By Ramona Schindelheim for WorkingNation.
Broadcast version by Suzanne Potter for California News Service reporting for the WorkingNation-Public News Service Collaboration

From a data breach at MGM Resorts costing the company an estimated $100 million to a cyberattack at Clorox causing major disruptions to operations, cyberattacks are a growing threat and worries about vulnerabilities are palpable. Some 74% of CEOs are expressing concern about their organization's "ability to avert or minimize damage to the business from a cyberattack," according to an Accenture survey.

The public sector is also a major target. Cyberattacks against government agencies rose 40% between March and May of this year compared to the prior three months, finds Blackberry's Global Threat Intelligence Report.

As employers race to fortify their organization's cybersecurity, they're depending on a workforce with a shortage of workers. Currently, there are more than 660,000 cybersecurity job openings, with just 69 trained workers available for every 100 of those jobs.

A Nationally-Recognized Cybersecurity Program in an Unexpected Location

To close that gap, colleges and universities are playing a crucial role in building cybersecurity talent pipelines.

That includes California State University-San Bernardino (CSUSB), a public university that serves more than 20,000 students annually and graduates about 4,000 students each year.

San Bernardino County is the largest county in the contiguous United States and is roughly the size of West Virginia. Its population is just around 2.2 million, with more than 53% of the residents Hispanic.

CSUSB - situated in the city of San Bernardino - offers more than 70 traditional B.A. and master's degree programs, education credential and certificate programs, and a doctoral program.

Among the academic pathways is a nationally-recognized cybersecurity program within the Department of Information and Decision Sciences (IDS) at its Jack H. Brown College of Business and Public Administration. The program offers six undergraduate degrees and seven master's degrees with cyber components, along with some certificate programs, in which students learn how to anticipate and defend against cyberattacks.

Since the early 2000s, the academic program has been designated as a Center of Academic Excellence in Cybersecurity for Cyber Defense (CAE-CD) by the National Security Agency (NSA) and the U.S. Department of Homeland Security (DHS).

According to the agencies, "CAE manages a collaborative cybersecurity educational program with community colleges, colleges, and universities that:

• Establishes standards for cybersecurity curriculum and academic excellence,


• Includes competency development among students and faculty,


• Values community outreach and leadership in professional development,


• Integrates cybersecurity practice within the institution across academic disciplines,


• Actively engages in solutions to challenges facing cybersecurity education."

CSUSB's prominence as a cybersecurity educator belies assumptions about prestigious cybersecurity training hubs only being found in Silicon Valley or in close proximity to the nation's capital.


"We can't be selective and think that everything is going to come from the Bay Area or the Beltway. We need to show that there is talent, and you just have to know how to reach the talent," says Tony Coulson, Ph.D., a professor in the program and the execute director of the Cybersecurity Center (CSC) at CSUSB.


"Most schools offer one program and call it cyber. We've thought outside the box," he adds.


For example, a certificate is offered in cybersecurity and criminal justice. "The way we work is we have to find talent where it is and that might be in criminal justice. Name a crime these days that doesn't involve a cyber component?," says Coulson.


A key piece of CSUSB's approach, says Coulson, is listening to what employers need. And it works with a number of them, including the NSA, DHS and the National Science Foundation on the government side.


Private employers include Google, IBM, Northrop Grumman, Bank of America, and many others.


These partners help shape the curriculum and many of the employers have gone on to hire the school's graduates.


Providing Access and Affordability


Building a diverse workforce and advancing social mobility is key to the university's goals.


"This is part of our commitment to access and affordability - especially access in this case - and our commitment to educate a really diverse workforce," says Tomás Gómez-Arias, Ph.D, dean of CSUSB's Brown College. "We have a very large minority student population, which to a large extent reflects the area and the region where we live and the region we serve. Over two-thirds of our students are Latinx."


Gómez-Arias says to attract cybersecurity talent from within the community, programs are designed to meet students where they are at.

"Very often in technical disciplines what we find is there is a very leaky pipeline. There are many points in the process, especially for underserved populations to drop out," he explains.


To attract and retain students, the university adds entry points at various levels of education. "We work with middle school students. We work with high school students. We work with community college students. And at all those points, there are ramps to get into the discipline and into our programs," Gómez-Arias explains.


