September 30, 2021

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VOLUME 140, ISSUE 2 | THURSDAY, SEPTEMBER 30, 2021

UC DAVIS ACHIEVES HIGH RANKINGS AMONG TOP UNIVERSITIES U.S. News and World Report’s 2022 university ranking places UC Davis in the top 10 BY CHRISTINE LEE campus@theaggie.org UC institutions ranked high on national and public rankings published by the U.S. News and World Report, with UC Davis at No. 10 on national public university rankings and No. 34 among national universities. “These rankings underscore the worldclass education UC provides,” UC President Micheal Drake said in a press release. “Access, affordability and excellence remain hallmarks of the University. We are pleased that U.S. News and World Report continues to recognize UC for its achievements.” The U.S. News and World Report collected data on over 1,850 schools and ranked 1,466 bachelor’s degree-granting universities. Categories such as graduation and retention rates, undergraduate academic reputation and faculty resources for the 2020-2021 academic year were weighted the highest in ranking calculations. Other factors included financial resources per student, social mobility, graduation rate performance, student selectivity for entering class, graduate indebtedness and average alumni giving rate. Within some categories, there are further percentage breakdowns to give a deeper

analysis of the impact the schools have on their students during the academic year and into the future. UC Davis also tied with UC Santa Barbara as No. 16 in the U.S. News and World Report’s Social Mobility list. Forbes’ U.S. public university list placed UC Davis at fourth and No. 20 on the national list. Ilias Tagkopoulos, a professor of computer science and the director of the USDA-NIFA/ NSF AI Institute for Next-Generation Food Systems, has been teaching students for 12 years and contributing to programs that allow UC Davis to rank high on college lists. “UC Davis has a wide variety of programs and is active in an impressive span of research areas,” Tagkopoulos said via email. “It is rare to find schools that combine both depth and breadth of academic programs. Having excellent researchers and leaders in agriculture, food, computer and plant science allows us to create collaborative teams that can create and deliver more than the sum of the parts.” In addition to benefiting from UC Davis’ financial and academic achievements, new students find the campus environment an important experience as well. “Everyone is pretty nice and friendly here,”

Sign for UC Davis Campus. (Aggie File) Jennifer Kao, a first-year chemical engineering student, said. “We are a very diverse campus.

Everyone is unique and will find their path in their own way.”

NEW DEAN OF THE COLLEGE OF LETTERS AND SCIENCES TELLS THE IMPORTANCE OF ACCESS, DIVERSITY, A LIBERAL ARTS EDUCATION Dr. Estella Atekwana shares how her education experience informs her leadership today BY KATIE DEBENEDETTI features@theaggie.org As many students have just arrived on campus for the first time, so has Dr. Estella Atekwana, the newly named dean of the College of Letters and Sciences. Though she never expected herself to work in the field of university administration — or live in California — Dr. Atekwana was drawn to UC Davis because of the way that the values of the university aligned with her own values and her student experience. Atekwana was born in Cameroon in West Central Africa, where she lived until she was 19. After graduating from high school, she wanted to enroll in university, but said that there was only one university in Cameroon at the time, and courses there were taught entirely in French. Atekwana grew up in the English speaking region of Cameroon, and even though that region accounts for 25% of the country’s population, the university taught no courses in English. Ultimately, Atekwana decided to search for higher education elsewhere and ended up attending Howard University in Washington, D.C. for both her undergraduate and masters programs. Atekwana says that the reason she moved to the U.S. for school was because she had to follow the access — to courses taught in her language and scholarships that she needed to continue school — that were presented to her. “This is what a lot of students face today,” Atekwana said. “How do you pay for school? I was a foreign student, and how do you pay for school as a foreign student when it will be more expensive? If your parents can’t afford it, then you’ve got to figure out ways of paying for it.” After completing both her bachelors and masters degrees at Howard, studying geology, Atekwana made another international move. She attended Dalhousie University in Nova Scotia,

Estella Atekwana, Dean of the College of Letters and Sciences photographed in the Social Sciences and Humanities Building on August 18, 2021. (Courtesy) Canada, where she got her Ph.D. in geophysics. After her time at Howard, Atekwana wanted to advance her education further, but she struggled to find universities in the U.S. that would give her scholarships as an international Ph.D. student. During her time in the masters program at Howard, one of her advisors suggested that she apply to schools in Canada, which ultimately led to her moving to Dalhouse. “That is why I think that faculty members have such a big role to play in influencing students and their career pathways, as well as opening up opportunities for them,” Atekwana said. “That’s what happened in this case. He told me, ‘You should apply to schools in Canada,’ and I did apply to schools in Canada, and I got in and

