January 15, 2021 Griselda Delgado, Governing Board Member

January 15, 2021

Southwestern College Governing Board Leticia Cazares, President

Roberto Alcantar, Governing Vice President Griselda Delgado, Governing Board Member Melkitsedq Jorge Hernandez, Student Members Kindred Murillo, Ed.D, Secretary to Governing Board and Superintendent/President

To the Southwestern College Governing Board:

I am seeking appointment to the Southwestern College Governing Board to serve the students and Southwestern’s communities in a time when so many are struggling to attain their higher education goals. Coupled with a pandemic, a tenuous political climate, and the acknowledgement we must do better at anti-racism and combating oppression, the college and district are at a pivotal point. Leadership from the community, rooted in expertise and a drive for justice and compassion, is critical.

As someone who grew up in one of San Diego’s most under-resourced communities, I learned early on what I did not know can hurt me. Because of my lack of finances, I was grateful to have the community college system. I received a strong education at Southwestern College and transferred to San Diego State University where I completed a Bachelor’s in Psychology and Master’s in Social Work. For me, it all began at Southwestern College.

I trained in developing supportive services, social justice, community organizing, and advocacy. My journey in working education began working in the elementary school I attended in Paradise Hills, the Victoria Summit Juvenile Court School in Chula Vista, and Bonita High School, before contributing to various nonprofits providing health and human services and civic engagement. I worked for the past 23 years serving our county’s marginalized populations. In 2017, I was awarded the San Diego Civil Rights Woman Leader recognition by RISE San Diego.

I have held positions in hospitals, community clinics, civic engagement organizations, and coalitions based in Chula Vista, National City, southeastern San Diego--the neighborhoods I am from and are dedicated to uplifting. I have served on public commissions for the cities of Chula Vista, San Diego, and the state of California, more importantly--leaving the door open for others to serve in these capacities. I have organized and founded initiatives to enhance the lives and

Kirin A. Macapugay, SWC Governing Board Cover Letter, [email protected] page 1

well-being of our most vulnerable and oppressed communities, on my “free” time, because I want to see others do well, and because I understand education, access, and civic engagement are pathways to equity and wellness. These roles are outlined in my application.

My higher education career began as a lecturer for the San Diego State University School of Social Work in 2014 teaching both undergraduate and graduate courses in understanding and practicing social justice, community organizing, and community development. In 2016, students awarded me with a Professor of the Year award. In August 2017, I joined San Diego City College. As the only full time, tenure track professor of social work/human services amongst all the community colleges in San Diego County, I overhaul and build curriculum, created new education to career pipeline programs, ensure compliance with accreditation standards, manage a team of adjunct and contract faculty and counselors, establish external relationships for the college to benefit our students, and serve on committees to allocate state and federal funding. My expertise has helped me bring positive exposure to our programs on NBC, the San Diego Union Tribune, and National Public Radio. In December 2020, after consistently positive reviews from my students (many from Southwestern as well), as well as my peers, I was offered tenure.

I have students who grew up in foster care, or are regaining their footing after years in incarceration. I have students who are first in their families to attend college. I have students who are veterans, who are single parents, who are undocumented, and who areliving out of their cars. I have students who experience hearing and vision impairments, who utilize wheelchairs and interpreters. I believe in reducing barriers to their education. Eliminating barriers to opportunities is how I exercise justice in my classrooms. Having support and resources I can build alongside my students empowers them to feel they have greater control of their lives and therefore their influence in their own communities. I absolutely love being part of their journeys.

I would not be where I am without my start at Southwestern College. I applaud the college’s emphasis on education justice and transforming educational systems. I believe my years as an organizational administrator, program developer, community organizer, advocate, and more importantly--community college educator--have prepared me to serve the students, faculty, staff, and greater Southwestern College community. It would be a great honor to join the dedicated public servants on the Governing Board as a member.

Respectfully,

Kirin A. Macapugay

Kirin A. Macapugay, SWC Governing Board Cover Letter, [email protected] page 2

*This application was approved by the Southwestern Community College District Board on Jan. 4, 2021.