The goal is to provide career opportunities in a field that's expected to grow by 32% by 2032, with earnings potential for six figure salaries. The median pay for an information security analyst, for example, is $112,00 a year and usually requires a bachelor's degree.


CSC provides cybersecurity students with unique learning environments that help accelerate their growth inside and outside of the classroom. To advance these goals, CSC partners with employers in hopes of creating more apprenticeship programs aligning with employer needs.


"Oftentimes universities are pegged with 'We're the ivory tower and we think we know all of it.' But what we do here is listen. We listen to the students. We listen to the employers. We listen to people of authority and experts. And we ask where it is going," Coulson explains.


"And as Wayne Gretzky famously said when he was asked why he was such a great hockey play - and I will paraphrase him - 'Because I skate to where the puck is going, not to where the puck is.'"


Free Tuition and a Job After Graduation


For students, these university-employer partnerships also provide incentives. A key one through CSC is scholarship opportunities - Scholarships for Service - in which students receive two years of tuition and are required to work after graduation for up to two years at a government agency.


That's something Anette Vladescu views as an advantage. The CSUSB alum received a Bachelor of Science degree in Information Systems and Technology with a focus on cybersecurity in 2021. She says knowing a job was waiting for her after she graduated wiped out worry.


"It was definitely nice to know that there was something there. That got my foot in the door a lot easier than if I had to job hunt myself and try to find it myself," explains Vladescu. She is now a cybersecurity engineer at a government agency, describing her job as making sure systems are designed with cybersecurity in mind.


She credits the technical skills she learned at CSUSB for preparing her for her role. And she notes the important soft skills she learned by joining a club at school known as CISO, the Cyber Intelligence and Security Organization. Vladescu says her participation honed her presentation skills.


"Cybersecurity can be very abstract. It's not something you can really see or touch that easily. So, it became necessary to be able to explain that to people who weren't cyber-oriented and who weren't technology-oriented. So, I definitely got a lot of practice out of that when I was at San Bernardino," she explains.


Fellow Class of 2021 alum Jessica Villavicencio echoes the importance of learning opportunities outside of the classroom at clubs like CISO. She now works as an IT cybersecurity specialist focusing on policy at a government agency to which she won a scholarship. She sees firsthand the demand for people with her skills.


"In my own individual career path, there are doors opening every day - it feels like every day - and it's crazy to think about because for me it's too many options. But in cybersecurity in general, it's never going to go away," says Villavicencio.


She is back at CSUSB as a graduate student pursuing a master's degree and notices a big difference in demographics since her days in the lab there.


"It would be like 100 people in this room and for there to only be about 15 women. It was definitely a little intimidating at times. I will say going back for my master's and I'm looking at like a solid 40-60 split now, or even sometimes 50-50 split of who's in the lab. I'm like, 'wow, a lot has changed,'" stresses Villavicencio.



Ramona Schindelheim wrote this article for WorkingNation.


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Leaders of a teachers' union in Louisiana are voicing concerns about a package of bills they say would have the effect of dissolving labor unions in the state.

The list includes House Bill 571, which would prohibit public agencies from paying union workers for the time they do anything union-related, even if it's on paid leave.

If passed, said Roberto Furtado, a special-education teacher in the Jefferson Parish Public School System, the bills would end collective bargaining and prohibit payroll deductions for union dues. Furtado said all this would make it harder for new teachers to join the union, further silencing their voices.

"If they make it more difficult for the new teachers, young teachers, to get involved," he said, "then basically, it's a roadblock so they're probably more than likely going to just not do it."

House Bill 572 would prohibit public agencies from collective bargaining with unions, except for police and firefighters. Similar bills have been introduced in multiple states by conservative groups.

The teachers' union has posted petitions on its website for teachers to sign and send to their lawmakers.

Educators in Louisiana have said they're dealing with low pay, overcrowded classrooms and school safety issues. However, state lawmakers have advanced a budget proposal that would cut teacher pay, and the House Appropriations Committee forwarded a spending plan that reduces a $2,000 pay stipend teachers got this school year to $1,300 next year.

Furtado said the end result is forcing good teachers out of the profession.

