I’m proud to be of American Indian, Guamanian and Mexican heritage. But I’m not going to lie – being from a multicultural background comes with more than its share of challenges.  There are many days when you feel like you're never good enough, never enough for the population that you’re around that particular day.  Some days, I'm not Native enough because I'm not fully Native or because I don't speak my Native language. Other days, I’m not as Mexican as others if I’m not speaking Spanish consistently. Or it could be my lack of a certain tattoo to represent my Pacific Islander heritage.  I’ve learned over time to switch between those identities – usually without even thinking about it – depending on the circle of people I’m with in that moment. It’s like a light switch that I can turn on and off as needed.  But that doesn’t mean it’s easy. Emphasizing one of my identities over the others can also bring about self-doubt and sadness because I’m doing it to be accepted by the person or group I’m with in that moment.  I’m grateful that my time at Cal State San Marcos has helped me navigate those challenges.  My journey in higher education been a windy road, from starting at the University of Hawaii-Manoa as a marine biology major to earning three associate degrees at Grossmont College to now finishing my bachelor’s in psychological science this spring at CSUSM.  It’s certainly not a traditional path, and there were many days that I worried about not living up to some imaginary timeline of how long it was supposed to take me to get my degree.   Today, I can appreciate an untraditional journey that has taken six years to complete. And I’m especially thankful that this path led me to CSUSM. It’s here that I reconnected with my American Indian heritage while also having the opportunity to fully appreciate and explore my Guamanian and Mexican identities.  I am a descendant of Navajo Nation, and my clan spans the four corners of Arizona, Colorado, New Mexico and Utah. Most of my family lives in Arizona, including half on the reservation. I spent much of my childhood growing up in Arizona near my Native family. But I lost touch with much of that part of my identity as a teenager when we moved to San Diego. Even though Southern California is home to a significant Native population, it’s always different when you’re coming from a different place and not used to the customs or practices.  While different tribes have many shared experiences, I'm also cognizant of being a guest here because this is not my traditional homeland. There’s a responsibility to show respect for where you are, respect for the land and knowing that this isn't mine personally or my ancestors’. It's about finding the proper balance.  That’s something I’ve strived to do at CSUSM. When I came here, I didn’t even know the university offered an American Indian studies major. My first American Indian studies course came when I saw it being offered to fulfill an upper division general education requirement. I was fortunate that my professor, Lara Aase, encouraged me to visit the California Indian Culture and Sovereignty Center on campus. That led me to meeting Joely Proudfit, the center’s director and the department chair of American Indian studies, and learning about the American Indian Student Alliance (AISA).  I’ve had the privilege over the past year of serving as president of AISA, which was honored by CSUSM’s Student Leadership & Involvement Center as the Student Organization of the Year for 2021-22. I also joined Associated Students, Inc., as the representative for diversity and inclusion. In this role, I’ve worked to ease racial tensions and create a space where dialogue and conversation can occur.   It has been rewarding to see so many different organizations, both cultural and religious, come together. We know that we won’t resolve every issue or problem, but acknowledging that we see one another and recognize one another is a step in the right direction. We try to focus on how we can help and uplift each other.  My multiculturalism has been a tremendous asset in this work. It’s allowed me to be an ally for so many groups on campus. As AISA president, I’ve encouraged members of our organization to embrace and learn about other cultural and religious groups on campus. And doing so doesn’t invalidate our identity, it’s simply making space for others to also be recognized and seen, something that so many groups are fighting for on campus.  One of the biggest opportunities we have is to continue fostering an environment where all groups have space to grow and be recognized.  It’s something that’s a big part of where I am at now, too, as a person. I’ve learned through my higher education journey the importance of communicating your thoughts because, ultimately, we’re all trying to advocate for ourselves. And that’s an important lesson for everyone, because if you don't advocate for yourself, no one else is going to do it for you.   Self-advocacy is a skill that takes practice, to be sure. But once learned, it allows you to better express your concerns, helps people hear you in a non-adversarial way and makes them more inclined to listen. And that's what will bring about that change that we all want to see.  Media Contact Eric Breier, Public Affairs Specialist ebreier@csusm.edu | Office: 760-750-7314