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Southwestern Community College District

THIS APPLICATION IS A PUBLIC RECORD

The appointee will hold office until the next Governing Board Member election, which occurs at the next Statewide General Election on November 8, 2022. [EC § 5091(e)]

The Application for Provisional Appointment to the Governing Board of the Southwestern Community College District (SCCD) is available on-line at www.swccd.edu or by hard copy by calling (619) 421-6700 x5833

MINIMUM QUALIFICATIONS Applicant must:

• Be a registered voter;• Be a resident of the Southwestern Community College District. Note: An employee of the

SCCD may not be sworn into office as an elected or appointed member of the College District’sGoverning Board unless and until he/she resigns as an employee. [EC § 35107]

APPLICATION DEADLINE This application must be received no later than February 1, 2021, by 4:00 p.m. Applications must be e-mailed to [email protected]

REQUIRED MATERIALS • Completed Application for Governing Board Provisional Appointment• Signed Certification of Qualifications form as included in the Application form• Letter of Interest addressed to Governing Board Members

SELECTION CRITERIA The Provisional Appointment may include, but is not limited to the following criteria:

• Understands the role of the governing board and relationship with CEO, and the college andcommunity constituencies;

• Ability to work collegially and respectfully as a member of a public governing board,understanding that the Board as a whole, not individual trustees, has authority.

• Possesses skills, knowledge, experience, and education that would strengthen the board’s ability to achieve its goals.

• Possesses the characteristics and qualities which will enhance the standing of the college withinthe community.

• Possesses the lived experience and cultural background that could bring a different lens andperspective to board deliberations and decision-making.

• Deep understanding of the Southwestern Community College District (SCCD) service area (onand off campus) culture, achievements, challenges, priorities and opportunities.

• Demonstrated equity-minded focus, responsiveness, and sensitivity, to and understanding of, the diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, andethnic backgrounds of community college students, and successfully foster and support aninclusive educational and working environment.

http://www.swccd.edu/govboardapp

mailto:[email protected]


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• Demonstrates a working knowledge of the binational region and its unique challenges andopportunities

• Articulates the values, leadership style and commitment to building a culture of trust, respect,and inclusion.

• Has the ability and willingness to dedicate the time necessary to prepare for and attend regularand special board meetings, events.

• Demonstrated experience serving in the district such as nonprofit, school or government boards;commissions; volunteer work, advocacy.

• Demonstrated understanding, commitment and experience in anti-racism work, specificallyaddressing anti-blackness and systems of oppression.

CRIMES THAT DISQUALIFY AN APPLICANT FROM BEING APPOINTED The following list of crimes and conviction which precludes a person from holding public office in the State of California. Conviction of these crimes renders a person “forever disqualified from holding any office in this state.”

• Bribing executive officer (Penal Code § 67)• Officer asking or receiving bribes (Penal Code §§ 68, 88)• Receiving gratuity for appointment to office (Penal Code § 74)• Judicial Officer who has asked for or received emoluments, gratuities, rewards, or the fee of a

stenographer (Penal Code § 94)• Giving or offering bribe to Councilman or Supervisor (Penal Code § 165)• Misappropriation of public funds (Penal Code § 424)• Interference with work or discipline of, or giving certain articles to prisoners (Penal Code §

2772)• Interference with or giving certain articles to convicts (Penal Code § 2790)• Officer making contracts in which he or she is interested (Government Code § 1097)• Members of the Legislature convicted of any crime (Government Code § 9055)• Corrupting the voting process (Election Code § 18501)• Convicted of a felony involving accepting, giving, or offering of any bribe, embezzlement or

theft of public funds, extortion, perjury, or conspiracy to commit any such crime, except if apardon has been granted in accordance with law (Elections Code § 20)

Please note that in addition to the above restrictions, Government Code § 1126 prohibits any local agency official from engaging “in any employment, activity, or enterprise for compensation which is inconsistent, incompatible, in conflict with, or inimical to his or her duties as a local agency officer or employee or with the duties, functions, or responsibilities of his or her appointing power or the agency by which he or she is employed.”


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This application must be received no later than February 1, 2021 at 4:00 p.m.

Applicant Information

Kirin A Date: 1/8/21 First M.I.

Full Name: Macapugay Last

Address: Street Address Apartment/Unit #

Chula Vista CA 91910 City State ZIP Code

Preferred Phone:

Preferred Email

Occupation / Employer: Associate Professor, San Diego City College

Years of Residence in the College District: 34

Certificate of Qualifications

Please check each box:

X I understand that upon appointment I would be required to file a Conflict of Interest Statement and take an Oath of Office.

X I understand that this application is a public document and may be requested under provisions of the Public Records Act and/or be available to the public on the Southwestern Community College District website.