"Teachers are an invaluable resource for our community, and so we need good, well-rounded educators that want to be there and continue their jobs to help these young men and women, because again, they are our future," he insisted. "That's kind of corny to say this, but yes, our children are our future. If you don't take care of them, where does our future lie?"

The legislative committee also allocated $25 million for a differential teacher compensation strategy for the second year in a row. The union opposed the strategy, because it said the raises wouldn't be permanent and could be taken away from year to year.


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By Lane Wendell Fischer for the Shasta Scout via The Daily Yonder.
Broadcast version by Suzanne Potter for California News Service for the Public News Service/Daily Yonder Collaboration

Hiring and maintaining a qualified educator workforce is often a primary concern for rural schools across the country, requiring local education leaders to create innovative solutions.

The University of Wyoming’s College of Education has recently partnered with local community colleges across the state to repair a pipeline for future Career and Technical Education (CTE) teachers at high schools and community colleges. 

CTE programs offer students an array of skills-based learning opportunities for many high-demand industries ranging from construction, to nursing, to marketing.

For decades, Wyoming has relied on traditional methods to fill out its CTE teacher workforce. After completing a two-year associate’s degree at their community college, students could either enter the trades or take another two years of teacher training. 

“It was very much a fork in the road,” said Rob Hill, a CTE consultant for the University of Wyoming and president of SkillsUSA Wyoming. Hill became a Wyoming CTE teacher through this traditional path.

“You had to take life off and go to school,” Hill said. “That limited a lot of people, especially students with families, jobs, and homes.”

As it turned out, most students never completed the final two years of teacher training and just entered the trades after the first two years at their community college, Hill said in an interview with the Daily Yonder.

This outdated pipeline has contributed to a shortage of both CTE teachers and skilled workers in the state.

According to a 2023 report from the Wyoming Professional Teaching Standards Board, the median age of CTE teachers in Wyoming schools is 52, and national numbers are similar. Compare this to the average age of all teachers in the U.S., which is just over 42. 

On average, a state employee in Wyoming retires at 62. This means that in the next 7 to 10 years, Wyoming could lose close to half of its CTE workforce to retirement.

“We’ve seen a number of things that have impacted us and that rural part is very real,” Hill said.

In rural communities, a CTE program might only consist of one or two teachers. When that school loses a teacher, the whole program is at risk until a qualified replacement is found. 

During a recent tour of Wyoming’s school districts, Jenna Shim, PhD and interim dean of the College of Education, learned that some high school CTE programs are closing down because they couldn’t find replacements.

“One CTE teacher shared with me that he has a specialty in welding, but he has to teach culinary arts,” Shim told the Daily Yonder. “I could see welding and construction, but welding and culinary arts seem like a far stretch.”

And it can be difficult to attract new talent to small schools and communities. 

“We tend to do best with people that are invested in that community previously and become teachers, as opposed to bringing in teachers into small communities,” Hill said.

The CTE Domino Effect in Rural Communities

Adding to the difficulty of attracting new teachers is a domino effect caused by current teacher shortages, Shim and Hill said.

A shortage of educators leads to a shortage of high school CTE programs, which leads to a shortage of students pursuing CTE in the state, followed by a shortage of tradespeople in the state, and a shortage of essential services, which, in turn, leads to less attractive communities.

On top of educational advancement for students, repairing CTE teacher pipelines through state and local partnerships helps assemble the next generation of rural water experts, plumbers, electricians, technicians, mechanics, and more, Hill said.

“It has a trickle-down effect into the stability of the community,” Shim said.

And in rural communities, small fluctuations in population, programs, and services can be especially catastrophic — or especially beneficial. 

“It doesn’t seem like a big deal if you don’t have one teacher,” Hill said. “But that one teacher in a town of 2000 people that teaches welding, where you have a huge welding industry, that has an extremely large impact.”

The broken pipeline has also raised economic concerns. “Without a sufficient number of teachers, it’s hard to prepare a sufficient workforce,” Shim said.

Two key industries in Wyoming are energy and tourism. Both rely heavily on skilled workers. And both are susceptible to booms and busts that give local communities economic whiplash.