It’s been more than three decades, but Mary Gonzales still remembers the Friday meetings with Star Rivera-Lacey at an IHOP in Oceanside.  Gonzales referred to these regular meetups as her “counseling sessions” because Rivera-Lacey always shared sound advice. The two friends would chat over a cup of coffee and, if they were lucky and had enough money, share a piece of pie.  When Gonzales was struggling, Rivera-Lacey would ask, “On a scale of 1 to 10, with 10 being world poverty, where does this problem fall?”   Gonzales would typically respond with a low number on the scale, but the exercise helped her see her problems from a different perspective.   “It taught me to stop sweating the small stuff,” said Gonzales, who is now retired from the San Diego County Office of Education. “That was one of her biggest powers, because now I share it with my own kids and I've shared it with other students. And I've heard people give it back and tell me the same thing. She always had that optimism of looking ahead.”  That optimism continues to this day as Rivera-Lacey has grown from poverty in childhood to earning a Ph.D. and today serving as the first Latina superintendent/president of Palomar College. It was that ability to remain optimistic during challenging times that helped her become the first in her family to graduate from college when she received a bachelor’s degree in liberal studies at Cal State San Marcos.  It seems Rivera-Lacey’s parents knew she had a bright future from the moment they named her.  "My mom really wanted me to have aspirations and picked the highest thing in the sky,” Rivera-Lacey said. “That's why she named me Star.”  Money was always tight for Rivera-Lacey as a child growing up in Oceanside. Her parents immigrated from El Salvador before she was born, and they always stressed the importance of a college degree to allow her to have a promising career and future.  With her parents’ encouragement, Rivera-Lacey cultivated a passion for learning from a young age. She saw how they worked to improve their English by taking ESL classes at Palomar. Sometimes they even took Rivera-Lacey with them. Little could they have imagined that, almost four decades later, she would return to lead that very college.  But Rivera-Lacey’s path to becoming a higher education professional wasn’t an easy one.   Just as she was about to graduate from El Camino High School, she learned she was one class short. Her counselor recommended taking a physical education class at MiraCosta College to get the extra credits she needed to graduate on time.  Rivera-Lacey signed up for a hip-hop dance course, but getting to class was always a challenge. She was constantly searching for a ride or scavenging for gas money to make it to MiraCosta.   But once there, Rivera-Lacey was introduced to Extended Opportunity Programs and Services, or EOPS, which provides access to financial assistance and support services for low-income students. The program counselors reassured Rivera-Lacey that she could have a future pursuing a college education after she graduated from high school.   Rivera-Lacey gathered a strong support system at MiraCosta. When she wasn’t sure how to navigate the complex college system, the counselors helped her every step of the way. She also had the endless encouragement of her parents. And when she met Gonzales, they formed a quick bond because they understood each other's struggles as first-generation college students.  “I had a family, and she was single. But for some reason, when we met, we clicked really well,” Gonzales said. “We were both struggling financially. She had a car that she named Herman, and I had a truck. Sometimes Herman worked, and sometimes my truck worked. But my car had a hole at the bottom, and Star was always afraid that she would fall through when it was my turn to drive.”  Car troubles weren’t the only obstacle. Rivera-Lacey was juggling her academic pursuits while working full-time to make ends meet. Sometimes that meant a second job. But Rivera-Lacey remembers the relief she felt when EOPS helped ease the expenses of her classes, including a grant to help pay for books.  While trying to balance work and school, Rivera-Lacey needed five years to obtain enough credits to transfer to a four-year university. But MiraCosta’s EOPS counselors never wavered in their support. If she needed to take a semester off to focus on work, they would welcome her back every time with open arms.   “There was no judgment,” Rivera-Lacey said. “They offered me complete acceptance, which made all the difference in the world. I never had to feel embarrassed, and that's so special.”  Rivera-Lacey continued to receive that type of support when she transferred to CSUSM. She was also grateful to land an on-campus job. After working in retail throughout her time at MiraCosta and constantly battling to get the work schedule she needed to attend classes, it was a relief to be working on a college campus.  “I have had a million careers,” Rivera-Lacey said. “But one of the best things that happened when I was at CSUSM is that I worked in a department that used to be called Student Affirmative Action and Outreach.”   This job was nothing like the ones Rivera-Lacey had before. She would visit students from local elementary and high schools and get them excited about a future in higher education.   Elementary school kids also visited CSUSM. Rivera-Lacey remembers the paper cutouts of graduation caps for kids to try on and fake checks to take to the bookstore to simulate the financial aid process.  “CSUSM was so forward-thinking by doing that kind of community outreach,” Rivera-Lacey said. “I'm not surprised at all to see the success that Cal State has now. They've been investing in the community for so many years.”  While Rivera-Lacey was helping other students get enthused about the possibility of attending college, she came to a realization as she watched people from similar backgrounds succeed in their jobs at CSUSM – she needed to continue her higher education journey and pursue a career in the field.  Rivera-Lacey worked alongside her friend Sabrina Sanders in the Student Affirmative Action and Outreach program. Sanders, who received a bachelor’s and master’s from CSUSM, also decided to pursue a career in higher ed because she and Rivera-Lacey saw themselves in the students they were serving and the impact of reaching underserved communities.   “The co-curricular experience as student assistants prepared and inspired us to our careers in higher education,” said Sanders, who also earned a doctorate from Alliant International University and is now the director of the Toro Reengagement Program at California State University Dominguez Hills. “As a first-generation Latina, Rivera-Lacey had an impact on the elementary, high school and community college students that was powerful. Her college journey, experiences and representation continue to inspire and exemplify the values and opportunities that education provides and her parents instilled in her. Promoting access, equity and student success is more than a job for President Rivera-Lacey – it’s a calling.”  When Rivera-Lacey received her bachelor’s in liberal studies in 1995, it was a life-changing moment for her parents to watch the first person in their family graduate from college.   “I think when you experience poverty and with every semester that I got under my belt, it was like one step closer to freedom,” Rivera-Lacey said.   Rivera-Lacey saw how her financial situation started to improve after earning her bachelor’s, but there were still challenges. When she was pursuing a master’s in counseling at San Diego State University, Rivera-Lacey remembers driving to take her final knowing she wouldn’t have enough gas to get home nor the money to fill her tank.   “I remember clearly walking on the freeway,” she said. “I do not recommend that anybody get on the freeway, but one of my friends came and rescued me. And to this day, it is one of the stories that we laugh about, right?  “There are going to be obstacles in the way, doors that close, but there's always a window that's open. If you just put one foot forward, the road will rise to meet. There are so many people who are in education that love what they do and believe in students. You'll find the help.”  Rivera-Lacey never let any of the obstacles she faced get in the way of her end goal. She received her master's in counseling at SDSU in 1997 and eventually returned to school to get her Ph.D. in education from Claremont Graduate University in 2016.   Rivera-Lacey knew she wanted to center her career around what she loved: student success. And she stayed with her passion for higher education for 17 years, which led her to become the superintendent/president of Palomar College in 2021.   Just as when she was a child, Rivera-Lacey still has the same passion for continuing to grow and learn – and she’s in a position to inspire others to do the same as she works to build on Palomar’s success.   Rivera-Lacey knows firsthand the struggles that so many students face, and she serves as a shining example to those who may never have seen a Latina college president.   “I'm very, very surprised at people's reaction,” Rivera-Lacey said. “I remember during commencement, a student wanted to hug me because they’ve never seen a Latina president. And another student thanked me because their parents were able to understand the ‘Superintendent/President’s Welcome’ because we did it both in English and Spanish, which shows that representation does matter.  “I tell people all the time, ‘I might be the first Latina Palomar superintendent/president, but I won't be the last.’ ”  Media Contact Eric Breier, Public Affairs Specialist ebreier@csusm.edu | Office: 760-750-7314

Joshua Foronda knows all too well the struggles that many freshmen face as they adjust to college. Foronda failed multiple classes during his first year at Cal State San Marcos, landing on academic probation with a 0.6 grade-point average during the spring of his freshman year and contemplating dropping out of school. But Foronda is nothing if not resilient, and his GPA climbed to 3.3 by the time he graduated in 2018 with degrees in criminology and justice studies and sociology. Today, Foronda uses his experiences as an undergraduate to help a new generation of CSUSM first-year students in his role as a student success coach for the burgeoning Office of Success Coaching. “Students feel like it’s the end of the world when their grades are not on point,” Foronda said. “But I tell students that every setback leads to a bigger comeback.” The Office of Success Coaching is transforming the way CSUSM serves first-year students, providing personalized support services to ensure that newly admitted students thrive. Launched during the pandemic, the program already has garnered national attention for its innovative approach, with CSUSM receiving the 2021 American Association of State Colleges and Universities (AASCU) Excellence and Innovation Award for Student Success. AASCU, which includes nearly 400 state-supported colleges and universities throughout the country, honored the Office of Success Coaching for its outstanding results and potential to influence and serve as a model for other institutions. “There's so much pressure and students are trying to be so many things to so many people,” said Valita Jones, the office’s founding director.  “The Office of Success Coaching gives them a pathway.” The concept and framework for what would become the Office of Success Coaching was in place before the pandemic, with Jones – then serving as CSUSM’s director for recruitment and outreach – using grant funds to acclimate first-year students to college life. But the onset of COVID-19 accelerated plans and helped shape the program. Jones met with CSUSM President Ellen Neufeldt in the early days of the pandemic to share details about the onboarding program she was overseeing. And Neufeldt took the opportunity to tell Jones about the success coaching program at Old Dominion University, where Neufeldt served as vice president for Student Engagement and Enrollment Services before coming to CSUSM in 2019. Neufeldt wanted to bring a similar program to CSUSM and saw opportunity in the work that had already been started. As the Office of Success Coaching was formally launched, one of the first moves was bringing Jay Franklin, the director of recruitment and customer relationship management administrator for Extended Learning, aboard as the program’s associate director – and it didn’t take much convincing to get him to join the effort. “It was a dream,” Franklin said. “I said, ‘This is a job? You're going to pay me to do something that I have always dreamed about doing?’ I don't even call it a job. This is a purpose. “We’re not just there academically for students; it's personal relationship-building. And the end goal of any degree at Cal State San Marcos is not just the degree, it’s to help them understand how to network and connect.” With some departments and programs unable to provide normal offerings early in the pandemic, nearly two dozen employees – including staff from athletics, campus recreation and events, among others – were redeployed to help launch the Office of Success Coaching. Sherri Watson, the executive director for Old Dominion’s Career Development Services and Coaching, was brought on as a consultant to train CSUSM’s success coaches and prepare them to work with students.   While some of the original student success coaches have returned to their former roles, the remaining team (which now includes graduate interns) works in a similar manner to a life coach. They start at the beginning of the student life cycle and aim to solidify a structured pathway for students to reach their end goal, which is to both earn their degree and pivot into a career. That includes helping students set goals, reminding them about important deadlines, and having general conversations about aspirations. Those conversations proved invaluable for Priscilla Al-Rayes, a criminology and justice studies student. Foronda was assigned as her success coach, and his persistent emails eventually prompted Al-Rayes to make an appointment. Their discussions covered everything from academics to time management to life skills. When Al-Rayes asked Foronda for his thoughts about joining CSUSM’s Orientation Team, which assists with campus tours and orientation sessions for new students, Foronda was able to share his own experiences as an O-Team member and even helped prep Al-Rayes for the interview. “No one knows what college is going to be like until you’re actually in college,” Al-Rayes said. “Your success coach is here to push you through that and get you to where you need to go. “I’m someone who needs that personal experience to understand something, and having a coach who has that personal experience to share is probably the best thing about the Office of Success Coaching. He’s already been through it all and I’m just starting, so I know almost exactly what to expect by talking to him. That really has eased my anxiety when applying to things and going to events and things like that.” Foronda takes pride in sharing with his students how he practices what he preaches. When he encourages students like Al-Rayes to build connections with professors and staff, he also tells them how the relationships he developed as a CSUSM student led to recommendations from people like Annie Macias, executive director of Associated Students, Inc., and Floyd Lai, director of the Cross-Cultural Center. Now Foronda proudly calls them colleagues. It’s not difficult for Foronda to relate to the students he mentors. Sure, he’s only a few years removed from receiving his bachelor’s, but he too was navigating school, work and family during the pandemic like so many of them. In May 2021, he received his master’s in counseling from San Diego State. “When I graduated, I sent all my students a video and said, ‘Hey, this is going to be you in a few years.’ I wanted to let them know that if I can do it during the pandemic, I know they can, too. “One thing I’ve learned: It takes a village to raise a child, but it takes a university to graduate a student.” Media Contact Eric Breier, Public Affairs Specialist ebreier@csusm.edu | Office: 760-750-7314