X I certify I am not disqualified to hold this office because of a conviction of any of the crimes listed and further certify I am not otherwise disqualified under the California Constitution or statutes from holding public office.

X I certify that I reside within the Southwestern Community College District boundaries that I am a registered voter in the Southwestern Community College District.

X I attest the foregoing information is true to the best of my knowledge.

Further Verifications

X I understand and am willing to commit the time involved in preparing for and attending regular Governing Board meetings, special meetings (generally every 2nd Tuesday at 5:30 p.m. and 4th Tuesday at 6:00 p.m. of each month), college and community events.

X I understand that Governing Board members are held to Ethics and Conflict of Interest SCCD policies and procedures and that the California Fair Political Practices Commission (FPPC) may become involved if allegations of conflict of interest or ethics violations occur.

NOTE: Information contained on this application may be subject to verification.


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XSignature

Application Questions 1. Please state why you are seeking appointment to the Southwestern Community College

District (SCCD) Governing Board?

As a Southwestern (SWC) alumni myself, I appreciate the integral role Southwestern College plays as the only community college and district to primarily serve San Diego’s South Bay. As a tenured, student-centered community college professor and community member living in Southwestern College’s district, I am deeply passionate about Southwestern’s ability to provide our communities with accessible, quality higher education. I would not be where I am today without the experiences and lessons I learned at Southwestern. Knowing there are trustee seats that need to be filled at a pivotal time in education, and with a new incoming president, I want to ensure a continuum for SWC leadership

2. What is your understanding of the primary responsibilities of the Governing Board?

I understand Southwestern’s Governing Board role is to ensure accountability of the college, students, and the greater community by providing oversight to SWC’s superintendent/president, setting the direction for policy affecting the college, and assures the college operates in a fiscally, ethically, legally responsible manner. The Governing Board plays the dynamic role of representing both college and community.

3. Whom would you feel you are representing if you are appointed to the Governing Board?

As a Governing Board member, I believe I would represent the interests of our students, future students, former students, the communities our students are from, the employers and universities our students move on to after Southwestern. I believe I would be an ambassador for Southwestern College, a bridge to the college and the communities served.

4. Service on the board requires a significant amount of time for meetings, studying issues, and other activities. How much time do you anticipate you will have to devote to the board and what other commitments do you have?

Having served on several boards and local to state commissions, I understand commitment to a governing board, especially a public body, requires significant time to serve well. I anticipate an average of 20 hours minimum monthly factoring in the twice a month meetings and proper time to study agendas, action items, deliberation, and representation at community events. I also understand this will vary as unique needs of the college arise. I do work as the only full time community college professor of Social Work in San Diego County, and attend meetings as a commissioner for the California Commission on Asian Pacific Islander Affairs. These meetings however, are held four times a year, and do not require the time commitment of a SWC


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governing board member. Although I enjoy my work in the community, I am adept at prioritizing my time and responsibilities.

5. Please share your understanding of the partnership required between the board and theSuperintendent/President and the relationship between the board and the collegeconstituencies?A Governing Board has a responsibility to ensure Southwestern College is being led withresponsibility and integrity. The Board oversees the office of SWC’s Superintendent/President---with input from campus and community voices. The Governing Board serves the college’sconstituencies, and should drive policy and practice to benefit SWC’s constituencies. Iunderstand the budgetary process, setting policies, ensuring compliance with accreditationstandards, and overall governance involves participatory processes involving students, faculty,staff, administrators, and the larger community.

6. Please give an example of how you have handled being a part of a voting body when youhave had a different point of view or position than most of the group?

I believe in a process of achieving healthy consensus. I believe in listening and critical dialogueto get at the heart of people’s concerns and how these can be translated into actions to benefitwhoever’s needs are most pressing at that time. Recently, I was part of a group of individualswho felt very strongly about a resolution that was to be voted on by a public body serving SanDiego County. I agreed with the sentiments of the group. However, I did not agree with theactions the majority of the group wanted to take.Despite this, it was important to validate the very real and valid emotions of the individuals inthe group, and I shared I also felt those emotions and pinpointed the reasons. However, I sharedmy different position on the resolution, and let the group know I still supported their ability tospeak on the resolution as they felt was important to them. I have learned community work istricky because people are so passionate about what they care for, and it is vital to center theissues, the actions, and not attack the people. This way, we can still work together as a group,while recognizing we may not always fully agree.