“Over the last decade especially, there’s been a real desire to diversify our workforce,” Hill said. “And that means a different generation of career and technical education, like manufacturing, cybersecurity, and data analysis.”

Repairing the Pipeline

The biggest problem in the previous CTE teacher pipeline was continuity, Hill said. The pathway to teacher certification in rural communities must be both attractive and achievable.

This spring, the College of Education piloted a new course that aims to do both by exposing community college students to CTE teaching before they complete their associate’s degree and decide between trades work or teaching. 

“Creating a more seamless pathway is a real goal here,” Hill explained. 

The bridge course will be offered each semester in partnership with all eight community colleges in the state and is inherently low stakes. The course credits can be applied toward an associate’s degree at the community college, toward their teaching degree at the university, or toward any other bachelor’s degree they pursue.

In the course, students get a taste of what a career in CTE teaching is like. Coordinated by Hill, the course is one dose online learning and one dose on-site learning. Hill leads the online classroom, where students learn about different national and statewide topics. “But students will learn about how it’s implemented locally,” Hill said. 

Each community college has a community college professional and a school district professional that serve as a mentor and safety net for local students, introducing them to CTE leaders at both levels. 

One area of misconception is how much CTE teachers are paid, Shim said.

“I think wages scare them most,” Hill said. “But in Wyoming, our hourly wage is higher than many of the trades folks. We have pensions. We have healthcare. It’s a lot more competitive than folks think it is.”

The organization of the course is a masterclass in rural ingenuity. By using technology, the course eliminates long distance travel to the university campus in Laramie on the southern border of the state. It allows students to remain in their local communities, while still being connected to the state’s CTE teacher network.

“We knew we had a statewide problem and we needed to create a statewide solution, or in this case, a local solution for a statewide problem,” Hill said. “This is about connecting people in Wyoming. Because we have these vast distances between us, we have to have a way to connect people.”

Twenty-two students are currently enrolled in the pilot course. Half of the inaugural cohort are community college students. The other half includes veterans, community college instructors, K-12 instructors, and paraprofessionals who are exploring their future career options.

The course has garnered support from state legislators, the university, the colleges, local high schools, local business, and from the students themselves. 

Each of the enrolled students is taking the course tuition-free, thanks to scholarships from local businesses and private donors.

“Word is getting out,” Shim said. “I think that’s a testimony for how important this work is.”

Strong CTE programs lead to strong communities, Shim and Hill said. A lot of high school CTE programs are embedded into community culture. Organizations like FFA provide opportunities for social gathering and community service, for example. 

“We’ve come up with a mutually beneficial solution and this takes a partnership and teamwork,” Hill said. “No significant advances take place without a group of us working together in a mutually beneficial system.”


Lane Wendell Fischer wrote this article for the Shasta Scout via The Daily Yonder.


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Texas Lieutenant Gov. Dan Patrick has released 57 "interim charges," the topics he wants Senate committees to study in preparation for the 89th legislative session next year.

Four charges are for the committee overseeing public education. They include improving reading and math readiness in grade school, and redesigning the state's standardized tests.

Eli Melandrez, government relations associate for the American Federation of Teachers-Texas, said educators are surprised the list does not include pay increases for teachers or controversial school vouchers, which use public money to pay for private schooling.

"It's interesting to see both of those key issues absent from the interim charges," Melandrez observed. "Across the state we've seen school closures; we've seen teachers being let go. We've seen a greater percentage of our teacher workforce as uncertified educators."

Two unsuccessful special sessions were held in the past few months, in an attempt to pass a school voucher proposal. Other charges for public schools include examining how school districts used COVID-19 funding, and monitoring the implementation of bills passed in the last session.

Patrick also directed the Higher Education Committee to analyze faculty senates, monitor bans on DEI policies at colleges and universities and revise policies for faculty tenure.

Melandrez noted their union is now affiliated with the American Association of University Professors and members are concerned the lieutenant governor is inserting his own political views into the education system.

"That's worrisome for us," Melandrez emphasized. "In public education and higher education, we are seeing a concerted effort to minimize educator voices."

Patrick also wants senators to review university antisemitism policies and protecting the First Amendment rights of faculty, staff and students. The next legislative session convenes Jan. 14, 2025.

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