From the time I was born until I was 7 years old, I grew up in what seemed like an average middle-class household. My parents and I lived comfortably with few financial concerns.  But that all changed when I was in second grade and a car accident altered the trajectory of our lives. Today, almost 14 years after that accident, I still feel the reverberations as I navigate the challenges of being a low-income student while working toward becoming the first person in my family to earn a college degree.  The day of our car accident was supposed to be a special day. My sister, Ashley, was just a couple of months old, and we were venturing beyond routine errands for the first time since she was born to go apple picking about an hour away from our Temecula home.  Despite doing my best not to fall asleep during the drive, I woke up to our vehicle flipping over after being struck, I later learned, by a hit-and-run driver. Our car flipped multiple times on the freeway, and Ashley’s car seat buckle came undone. My first instinct was to try to hold her car seat down. Ashley escaped with minor scratches while my mom and I just had some bruises.  My dad wasn’t as lucky. He broke his neck and was in a coma for several days. I remember him lying in a hospital bed, not knowing if he would survive.  My dad was our sole financial provider, and he was unable to work during the lengthy recovery process. The mounting medical bills and expenses eventually forced my parents to file for bankruptcy.  The accident also took an emotional toll. My parents separated not long afterward. Though it has been over a decade since they split, they continue to live under the same roof leading separate lives because of our financial circumstances.  We didn’t have money for after-school or extracurricular activities, nor many opportunities to explore interests or passions. And college was never a topic of discussion. No one in my family has ever finished college, and my parents were largely indifferent, leaving me to determine my own path.  As a high school senior, I had difficulty envisioning my future. I watched my peers embrace their excitement about getting accepted into prestigious universities while I was still figuring out the application process. I was unfamiliar with financial aid and how it could help pay for college. It seemed like my classmates had their lives figured out while I was struggling just to complete my FAFSA, the federal form used to determine financial aid eligibility.  It has always been an unspoken rule in my family never to talk about money or finances because it always ends in a heated argument. I had to scavenge through my parents’ taxes to try to fill out the FAFSA on my own. When I finally built up the courage to ask my dad for help, it was hard for him to understand the significance of the application. He didn’t want to share personal financial information and didn’t grasp that completing the FAFSA was what would make attending college financially feasible.  Filling out the FAFSA is still an emotional process every year, and one that I have to explain to my dad each time. But our financial status means that I qualify for a Pell Grant, which helps me pay for college. Learning that I was eligible for a Pell Grant was such a relief. Not only does it mean I can avoid potentially crippling loans, but it helps my parents focus on their needs without worrying about college expenses.  After high school, I enrolled at Palomar College and joined TRIO SSS, an organization that advises low-income and first-generation students to encourage academic success. It was inspiring to be surrounded by successful students who come from similar backgrounds. I was excited to learn about the help TRIO SSS provides for first-generation college students like myself, and it showed me that I could achieve my goals regardless of my background.  I was grateful to continue being part of TRIO SSS after completing my associate degree in communication at Palomar and transferring to Cal State San Marcos last fall.  At CSUSM, I have received overwhelming support, which has helped me further my education and figure out my career path. The university emphasizes hands-on learning, and I have had the opportunity to work as a writer in the University Communications office where I’m gaining valuable skills and guidance as I look toward a career in communications after I graduate in May 2023.  CSUSM has opened the door for me to feel more confident about my future. I am building a strong portfolio for future employers, and the positive work environment in University Communications has encouraged career exploration and connections to set me up for success.  During my first semester at CSUSM last fall, I juggled two jobs to ease the financial burden on my family while trying to balance a full course load. It wasn’t easy, but I’m proud of achieving straight A’s in my first semester at the university, and having a strong support system at CSUSM was an important part of making that happen.  After completing my bachelor’s degree, I’m looking forward to finding a job that allows me to use the written communication skills that I am developing through my work in University Communications.  I still dread filling out the FAFSA, and it’s an ongoing challenge to navigate the complexities of the higher education system. But I know that all of the difficulties will be worth it. Not only because I’ll be the first in my family to earn a college degree, but also because I’ll be able to help my sister forge an easier path to college and financial independence. I strive each day to set a positive example for Ashley. I encourage her to explore her passions now so she will have more direction than I did when she heads to college in four years.  The car accident that my family survived 14 years ago changed many aspects of my life, but I’m able to look to the future with optimism. I’ve learned valuable lessons about determination and perseverance, lessons that have helped me develop a strong motivation to redirect my path.  Media Contact Eric Breier, Public Affairs Specialist ebreier@csusm.edu | Office: 760-750-7314