7. What is your knowledge of the shared governance/collegial consultation process and how itapplies to the board’s role at Southwestern College?

I understand SWC District policy No. 2510, in accordance with Education Code Sections70902(b)(7); AB 1725 Title 5, Sections 53200 et seq., 51023.5, and 51023.7; AccreditationStandard IV.A.2 and IV. A.5 “believes that the high quality of decision-making, and planningand the resulting programs and services offered by the College are dependent upon acollaborative process in which creative thinking, ideas and perspectives contribute to the well-being of the entire College community.” This means governance requires participation and inputwith and from the SWC community, from Faculty (represented by SCEA), classified staff(represented by CSEA), Students (represented by the Associated Student Organization), and theadministrators (represented by SCCDAA). I especially appreciates the students voices areprimary in leading policy affecting curriculum, educational programs, and student services.

8. Describe your philosophy and experience around equitable education budgets?


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Trained in social work and community organizing, my code of ethics calls to enhance the well-being of people who are oppressed, vulnerable, and living in poverty. This does not mean those who fall outside of these identities are not as deserving of care and compassion, but that these communities in particular continue to face great disparities in access to education, healthcare, and resources overall. As a governing board driven by data, it is also important to acknowledge sometimes those most vulnerable slip through data informed cracks, e.g. our undocumented students left out of CARES funding. Working in an HSI-designated CARES receiving community college myself, we constantly struggle with how to allocate limited resources to a student population facing the highest rate of homelessness and food insecurity, of being formerly incarcerated or just recently transitioned out of foster care. I advocate for my students daily, especially those I know are struggling the most, their lives disproportionately impacted by the onset of COVID. Just this week I was in a meeting discussing the allocation of state funds to serve a particular student community. When I was asked to serve on this committee, my first ask was to involve students, and my first action during the meeting was to recommend the funds go directly to students with the most immediate needs impacting their ability to perform academically. We concluded we should prioritize the most financially vulnerable subsets of the population who fall out of the parameters of programs providing financial aid. All that said, an equitable education budget prioritizes the needs of our most vulnerable students, with the process including input from the students themselves, with an eye to feasibility of allocating the budget in terms of faculty, staff, and administrator capacity. For example, an equitable budget reflecting students needs at the moments might prioritize tech and wifi access for students, training for faculty to convert their classes to online formats while maintaining quality content, and the ability to provide safe, physical spaces and personal protective equipment for disciplines requiring in person labs or training.

9. The SCCD Governing Board’s goals support the college’s vision of being the leader inequitable education that transforms the lives of students and communities with a strategicfocus on dismantling systems of oppression and anti-blackness. How have you lead throughthe lens of equity and race-consciousness?

My personal and professional code of ethics calls for actively combatting oppression and beinganti-racist. For me, this means multiple things. In 2017, I was one of eight women awarded SanDiego Civil Rights Woman Leaders, alongside women like the late United Domestic Workersco-founder Fahari Jeffers and ACLU’s Executive Director Norma Chavez-Peterson. Beforebecoming a full time professor, I was Deputy Director of Partners for Progress, a collaborativeincluding various San Diego nonprofits, churches, and unions centering on social, racial, andeconomic justice. Our initiatives included advocating for the allocation of San Diego County’s2.1 billion dollars to communities most disenfranchised and in need of essential social services.Our actions also included organizing one of the most dynamic actions in the county in the wakeof the 2016 election, the Justice Can’t Wait March, centering racial justice, immigration reform,people over profit (prison reform), environmental justice, and economic justice for workers.As an educator, the content of my courses centers on learning about, identifying, anddismantling oppression--in the forms of racism—specifically anti-Blackness, ableism,homophobia, transphobia, and classism, as well as other oppressive structures, e.g. trickle-downeconomics. I lead my students in lessons and activities where we explore our own privileges, ourbiases, the harms our biases and privileges may have caused—sometimes unintentionally—andthe harms we have experienced from others. We explore interpersonal racism—calling someonethe “n” word, the internalized effects and traumas of racism—like colorism (favoring lighter skin


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over darker and attributing worth the skin color), versus how entire systems can be racist—e.g. historic practices of redlining, when real estate developers literally wrote restrictive covenants barring Black and Brown people from certain neighborhoods (hence, the concentration of Black and Brown residents in Southeast San Diego in the SOMA (South of Market) neighborhoods.

