaluated, and by what standards of measurement. In 2030 what will success look like for the University as a whole? 


From Pre-K to Post-Retirement: Could CSULB become a lifelong learning network?

Throughout the first day, alumni were a big topic of conversation. Over 100 cards containing ideas about how to support alumni, how to keep them engaged and how to tap them as a resource were generated in the first 24 hours of gameplay.

But when MAHESH DIXIT suggested that CSULB use new metrics to measure student success after graduation (a provocative, outstanding, and potentially very impactful idea in its own right), EVELYN WARWINTH responded with one of the most popular ideas about alumni. She notes “I love the idea! Would alumni offerings help encourage activities and practices that support these metrics? Volunteering networks, e.g. #EngagedAlumni”

Several others voiced support for alumni involvement in mentoring that goes beyond academic performance to include the metrics MAHESH DIXIT highlighted, (giving back to community, lifelong learning, life satisfaction).

In a separate thread, NICK MATTHEWS  suggested CSULB provide students with academic life coaches, a positive imagination card that received a lot of support. But the idea’s evolution took a key turn as LAURA GARCIA and KAREN NAKAI imagined the scope of this kind of life coaching and mentorship going beyond the students’ years at University. Laura wrote, “Great idea Nick. This would be a great way to help students not only navigate the university but start to think about life after graduation as well! #CED #EDD #EDLD #EDLD725bossladies #EDLDCohort12” And Karen noted that “maybe academic coaches could begin with elementary school students and follow them through high school.”

CURTIS BENNET and  DR. INVISIBLE chimed in that peer educators could be utilized for this role as well.

BUSHWICK ROSE imagined a 2030 where graduate students were paired with preschool students, sparking a whole new discussion about intergenerational education, with several players enthusiastic about the notion of tapping the knowledge of seniors to mentor students of all ages. Susanne F wrote, “This reminds me of an experiment that was made where there was a preschool inside a nursing home. This was beneficial to both the kids as well as the senior population. I think there is a lot we can learn from cross-generational mentorship and partnering.”

When taken together, these ideas reveal a vision of a CSULB lifelong learning network, in which students receive support from preK through post-college graduation, and they support the learning of others from college enrollment through the rest of their lives, even in (or especially in) retirement!

Big data concerns lead to new curricula on media literacies

As a growing number of companies earn their revenue by collecting and selling data, the concern for privacy and ethical use of personal data is on the rise. Especially with younger generations and students being fully immersed and engaged on social media the amount of data being collected without a lot of them understanding what it means, is alarming.

Leveraging our personal data however can offer new opportunities as well as risks we didn’t have before. Maureen K suggests that students could pay for tuition by selling their personal data.

This was met by a lot of concerns..

…but also by people that were more optimistic to these types of use cases for personal data. Mike suggested that as long as we can opt in and out and choose for ourselves, why not offer this as a way to pay for tuition. Toby also suggested that since our data is already being used for free today this would be a step up.

The growing concern about data usage leads to the question: What will CSULB’s responsibility be to make sure their students, faculty and staff are aware and informed about the usage of their data?

Melissa suggests that this calls for a new teaching opportunity on media literacy, and Susan B sees CSULB becoming a leader in teaching ethical technology.

By introducing awareness around big data collection and usage in the school curricula, future students will not only be more understanding of what their data means and is worth, but the future entrepreneurs, developers and scientists graduating from CSULB  will learn to build ethical solutions and applications that protect our data and privacy.

In 2030, the Beach is global

Here’s a premise: international studies are no longer optional. In today’s globally connected world, a global education is essential.

     REPLY: Jennifer Hm says "We should definitely consider looking at community on a more global level, as technology and education become intertwined more."

And sure, studying abroad or growing the population of international students is a great way to expand diversity of perspectives and inclusiveness.

REPLY: Rory Papworth says "Internationality is essential. Perhaps increasing funding for international studies abroad?"

But it’s also true that many of the most pressing issues we face today touch people all over the planet. These issues can be addressed locally, as in special events:

Positive Imagination: ADR says "Have monthly expert panel discussions on challenging topics of our time, refugee crisis, water, middle east peace, cultural diversity, immigration, state budget and future of higher education or higher education funding, distance learning, etc."

