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When I came to study at Cal State Fullerton in 1976, it wasn’t long before I realized that I was just one of tens of thousands of students making their way through college. It seemed overwhelming. I felt small and insignificant. There were so many of us I doubted I’d ever get to know my professors, much less that they would come to know me. I was mistaken.
Teachers made a special effort to meet me, guide me and help me on my way. I came to realize that Fullerton teachers are exceptional, especially dedicated to teaching the individual. I’m sure my professors understood what I did not: Teachers have an astounding ability to make a difference in the world. Passing knowledge on to students is just a part of what the finest teachers do – the best are those who influence their students’ social and emotional development as well as their self-confidence. They may wear the hat of instructor, but they also are counselors, mentors, servants, coaches and administrators. Perhaps most important, they inspire. They teach because it matters. They touch the future. My professors’ influence has extended beyond the confines of the classroom to affect the rest of my life. Their advice and counsel guided me through good times and in bad.
I still feel the strong influence of Gary Granville, a communications lecturer who also advised the Daily Titan. A career investigative journalist, he offered such clear and creative insights into writing and reporting that I can still hear his best advice as I write my stories and edit Titan Magazine.
James Alexander, professor and former chair of communications, took a special interest in and recommended me for my first internship at the Los Angeles Times in 1979. It was that internship that led to my first job as a reporter for the Orange County Register immediately upon graduation in 1980, and a writing career that has spanned three decades.
Today the same thing is happening between Fullerton students and their teachers at a time when enrollment tops 36,000: Professors continue to offer personalized education in an environment that fosters learning inside and beyond the classroom. They continue to guide students following commencement – and their influence is lifelong.
Through this collection of personal vignettes, it is easy to see the spirit of the university’s teaching culture, its dedication to its unique student-centered “heart,” the spirit found here and nowhere else.
As Associated Students president in 1980-81, John Beisner ’86 (B.A. business administrationfinance) was impressed with his many interactions with then-President Jewell Plummer Cobb. Noting her self-assurance and her drive to lead the university he recalls, “President Cobb took me under her wing and invested a lot of time with me. She was tough and demanding – yet she was a great mentor. “She was clear on why she was doing what she was doing and what she hoped to accomplish,” Beisner says. “She was very prepared and not afraid to tell the truth.” As director of risk management for Cal State Fullerton, he strives to emulate Cobb, believing in himself and his dreams for the university.
In the classroom, Beisner was impressed with Elliot Kushell, professor of management, a proponent of self-discovery in a powerful class in organizational leadership. Like the best teachers, Kushell aspired to craft a vision, to stay on course in his teaching – and to impart that vision to his students. As a result, Beisner says, “that is what I have aspired to do as the university’s risk manager, husband and father.”
Kushell, for his part, notes that Beisner – who went on from Fullerton to Yale Law School – was “a really bright student. I continue to use him as an example of success in my classes.” Kushell says he tries to help students discover what they really want to do in life. In his course, they craft a personal mission statement and an overarching goal designed to help lead them through the future.
Totally dedicated as a teacher, unbelievably patient, compassionate to a fault; does not accept failure in any student, gives of his time, talent and encouragement – these are the qualities Dennis Berg ’67, ’69 (B.A., M.A. sociology), chair of the sociology department, remembers in his colleague and mentor, sociology Professor Perry Jacobson. “He takes a real personal interest in students, especially those most in need,” Berg says. “He was a teacher, a mentor, a father and a friend. I was so lucky to have such a man care for me when there really wasn’t much to suggest I should be cared for with such dedication.” Of course, Berg says, Jacobson shared his knowledge of the subject matter (statistics and sociology), and he remembers learning a great deal from him in class. “But it was the encouragement to learn that made the difference; he motivated me to learn far beyond the classroom.” Berg says. “He touched my life in so many ways, and I am sure that my life as a teacher today carries the mark of the influence of Dr. Perry Jacobson as my teacher and mentor in those years.”
Jacobson remembers Berg – now his boss as chair of the department – as one of his original students. “It’s good to see I contributed to making a difference,” he says.
While some professors are concerned only about their outstanding students, Jacobson says he takes a special interest in the underdog. He recalls one of his students, a 45-year-old woman, who opened up her statistics textbook and began to cry. “But I tell all my students they are in good hands with Perry Jacobson,” he says. “Don’t push the panic button. It’s possible for everyone to get an A if they learn the four-letter word, W-O-R-K. Everyone has the opportunity get a perfect paper.”
"He seemed to like students,” special education Professor Barbara Glaeser ’75, ’79 (B.A. biological science, M.A. counseling) remembers about Steven Murray, marine biologist and dean of the College of Natural Sciences and Mathematics. “He was very hands-on; we had lots of activities and field trips. He loved his subject and expressed that to us. Even complex concepts were made clearer and easier, which made the subject more attractive.”
Though Murray’s botany course involved lots of lectures, it also included enlightening visuals, Glaeser said. “Those were in the days before Power Point. Now that I have all these computers and things at my fingertips, I realize how much effort he put into his classes.”
Happy to see Murray in charge of the college, Glaeser notes that the sciences have come a long way since she studied at Fullerton as an undergraduate. Not long ago during the 50th anniversary celebration open house, Glaeser took her daughter to see the science labs, where there are tools and techniques no one could have dreamed of in the 1980s.
Fullerton’s supportive, collegial atmosphere has bolstered Murray in his work. “Ours is a hardworking, student-centered faculty,” Murray notes. “We have shared values as to the nature of the job.” In addition, he believes the university attracts some of the best students around. With many of them working 30-40 hours a week and taking full class loads, Murray notes, “So many of our students have financial burdens that prevent them from getting all they can out of a college education.”
In response, Murray says, he and his fellow science and mathematics teachers concentrate on three things: Helping students learn more about the world around them, including a broad knowledge of their field; teaching important skill sets, such as communications, thinking skills and laboratory manipulations; and helping students learn what they really enjoy doing and what they’re good at.
To succeed in this, Murray said he tries to live by this teaching mantra: Keep changing, keep growing, and continue applying knowledge to ensure quality mentorship and instruction.
Preparing students to lead successful professional lives, to become society’s new leaders, to develop critical thinking skills, to become informed citizens – all these are a Cal State Fullerton teacher’s priorities, while instructing them in an academic subject. Doing so while developing an understanding and appreciation of different people for their contributions is key. Cal State Fullerton faculty members strive to combine the best qualities of teaching and research. Their efforts show in the many alumni now thriving in their personal and professional lives.
Barbara Glaeser ’75, ’79 (B.A. biological science, M.A. counseling) and Dean Steven Murray of Natural Sciences and Mathematics share values related to teaching and mentoring. Glaeser now realizes the effort Murray put into his classes; Murray says he is dedicated to continuing to apply knowledge to ensure quality mentorship and instruction.
Dennis Berg ’67, ’69 (B.A., M.A. sociology) and his mentor, Professor Perry Jacobson, have a different relationship now that Berg is Jacobson’s boss. Yet Berg says that Jacobson’s encouragement and support endures. “He motivated me to learn far beyond the classroom,” Berg recalls.