In the greater community, I have organized and educated in free, grassroots events and workshops addressing and dismantling anti-Blackness. As an Indigenous person (from the Philippines, not Native American), I address anti-Indigeneity within my own Filipino community, tying this to anti-Blackness and the roadmaps we must traverse together to be in solidarity, prioritizing Black Lives disproportionately cut short, despite the issues we face as well. These efforts include:

• October 2020, San Diego State University, AB Samahan, Presentation: IndigenousPhilippine Culture and Misappropriation

• October 2020, San Diego State University, APIDA Resource Center, AB Samahan,Bayanihan ERG, Workshop: Social Justice in the Fil-Am Community and Beyond

• October 2020, Association of Filipino Scientists in America, Angat: Utilizing Science forChange Conference, Panelist: Community Organizing and Social Justice

• October 2020, LEAD Filipino, Fly Pinay Conference, Panelist: Puso to Puso (Heart toHeart) Talk

• October 2020, San Leandro Library, Panelist: Igoroots, Being Indigenous Filipino inAmerica

• October 2020, UNDSCVRD, Panelist: Indigenous Joy• October 2020, Pinayista Summit, Panelist: Pinay Activistas, the History and Future of

Filipino American Activism• July 2020, Pag-Asa Law Clinic, Moderator: Community legal clinic opening• June 2020, LEAD FIilipino, Filipinx Community Townhall, Workshop Facilitator: San

Diego Civic Engagement and Advocacy• June 2020, Pin@y Educational Partnerships, Balay Kollective, Pinayista, Asian Solidarity

Collective, Can’t Stop Won’t Stop, and Asian American & Pacific Islander StudentServices Tatlong Bagsak Conference, Speaker

• June 2020, Reclaiming Our Stories, Panelist and Reader: Paradise Hills, 1994• November 2019, Asian Solidarity Collective, Panelist: Collective Liberation• October 2019, San Diego State University Filipino American History Month Panelist:

Beyond Performance: Igorot Identity and Culture• August 2019, Cuyamaca College, Convocation, Panelist: Redlining• June 2020, The American Federation of Teachers Guild, The Summer Institute,

Workshop: Faculty Building Success in the Classroom and Beyond (where my co-facilitator and I specifically addressed how to discuss social justice and the Black LivesMatter movement)

• June 2020, Silayan Filipina, Kapehan Workshop Organizer and Panelist: Colorism• May 2019, Cuyamaca College, Social Justice Conference, Keynote Speaker: Social

Justice and Unity• May 2019 National Association of Asian-American Professionals San Diego Women

Trail-Blazers, Panelist: Immigrant Stories and Overcoming Obstacles• July 2018, ACCESS San Diego, Silayan Filipina, ACLU, Casa Cornelia, Panelist:

Migrant Children Separated from Their Families• May 2017, University of San Diego Pilipinx Graduation, Keynote Speaker: Ladders:

Those Before and After Us


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• March 2017, National Federation of Filipino American Associations San DiegoConference, Panelist, Moderator: National Rise Together! Immigration, Dreamers &Travel Ban; Rise & Roar! Filipina Daughters: Generational Values; Rise & Resist!Protecting Our Rights as Filipino-Americans

• November 2016, RISE San Diego, Panelist: Post Trump: Where Are We on Sexism,Racism, Xenophobia, and More

• November, 2016, University of California San Diego Critical Gender StudiesDepartment, Solidarity Post-Election

• October 2016, San Diego State University, Speaker: Asian Pacific Heritage Month• October 2015, San Diego State University ACHA, MECHA, AB Samahan, Speaker:

Farm Worker Movement• September 2013, San Diego State University Asian Studies 460 Class: Contemporary

Issues in Filipino-American Communities, Guest Lecturer: Igorot Sociopolitical Historyto Today

In 2016, as an adjunct at SDSU while working full time for a community clinic, I joined colleagues in a letter requesting to be added to the “Professor Watchlist” of a an organization who deemed teaching concepts like critical thinking as “propaganda.” I have long supported local, state, and federal legislation addressing interpersonal and systemic racism with personal testimony, public comments, and advocacy, and readily educate and mobilize community members as needed. For example, I have been a strong opponent of the Cal Gang database; which documents children as young as one year old, labeling them as gang members or gang affiliated. The majority of those on this database are Black or Latinx, and this labeling has led to incarceration and detention as opposed to providing the resources and care our communities need most. I also serve as an advisor to the People’s Collective for Justice and Liberation, whose mission is “a pro-justice movement of Asians and Asian Americans building transformative solidarity with Black, Indigenous, and People of Color (BIPOC) and organizing with an intersectional, multi-generational and cross-sector framework. PC4JL is committed to radical, liberatory transformation to co-create a world that reclaims the dignity, self-determination and humanity of all oppressed communities. I have advised Asian Solidarity Collective, a grassroots organization in San Diego whose mission is to “activate Asian American social justice consciousness, condemn anti-Blackness, and build Asian solidarity with Black folks, queer and trans people of color, and other oppressed communities.”