But to build global impact, you need to build global perspectives, global know-how, and global know-who into the basic structure of learning at The Beach. Where do you start?

Well, you can certainly take advantage of online learning:

REPLY: Amber says "Online hybrid classes with students in other countries could help create bridges to understand other cultures. Creating collaborative assignments with students at universities outside the US could foster inclusivity and understanding."

And you can make every class an international studies class:

REPLY: Victoria Bryan says "As a building block towards international exchange, encourage instructors to integrate an international research module in each class, e.g. "How is this issue/idea address in (another country)?""

Making learning resources available in multiple languages—perhaps even taking advantage of automatic language translation—could help build a more global community.

Super Interesting, Shadow Imagination: Jennifer Hm says "Perhaps think about the community in a more global perspective. Have resources available in multiple languages. Have a larger online presence. #InclusiveExcellence"

But what if you could also build international work+learn opportunities, integrating both working and learning to create new kinds of global learning and business partnerships?

Positive Imagination: Stacy says "Create paid summer/semester internships where faculty and local business/community partners create dual learning opportunities for students. Students would not just be working directly with the company, but be guided by faculty through their experiences."

Teachers will need to “globalize” their course curricula as their courses reach students around the world:

REPLY: Jennifer Hm says "Yes! Need to teach on a global level, so people realize how their disciplines relate to real-world issues."

And there’s a special opportunity to take advantage of veterans who have unique experiences to support international students on campus.

REPLY: Bo Roe "Global veterans receive unique attention both interns of support, but also recognized as modern global citizens who have deep experience."

This initiative to build a more global Beach could also strengthen core curricula in the liberal arts and languages:

Positive Imagination: Ann Kim says "ALL graduates are able to draw on their liberal arts education to solve global issues with international collaborators. They are #strongerwithliberalarts"

Positive Imagination: Giacomo says "The future is global, and the global stage requires to know languages. CSULB needs to be committed to teaching foreign languages and the culture related to the languages. In this way, we can understand each other better and get along better. Invest resources in this please"

In the end, the global Beach is still about student success:

REPLY: Shar says "agreed. We want to graduate students "critical engaged in global and local issues" and strong emphasis on global competencies will better facilitate #studentsuccess and opportunities after students leave campus."

Can CSULB become the most diverse campus in the nation by 2030?

“I would like to see Long Beach become the most diverse campus in the nation,” says Tenley Ackerman, who participated in Cal State’s Imagine Beach 2030. Many folks thought this future scenario was a wonderful idea. To create this desirable scenario, two major questions emerged. What kinds of diversity are most valued and how will a diverse campus be achieved?

Super interesting, Positive Imagination: Tenley Ackerman says "I would like to see Long Beach become the most diverse campus in the nation."

REPLY: James says "What a wonderful idea. What kinds of diversity would you most value, and why? How might this be achieved?"

REPLY: Lynne Harris says "Amen to that. In addition to cultural, religious, gender and ethnic diversity, do we also mean disabilities, economics (low income, access to wealth), technology (access to tech)? No doubt I'm only scratching the surface, and perhaps it's a no brainer."

“Amen to that,” says Lynne Harris in response to Ackerman’s 2030 vision for CSULB. She raised the question, “In addition to cultural, religious, gender and ethnic diversity, do we also mean disabilities, economics (low income, access to wealth), and access to tech?”  Having a more inclusive campus, all the way around, appears to be a “no brainer” for the future of Long Beach.  Manuel Perez agreed with Harris that “CSULB will continue to have a diverse student body in 2030, based on the demographics of the region and California.”

REPLY: Manuel Perez says "CSULB will continue to have a diverse student body in 2030 based on the demographics of the region and California. What we need a a meaningful plan to diversify our faculty and executive level staff. #InclusiveExcellence #Latinx"

So, is this vision of inclusion just for the physical Long Beach campus, or for both physical and virtual Cal State campuses?  Others added that a future Long Beach campus, whether physical or virtual, should apply to both faculty AND students.