Roberto Cano and Edgar Salazar are about to launch a business that has the potential to transform scientific research in Mexico with one simple goal: making it more affordable. Cano and Salazar are developing a Tijuana-based company, SinerLab, that will introduce an innovative online sharing platform for reagents, equipment and services to address the deficit of laboratory resources faced by many scientists in Mexico. This creative solution will both reduce costs and increase availability of the critical supplies needed for research and development. “José and I talk about how we develop science in the United States and how there is a huge gap in research and development in Mexico,” Salazar said. “There are good institutions in Mexico, but they are lacking in technology.” Cano and Salazar each launched their careers in Mexico after earning their undergraduate degrees — Cano in medicinal and pharmaceutical chemistry and Salazar in agricultural mechanical engineering. Their paths didn’t cross until after both had moved to the United States and enrolled in the Master of Biotechnology: A Professional Science Master’s Degree (MBt) at Cal State San Marcos. For his capstone project, Cano was working on a nonprofit business plan to match San Diego biotech companies that could donate used equipment with researchers in Mexico who need access to equipment. Realizing ultimately that this plan was not viable — import/export procedures alone were prohibitive — he quickly pivoted to a for-profit model based in Mexico with a shared online network of resources that scientists could either offer or access. “The purpose is to connect researchers within Mexico to help them make better use of the resources that are already in the country,” Cano said. “That will facilitate research and make it less expensive.” Cano’s capstone presentation caught the attention of many in the room. “José is committed to doing the right thing and serving people in need,” said Betsy Read, a founder of the MBt program and CSUSM professor of biological sciences. “One of his committee members, the CEO of a large organization in San Diego, was so impressed with what José was proposing that he asked if José was planning to move it forward.” That’s where Salazar came in. José recruited Salazar, who was in the cohort just behind him, and Salazar developed the new business plan for the online sharing company as his capstone project. The model, SinerLab, is going into pilot testing by the two graduates, who are now business partners. Both also hold full-time jobs — Salazar as a process development engineer for Illumina and Cano as a stem cell researcher for Fate Therapeutics. To move their business idea from page to lab, Cano and Salazar are working with The Founder Institute, a Silicon Valley startup accelerator that helps entrepreneurs through the early phases of their business creation. “José and Edgar are driven to help bring more science capability to Mexico and developing countries to improve the health and welfare of the people there,” said Al Kern, an MBt program founder and adviser for the SinerLab project. “When I talked to Edgar about working on the project as part of the master’s program, I told him I didn’t want it to stop there,” Cano said. “I think this is a really good idea and I want to make it real because I think we can make science more affordable and help a lot of researchers get faster results.”  Media Contact Eric Breier, Public Affairs Specialist ebreier@csusm.edu | Office: 760-750-7314

It’s easy to understand Cal State San Marcos softball coach Stef Ewing’s excitement about having Gianna Lombardi on the team. Lombardi adeptly switches positions without skipping a beat, able to start at catcher in the opening game of a doubleheader before moving to shortstop for the finale. She was one of the team’s top hitters as a freshman during the abbreviated 2020 season, and picked right up as a key contributor in 2022 after the 2021 season was canceled due to the pandemic. And she has arm strength that led one of the university’s baseball coaches to wonder aloud during a scrimmage if Lombardi can pitch – and he didn’t mean for the softball team. “Most females do not throw a ball overhand like she does,” Ewing said. “If you come to a softball game and you watch everyone play catch and then you watch Gianna pick up a ball and throw it, you don't even need any sports knowledge to know it’s a whole different level.” For the record, Ewing made it clear to the baseball coaches that Lombardi wasn’t going anywhere. But Lombardi’s value to the team goes beyond her considerable athletic ability. “You get in a room with her, and she just fills it in a positive way,” Ewing said. “She’s funny and charismatic. When new people come in and they're around our softball program and they see that she can be who she is, they know they can be who they are.” Lombardi’s infectious personality and approach to life harken to her father, Phil. The pandemic has taken a toll in so many ways, but none more difficult for Lombardi than losing her father in May 2021 to complications from glioblastoma, an aggressive form of brain cancer. Most people diagnosed with glioblastoma die of the disease within 12-18 months. Phil’s death came only seven months after his diagnosis. But the lessons Lombardi learned from her father continue to resonate. “He taught me to be proud of myself, but also to be humble,” Lombardi said. “But I think the biggest thing he ever taught me was he would always say, ‘Don’t fear failure.’ Especially in a game like softball, you fail more than you succeed when you’re hitting. I just always kept that with me.” It was something Phil knew firsthand from his days as a major league baseball player. A third-round draft pick of the New York Yankees in 1981, Phil made his major league debut with them five years later and spent parts of three seasons in the big leagues (including one with the New York Mets) before nagging injuries led to an early retirement before the 1990 season. Phil coached Lombardi’s older sisters, Lauren and Julia, in softball, and both went on to play for Long Beach State. Lombardi flirted for a short time with the idea of trying something different than her sisters, but quickly realized it was more fun playing softball and benefiting from the experience and knowledge of her father and sisters. Lombardi never had a chance to see her father play professional baseball – she was born more than a decade after he retired – but knew about his career growing up, even if she didn’t always realize when he was pulling her leg. “I didn’t really know much about the game when I was younger, and he would joke, ‘I used to play with Jackie Robinson.’ And I thought he was serious,” Lombardi said of her father’s reference to the iconic Hall of Famer who broke baseball’s color barrier in 1947 – four decades before Phil made his major league debut. “But he didn’t bring up his career around other people. He was really humble about things.” Playing catcher was a natural choice for Lombardi. After all, it was Phil’s primary position during his career. And while nepotism may be an issue on some youth softball teams, having her father as a coach didn’t come with any special favors for Lombardi. Phil even insisted on Lombardi calling him “Coach Phil” instead of dad when they were anywhere near the softball field to avoid any thoughts of favoritism. Of course, with Lombardi’s work ethic and ability, it didn’t matter if it was her dad or a complete stranger coaching – she was going to be in the lineup. Lombardi thrived at West Ranch High School in Valencia and on travel ball teams. One of her frequent adversaries was Zoe Ballen, who played at Thousand Oaks High School about 40 miles away and was also a foe in travel ball. They are teammates at CSUSM now, but Ballen still remembers being in awe of Lombardi’s boundless energy and the difficulties she presented opponents. “When I came to CSUSM, I was kind of nervous to get to know her,” said Ballen, a pitcher who frequently throws to Lombardi behind the plate. “But she just kind of exceeded my expectations of the kind of person that she is and the kind of player that she is. “She's great at communicating with all of our pitchers and has a great relationship with everyone on the team. I don't think I've ever heard a negative thing come out of her mouth. She’s just an overall great person and player.” Lombardi started all 19 games in 2020 before the pandemic brought a premature end to the season and completely wiped out the 2021 slate. But she gave a glimpse of what she’s capable of in those limited games, batting .356 and impressing Ewing and teammates with her softball acumen. “Gianna is just someone who comes in and plays and there are no norms; she's rewriting the norms,” Ewing said. “If I asked Gianna to go play third base, she’d go play third base. If I told her go into left field, she'd go into left field. She will go do anything you ask her to do. She'd run through a brick wall for anybody.” Ewing may have as many as three more seasons with Lombardi after this. The NCAA adjusted its rules on playing eligibility because of the pandemic. So while Lombardi has completed her third year at CSUSM as a biology student, she will still be a sophomore next season in her softball eligibility. All of Ewing’s players faced an adjustment this year as they completed their first full season in three years, but Lombardi had the added weight of playing her first season without her dad. Phil was a familiar face at games in 2020, sometimes observing from beyond the center field fence and other times sitting right behind home plate where he could offer encouragement (and occasionally critiques) during games. But Lombardi is persevering, just as her dad would want. “We had our offseason games during the fall, and I was kind of crying on the way to my first game,” she said. “It was my first game without my dad being there. It was kind of sad, but I always do look on the positive side of it, and now it's like I’m playing for him more than playing without him.” Media Contact Eric Breier, Public Affairs Specialist ebreier@csusm.edu | Office: 760-750-7314