10. Explain your understanding of SCCD’s challenges and opportunities and describe whatskills, connections, resources, and expertise you have to offer and are willing to use onbehalf of SCCD?

Every community college in California faces the challenge of revenue in a time where the state is trying to define student “outcomes” and how to allocate prop 98 funding according to theseoutcomes. This funding formula is based on full time students, and provides additional fundingfor each student achieving specified outcomes—obtaining various degrees and certificates,completing transfer-level math and English within the student’s first year, and obtaining aregional living wage within a year of completing community college. Districts receive higherfunding rates for the outcomes of students who receive a Pell Grant or need-based fee waiver,with somewhat greater rates for the outcomes of Pell Grant recipients.


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However, those who have experienced and work in community colleges understand the majority of community college students take an average of six years to transfer. In a study by the Campaign for College Opportunity, only two percent of community college students transfer after two years. After for years, 24% transfer, and it takes six years for 38%. There is a tension between providing a quality higher education experience that fits the realities of our students lives, versus the funding formulas that hold resources back from colleges whose students are not full time or take longer than what legislators believe students should take to transfer. Like many, I am concerned over the staff and student allegations of racist mistreatment at SWC. I understand these are critical that need to be addressed, especially for a campus with a predominantly Brown and Black student population facing a myriad of social and economic issues. Students and faculty need to feel safe, seen, and heard in learning environments, and I believe curriculum to personnel practices should always be assessed and improved. It is a learning partnership we need to undertake together. On top of these challenges, faculty and staff work hard to provide education and services to students in an environment that is constantly changing. This pandemic has posed a great challenge to all educators attempting to uphold the quality of their teaching without being in the same physical space as students, and balancing their own stressors at home. I understand these realities because they are mine as well. As a Governing Board member, I would offer my expertise as a community college professor who has also formed career pathway programs, partnerships with employers to pipeline opportunities to students, and the decades of work in health and human services, civic engagement, social and economic justice, and k-12 education, plus my own lived experiences as an immigrant growing up in an under invested community during San Diego’s most prevalent gang eras who went on to strengthen and teach others to the best of my ability. More importantly, I offer my joy at seeing others learn and evolve, and being part of their life journeys.

11. What is your understanding of the specific challenges, barriers and opportunities faced bySCCD’s diverse student population and how student success is impacted by these?

Although I do not teach for the Southwestern Community College District, many students fromSWC enroll in my classes. One of my favorite classroom moments was cheering for a SWCstudent who came in to class slightly late because she had just sworn in as a United Statescitizen. I understand our students face so much. As a former Southwestern student myself, andworking in a community college whose demographics mirror SWC’s, I understand our studentsstruggle with finances, balancing life obligations with academic work, on top of the currentstrains of this pandemic. Many of our students are living out of their cars. Many are living in fear of deportation, or afraid they cannot find a job even with a degree because of their prior records.As someone who grew up in one of San Diego’s most under-resourced communities during the1990s, I learned early on what I did not know can hurt me. As an immigrant family in theSoutheast San Diego neighborhood of Paradise Hills, I experienced the effects of parents whohad to work constantly and could not be home with me and my younger sister. I experiencedwhat it meant to live where there were few after school programs, where there was high militaryrecruitment in my high school, where many did not go to college, and where many of us turnedto community college because we could not afford college otherwise.Because of my lack of finances, I was grateful to have the community college system. I receiveda strong education at Southwestern College and transferred to San Diego State University whereI completed a Bachelor’s in Psychology and Master’s in Social Work where I trained indeveloping supportive services, social justice, community organizing, and advocacy.