One faculty member commented that the issue of diversity is closely related to incorporating a global perspective into the campus culture. “So frequently Americans forget there are so many other ways of doing things beyond the American way.”

REPLY: College of the Arts says "Diversity of ethnic background is important, as is cultural and international diversity. So frequently Americans forget there are so many other ways of doing things beyond the American way. #GlobalStudies #GlobalFaculty #GlobalStudents"

“The opposite of inclusion is exclusion,” says Falco.  The real question is, who is currently being excluded from experiencing the benefits of the Long Beach campus and how can we include them in the future? Do we need to expand our current definitions of “student,” “faculty,” and “campus” in order to be more inclusive? If so, this requires a major shift in the way we think about the college experience and how to make it more inclusive for anyone who wants to learn, from anywhere in the world.

REPLY: Falco says "good reminder that the opposite of inclusion is exclusion"

How will automation affect jobs in the future?

How will automation impact jobs and work in the future? This has been a major topic of discussion among economists, policymakers, and others concerned with how jobs will change alongside technological developments.

The CSULB community has also been wrestling with this question, as we think about preparing students for the jobs of the future.

Martha gets right to the heart of the issue—whether automation will lead to the wholesale elimination of jobs:

Automation and the elimination of most jobs for the average person

Despite reams of research, there is no consensus on how automation will affect jobs. Some even argue that automation will create more opportunities, as technology can enhance the productivity of workers.

Shaikh and John F. both see the coming changes as inevitable but are hopeful that we will be able to adapt:

As we are approaching the future our society is becoming very much reliable on technology. However I do believe that there will always be jobs available for us to perform because there are some things that artificial intelligence can’t do.

It will always mean loss of jobs, as it has happened in the past. But probably (hopefully) also mean other job opportunities

The Captain suggests that automation will actually make our lives better by freeing up time to spend on other things:

ore service jobs? Hospitality services that cannot be easily replaced? Better quality of life with more advances…possibly shorter work week like 24 hour work week as people get replaced with automation.

Majid Z. points a way forward—by actively imagining for what the future of work will look like, we can start planning for it now:

We need to look at jobs that will created in the future and never exists before. We need to move with technology and find the future job markets. We need to create workforce to support future not the past.

Some policymakers have called for a public guarantee of jobs for anyone looking for work. And Naik wonders how CSULB could adapt this idea for graduates:

Positive Imagination: Naik said "Job guarantee with CSULB collaborating with the companies."

Virtual Reality is taking the Imagine BEACH 2030 by storm.

Virtual Reality is taking the Imagine BEACH 2030 by storm. Ideas range from study abroad solutions to in-headset faculty advising sessions. The community at CSULB is keenly aware of the benefits (and distractions) of having more Virtual Reality enabled learning & campus experiences.

Mahmoud Albawaneh posits that emerging tech, including virtual reality, could help CSULB become a more ubiquitous presence for learners around the world.

Positive Imagination: Mahmoud Albawaneh "What excites me is the rapid revolution of Artificial Intelligence (AI), Virtual Reality (VR) and emerging new technologies that makes the planet as one little village. This means the CSULB can be a global higher education institution with ubiquitous presence."

Will experience in cross-cultural virtual collaboration be a plus for future employers as Yul Chen suggests?

Super Interesting, REPLY: Yul Chen "Boost in employer demand for people who are badged in cross-cultural virtual collaboration - alumni come back for the experience! #VR #FutureofWork #Alumni"

And to reach #InclusiveExcellence, should we be providing a virtual campus for disabled students and teachers?

Positive Imagination: Isabel "By 2030 Disabled students will be able to make use of a virtual campus that allows them to be involved not just in class time, but in all the activities CSULB provides."

Or will virtual classrooms become a shadow future resulting in less community and more isolation?

Shadow Imagination: Yareli Vargas "Relying too strongly on technology can have negative effects on both students and faculty. The relationships might be more virtual and distant that they are now."

However you feel about the role of Virtual Reality in higher education, the CSULB University Library is currently developing a VR Lab so weigh in now and get your imagination out there!

REPLY: CSULB University Library "The Library is in the development stages of our new VR lab! #imaginelibspace"