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Immigration Rights and Resources for the Campus Community

Jason Stibi

Portrait of Jason Stibi

Advisor

Suzanne Scott

Jason Stibi, 2017

Thesis:

I decided to pursue a master's degree in English because of my passion for language and my desire to deepen my understanding of how English functions as a tool for communication. Earning an advanced degree provided me with the skills and knowledge necessary to teach effectively, engage with diverse texts, and help others appreciate the richness of the English language. Additionally, it has allowed me to specialize in areas such as Business English and English for Specific Purposes, enhancing my ability to meet the varied needs of students around the world.

What I enjoyed most about my master's program in English was the opportunity to immerse myself in diverse literary works and linguistic studies. The program fostered a deep appreciation for the intricacies of language and the power of storytelling. I benefited from the stimulating discussions with professors and peers, which broadened my perspectives and enriched my understanding of different cultures and ideas. The program's emphasis on pedagogy and critical analysis helped me develop a strong academic foundation, while the practical teaching methodologies I learned have been invaluable in my career as an English teacher.

I am currently self-employed, teaching Business English in Central Europe, where I work with professionals and students to enhance their language skills for career advancement and effective communication in global settings. In addition to teaching, I run English Refresher, a website dedicated to English language learners. Through this platform, I provide comprehensive lesson plans, insightful language tips, and practical learning resources tailored to learners at all stages of their journey. This venture allows me to combine my passion for teaching with my commitment to creating accessible, high-quality educational content for a diverse audience.

Aaron Laughlin

Portrait of Aaron Laughlin

Advisor

Michael Eldridge

Aaron Laughlin, 2021

Thesis:

My work in the MA in English program was primarily concerned with how stories help people construct social realities and conceive of relationships between the self and the world. With a bachelor’s degree in religious studies, I extended my interest in studying religion and myth to my work in English Studies to understand further the role of stories in relation to meaning-making and identity. For my culminating MA project, I studied Indigenous literature and theories of myth to reconsider and revise academic and popular paradigms about myth and its function. My work found that, for many Indigenous theorists, creating and maintaining relationships of health and balance between the many interconnected inhabitants of the world depends on myth, understood as a medicinal, visionary, creative storytelling potential. The MA in English program opened the door for my work as a managing editor and digital designer at HSU Press. With HSU press, I managed HSU’s interdisciplinary, peer-reviewed ideaFest journal for two years, and edited and designed many additional journals, books, and magazine layouts. The program helped me cultivate a skill set for working with language, whether it be through critical reading, writing, editing, facilitating, collaboration, or discussion. Perhaps more than anything, the MA in English program has helped me understand the many ways language acts on ourselves and the world, in order to help foster meaningful and ethical change.

Cassandra (Curatolo) Johnson

Portrait of Cassandra (Curatolo) Johnson

Advisor

Janet Winston

Cassandra (Curatolo) Johnson, 2018

Thesis:

I currently work as the Administrative Coordinator for Transforming Post Secondary Education in Mathematics, a grant-funded organization that mobilizes faculty leaders, university administrations, membership associations and relevant disciplinary societies around student success and teaching faculty support initiatives. As a graduate student, I studied Postmodernism, postcolonial subjectivity, Asian American narratives, and the socio-historical relationship between Japan and the United States. I was interested in cultural mythology and the idea of a national collective imaginary – specifically the ways that these phenomena shape our identities and our understanding of others, and therefore our material realities. The MA program offered a space for me to combine my academic research and my family’s history, making the project all the more meaningful. I rely heavily on the skills I developed as a graduate student at my current position. Written communication is at the core of the internal and public-facing work I do for TPSE Math. As a grad student, I studied rhetoric, dialectics and disciplinary communities of practice. So, while I do not have a background in STEM, having a deep understanding of how disciplinary cultures and communities are formed and interact has helped me participate meaningfully in conversations about math education. The critical framework I developed during my graduate studies is fundamental to the way I navigate all aspects of my life. In both of my professional experiences, I am always conscious of the power of storytelling. The community that surrounded me during my time as a graduate student continues to support me in personal and professional endeavors.

Fortunato J

Portrait of Fortunato J

Advisor

Andrea Delgado

Fortunato J, 2024

Thesis:

Hi, my name is Fortunato! I graduated from the Applied English Studies MA program in Summer 2024. My research was centered around colorism, specifically how it was represented and had evolved in children’s literature. The MA program allowed me to work on my research while also making connections across campus. I would develop that networking more when discussing my research with various faculty and staff, especially when competing in the GradSlam Research Competition. Receiving my M.A. degree allowed me to utilize it as professional development for my resume to acquire my position, helping me in my career aspirations in Higher Education. These days, I work as the Academic Retention Programs Office Coordinator at Cal Poly Humboldt. The writing and facilitating spaces that this program provides are key things I touch on in my current role as a supervisor to a small student staff and writer of many administrative documents. While I don’t read as many children’s books as I did as a graduate student, my research still comes up when discussing belonging across campus. The pedagogies and social justice frameworks I gained from this program are applicable in every space that wants to foster belonging. In addition, my thesis: Exploring colorism in children’s literature: Sulwe and Black is Brown is Tan, doesn’t look too shabby on the Digital Commons website!

Lauren MacDonald Reagan

Portrait of Lauren MacDonald Reagan

Advisor

David Stacey

Lauren MacDonald Reagan, 2014

Thesis:

After receiving my MA at HSU, I held a number of leadership roles in academic support and student success, overseeing peer tutoring, coordinating HSI-oriented tutoring activities, and teaching first-year composition. As the current Director of Tutoring Services at Cal State Monterey Bay, I oversee high-quality, nationally-certified tutoring, peer coaching, graduate student support, and mentoring, with deep partnerships with student disabilities professionals, graduate faculty, and transfer-serving partners. I am also in my first year of the Doctorate of Education in Educational Leadership program at San Jose State University. My research interests include socially-just higher education leadership and frameworks for culturally-responsive practices for non-faculty student-serving professionals in co-curricular areas like financial aid and advising, with a particular focus on this at the California State University. As a future leader and higher education administrator, I am interested in understanding and advocating for the appropriate professional learning and growth opportunities for these post-secondary student-serving professionals.

Natalie Raquel Acuña

Portrait of Natalie Raquel Acuña

Advisor

Christina Hsu Accomando

Natalie Raquel Acuña, 2024

Thesis:

Hello, my name is Natalie Raquel Acuña, I graduated from the Applied English Studies MA program in May 2024. My MA research project was about counter-stories that can be found within spoken word poetry, titled, Countering dominant narratives in community: The many voices in spoken word poetry. I currently work as Professional Staff on campus at Cal Poly Humboldt. This MA Program allowed me to make connections with the English Department and navigate pursuing a career within Higher Education. The writing, facilitating, and research methods have become skill sets that I use in my current role in Student Support Services. The professors within this program care about their students' professional development and allow students to build connections with their outside world and the classroom.
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