Paz Maya Oliverez

Higher Education (HE) institutions play a vital role in shaping not only students' academic journeys but also their personal and professional development. At Cal State San Bernardino (CSUSB), Vice President for Student Affairs Paz Maya Oliverez is at the forefront of ensuring that students receive the support they need to thrive.

In today’s conversation, Paz sat down with Jack Eagle, Co-Host of The Interview, to discuss her career journey, the importance of fostering a sense of belonging, and how universities can best engage students in today’s fast-paced world.

Paz’s Journey

Jack: Can we start with a quick introduction to yourself and your institution?

I’m Paz Maya Oliverez, and I serve as the Vice President for Student Affairs at Cal State San Bernardino (CSUSB). I’ve been working in education for about 25 years, starting my career in K-12 education. My first role was as a kindergarten teacher, but I quickly realized that working with younger children wasn’t my strong suit. However, that experience gave me valuable insight into the entire educational pipeline – understanding how elementary, middle, and high school experiences shape students’ journeys into HE.

In 2010, I transitioned into HE within the California State University (CSU) system, which consists of 23 campuses across the state. I’ve worked at three of these institutions, and I’ve been at CSUSB for nearly six years now.

A few unique characteristics define our campus. We are a Hispanic-Serving Institution (HSI), meaning over 25% of our students identify as Latino, which allows us to access federal funding specifically designed to support this population. Additionally, we serve as an anchor institution – the only four-year university in our county. Over 80% of our graduates remain in the region, making our role in local workforce development particularly significant. We also operate a branch campus in Palm Desert, located in the Coachella Valley, which serves a diverse student body. CSUSB has around 17,000 students, with 70% identifying as Latino and 80% as first-generation college students. More than half receive Cal Grants, highlighting the financial barriers many of our students face.

Jack: Your career path is fascinating – you started in K-12 education and made your way into HE. How did that transition happen?

Like many people, I didn’t have a clear roadmap when I started. My dissertation research focused on high school students and their access to HE, which put me in that transition space between secondary and postsecondary education. Eventually, someone in my network reached out about an opportunity at a CSU campus that had just received an HSI grant. They were looking for someone to manage the grant and run a first-year experience program. Since I had been working primarily with high school seniors preparing for college, this role – supporting college freshmen – felt like a natural next step.

My first role in HE was as an academic advisor and program coordinator for that grant. It was a perfect fit at the time because it allowed me to continue working directly with students, which was something I loved. That experience ultimately set the foundation for my career in student affairs, and now, 15 years later, I’m still part of the CSU system.

Jack: A big topic in HE right now is fostering a positive and unified campus climate, especially amid broader political and social challenges. How are you addressing this at CSUSB?

It’s definitely a challenging space, especially considering our student demographics. Many of our students are directly impacted by federal policies and national conversations, whether it’s immigration policy, financial aid, or other legislative actions. We recognize that while we can’t solve every external challenge, we can create a supportive environment for our students.

One of the most effective ways we do this is by actively engaging in conversations with students to understand their concerns. For instance, in recent weeks, I’ve had meetings with undocumented students who are understandably anxious about potential policy changes. These conversations inform the actions we take as an institution and help shape the recommendations I bring to university leadership.

Beyond direct engagement, we employ a multi-pronged approach to stay connected with students. Many of our students work on campus, and they provide valuable insights into the student experience. Additionally, I personally follow nearly every student group on Instagram because that’s where students are having conversations. Social media helps me keep a pulse on what’s happening in their world.

At CSUSB, we’re fortunate to have a strong relationship with our student leaders. While some universities experience significant tensions between students and administration, we’ve been able to maintain a culture of transparency and trust. I encourage students to reach out directly – whether through Instagram DMs or setting up meetings – so they feel they have direct access to leadership.

Jack: Helping students engage in meaningful conversations across differences is a challenge for many universities. What strategies have you found effective?

A lot of this work happens through our cultural and affinity centers, which focus on intersectional programming. These programs help students recognize what they have in common with one another, rather than just focusing on differences.

Our Director of Student Diversity and Belonging oversees these initiatives, ensuring that we are intentional about fostering connections across communities. It’s natural for students to gravitate toward groups they identify with, but we also want them to learn how to engage across differences. After all, once they enter the workforce, they’ll be interacting with people from all backgrounds. We aim to prepare them for that reality.

Jack: Reaching students – especially those balancing work, family, and studies – is a common challenge. How do you ensure your messages cut through?

Student engagement is at the heart of what we do. At CSUSB, we take a multi-channel approach. One of our most effective tools is Coyote Connection, an online platform where students can find information about events, clubs, and resources. We introduce it during orientation and consistently promote it to ensure students know where to go for information.

We also host a Student Affairs Roadshow each semester, where our 25 departments table across campus to educate students about available resources. Since students pay fees that support services like health centers and student unions, we make sure they understand the value they’re getting for their money.

Additionally, we focus on life skills programming, offering workshops on topics like reproductive health, wellness, and financial literacy. These programs help students not just during their time at university but also as they transition into independent adulthood.

Jack: Finally, what’s the best piece of advice you’ve received in your career?

One lesson that has always stuck with me is to lead with integrity. In HE leadership, there are often competing interests and pressures that can make it difficult to stay true to your values. But for me, the most important thing is ensuring that every decision I make aligns with what’s best for students. Even when I face challenges, I want to know that I’ve stayed true to my mission.

Another piece of advice I’ve found invaluable – especially as I consider my own future leadership opportunities – is not to pursue career advancement just for the sake of it. It’s important to find an institution that aligns with your values and allows you to thrive. Success isn’t just about a title; it’s about being in a place where you can make a meaningful impact.