they gave me a scholarship.” Atekwana said that she never expected to work in university administration when she was in school; her goal was to get her doctorate degree and teach geology at a university. After graduating from Dalhousie, she returned to the states, and began to fulfill that dream, teaching at Western Michigan University (WMU). While she was in her first year working at WMU, her department chair at the time, Dr. Thomas Strew, noticed her leadership skills and suggested that she would serve well in an administrative role. “The department chair who hired me recognized some leadership qualities in me and started saying, ‘You would make a good department chair,’” Atekwana said. “It didn’t

register to me, because I never really saw administration have a career path for me, but as I continued in my career, teaching students, mentoring students, I started appreciating the challenges that students were going through and also opportunities of how we could really enhance the success of our students. I also saw potential in the departments that I was working in, [...] and I was also really interested in department governance.” Atekwana said that for many years, she didn’t consider taking on an administrative role; however, over a decade later, while she was teaching at Oklahoma State University, she was given the opportunity to become a department chair and she took it. “I could have a lot more influence if I became a department chair, to help shape the direction of the department, and also to help shape the lives of the students,” Atekwana said. “I decided that even though I was heavily, heavily ingrained in my research, that if I wanted to have more influence and truly impact most students I could do that in a service position as a department chair.” Since then, Atekwana has served in many administrative roles. Most recently, Atekwana worked at the University of Delaware as the dean of the College of Earth, Ocean and Environment. She said that she often wishes Strew could see where she is now, so many years after he first mentioned her knack for leadership. “I always wanted to serve, and I’ve always been somebody who’s very interested in making other people’s lives better, making things work for people,” Atekwana said. “He just recognized that in me, and he mentioned it to me. I was thinking about him the other day and wondering where he is to see where I am today. I’m sure he would be very pleased.” DEANPROFILE on 10

UC CAMPUSES DEVELOP DIFFERENT COVID-19 POLICIES Classes at UC campuses are navigating COVID-19 policies for the new year BY EMILY REDMAN campus@theaggie.org In July, the UC system released a final plan for a vaccine mandate across all campuses but they did not include system-wide policies on testing or symptom monitoring. Across nine UC campuses, there is a variety of testing, symptom monitoring and quarantine policies in place to protect students and faculty. Occupational Safety and Health Administration (OSHA) issued an emergency temporary standard that requires daily symptom screenings of employees “before each work day and each shift for COVID-19 symptoms.” UC campuses are utilizing daily symptom surveys in different ways. Students at UC Santa Cruz can receive daily text and email reminders to complete their symptom monitoring. “Your daily reminders will prompt you to complete the symptom screening survey every day,” the UC Santa Cruz Student Health Center website states. Across UC campuses, students are experiencing some differences in how symptom surveys are being monitored. “They don’t check our clearance badges at all,” Emily Eaton, a second-year political science major at UC Berkeley, said. “I feel like it’s more of an honor system.” To access buildings on many campuses, there are specific requirements for unvaccinated and vaccinated students to participate in asymptomatic testing.

Unvaccinated students on the Davis, Los Angeles, San Diego and Merced campuses are required to get tested every four days or twice a week. On the Berkeley, Irvine, Santa Barbara and Riverside campuses, unvaccinated students are required to be tested weekly. Asymptomatic testing for vaccinated students have different requirements that vary widely by campus. UC Irvine and Riverside are choosing students at random to test. UC Irvine’s Covid Resource Hub stated that “5% of all other fully vaccinated students will be randomly selected for testing each month. Students will be notified directly and advised to schedule their testing appointment.” UCLA, UC Santa Barbara, UC Santa Cruz and UC Merced are making asymptomatic testing optional for vaccinated students. “Asymptomatic screening in addition to LQA [Lot Quality Asymptomatic] screening is optional for vaccinated individuals,” UC Merced’s Campus Ready web page states. “Vaccinated academic appointees, staff and students may utilize UC Merced-sponsored testing at no cost.” Testing for vaccinated students at UC Davis, UC San Diego and UC Berkeley is more frequent. UC Davis requires vaccinated students to get tested every 14 days and UC San Diego students must test weekly for the first four weeks of fall quarter. “For vaccinated students, faculty and staff surveillance testing is not required for 180 days from the date you are fully vaccinated,” the UC Berkeley University Health Services website states. “Then you schedule a campus surveillance test two weeks before the testing badge is set to

KATHERINE FRANKS / AGGIE

expire (not before that two-week period), and then [the] testing badge will be green/cleared for another 90 days.” Outside of testing and symptom surveys, UC campuses are providing resources for students to receive information about COVID-19 policies. UC Santa Cruz and UC San Diego provide a detailed “Daily Dashboard” that updates the daily COVID-19 statistics for each campus. It includes features such as daily testing counts

and positive results counts. On both websites, statistics are updated daily. “The UCSC testing data in the dashboard will be updated daily,” the UC Santa Cruz Tracking COVID-19 webpage states. “This data will help inform decisions about on-campus operations and activities.”


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