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As a social work educator, I teach my students about justice. I teach my students education is a right and I say this as they tell me about their never ending student debt or troubles concentrating because they had to work two shifts before class. I do my best to diversify assignments for my students whose anxiety is sky high around exams, and for those who have trouble with social interaction to the point where group work leads them to therapy sessions. For my students who have social anxiety, I allow them to present their oral presentations to me only or before a small group. For my students who are living out of their cars and can only work on their phones, I let them record a video of their final paper instead of needing to type it out. I make these adjustments for my students because I believe in reducing barriers to their education. Eliminating barriers to opportunities is how I exercise justice in my classrooms. Operating from a trauma informed lens, understanding the community college student body is unique, and exercising ways to fit students strengths are how I incorporate equity and inclusion. I allow my students to have a say. To discuss how course content can be best learned and how to put theory to practice through various exercises. I believe student success sometimes means proving to them they CAN learn and CAN complete a college course, degree, even transfer and keep going. I often hear students tell me, “professor, I never thought I would be in college, but here I am.” I have had students tell me this style of teaching and approaching education is not a common experience for them and I believe it should be.

12. List your experience or involvement in activities that demonstrate how you havesuccessfully advocated for the health, educational, economic and community service needs inSouth County, including experience working on binational issues and partnerships?

I worked for the past 20 years in the communities I am most passionate about, serving our county’s marginalized populations. For South County in particular, I served in various roles. I was a tutor at Bonita High in 1999, supporting students to strengthen their academic performance as part of the COMPASS program at San Diego State University. In 2000, I was a violence prevention mentor for at the Juvenile Court Victoria Summit working with youth from some of our community’s most underinvested neighborhoods, a program by SDSU’s Center for Epidemiology and Community Health. I would go on to serve my graduate internship at Bayview Behavioral Health Hospital also in Chula Vista, designing programs, policies and procedures around mental health and substance abuse. My work at Bayview led to an offer to be manager of National City’s Paradise Valley Hospital’s first foundation in 2002, where I raised an average of one million annually for the hospital when it was designated a not for profit charity. I also designed inpatient and outpatient programs, from a federally funded prenatal monitoring system to improve prenatal care for women from South of the 94 freeway to Tijuana; to an advocacy program where respiratory specialists also served as advocates for patients whose asthma was exacerbated by environmental factors, e.g. mold or old carpets in their apartments. I worked to develop community based revitalization efforts in Southeast San Diego as a Grants Manager for the Jacobs Center for Neighborhood Innovation, then served as Business Development and Marketing Director for Operation Samahan Community Health Centers, specializing in outpatient care to Filipino, Asian, Pacific Islander, and Latino people in National City, South Bay, to Mira Mesa and Rancho Penasquitos. While at Operation Samahan, we formed partnerships with health plan and healthcare providers in Baja and Mexico to ensure a continuum of care for our patients as they traveled across our border. We also worked with promotoras as well as provided legal aid to undocumented women experiencing abuse. I founded a nonprofit, Asian Pacific Islander Community Actions (APICA), which has provided a hub for grassroots projects providing ethnic studies in San Diego and Sweetwater High Schools and community colleges, community development in Paradise Hills, to educational forums


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around mental health and local libraries. I have delivered workshops and classes on mental health to students at Mar Vista High, Montgomery High, Olympian High, and Bell Junior High. From 2014-2016, I served on the Chula Vista Cultural Arts Commission, voted as Chair in my last year. During my time on the commission, the City hired its first Executive Director to serve the commission, and a master plan was created to tie the city’s cultural arts into the economic and social vitality of Chula Vista. I also served on the City of San Diego’s Commission on Arts, and was a firm advocate of securing resources for our South County communities within the City of San Diego, like major improvements to the library in Otay Mesa. These positions do not count the other roles I have held to serve central and greater in San Diego. My unpaid community service includes co-organizing and participating in anti-racist and solidarity actions, from 900 person virtual conferences addressing anti-Blackness in the Filipino community to holding workshops alongside Black, Indigenous, and Latinx organizers and activists on ways we can be actively anti-racist and in solidarity. In 2017, I was awarded with the San Diego Civil Rights Woman Leader recognition by RISE San Diego, the same year I began teaching full time at San Diego City College. It has been a great honor to work and serve in these roles and I would carry the same passion and positive outcomes to Southwestern College’s Governing Board.

13. Do you intend to run for this position in the 2022 election? Yes X No Uncertain

Signature I certify that my answers are true and complete to the best of my knowledge.

XSignature

Documents

January 15, 2021 Griselda Delgado, Governing Board Member