San Francisco Bay University (SFBU) has always been a place where ambition meets opportunity. Now, with a reimagined brand and a renewed commitment to students, we’re making a powerful statement: There’s no stopping us.

This isn’t just a tagline — it’s a movement. It represents SFBU’s transformation into a dynamic university that puts students at the center of everything. With cutting-edge programs, inclusive policies and a focus on real-world learning, SFBU is setting a new standard for higher education.

A University That Puts Students First

Central to our mission is the belief that a degree is more than a piece of paper — it’s a testament to a student’s personal and professional growth. So in addition to cultivating career-ready skills, we prioritize meeting students where they are, offering the support and resources they need to succeed emotionally, financially and academically. 

To ensure the new brand spoke to the heart of our institutional existence, we built it around SFBU’s core values:

• Caring for the Whole Student: SFBU understands that students are more than just learners — they’re individuals with unique goals and challenges. That’s why the university offers comprehensive support, including financial, academic, emotional, and career guidance.
• Teaching Excellence: The university trains its faculty in the latest teaching methods to ensure students get the best education possible. This includes integrating artificial intelligence and other innovative tools to enhance learning.
• Access and Inclusion: SFBU removes barriers to higher education, making it easier for students from all backgrounds to pursue a degree. By eliminating certain admission requirements and welcoming international and transfer students, the university ensures that more people have the opportunity to succeed.
• Affordability: Recognizing that cost is a major obstacle for many students, SFBU offers generous scholarships, including full-tuition awards based on GPA. This makes a high-quality education more accessible to everyone.
• Embracing Silicon Valley’s Spirit: Located in one of the world’s most innovative regions, SFBU prepares students for the careers of tomorrow. Its programs are designed to equip students with the skills they need to thrive in a rapidly changing world.

A Future Without Limits
 

No Stopping Us reflects SFBU’s greater mission to redefine what’s possible in higher education. Guided by in-depth research, student feedback and a clear vision for the future, we updated our curriculum and culture to create a more supportive learning environment.

SFBU isn’t just adapting to change — we’re leading it. The University’s forward-thinking approach ensures that students are prepared to excel in today’s job market and equipped to shape the future. By focusing on career-ready education, hands-on experience and strong industry connections, SFBU is challenging our peers to lean into learning experiences that go beyond the walls of a classroom.

Our new brand is a promise — to students, staff and the community — that SFBU will continue to push boundaries, challenge outdated norms, and make higher education more accessible and effective for everyone.

If you’re looking for an institution that believes in your potential and is committed to your success, SFBU is the place for you. Because here, there’s No Stopping Us.

San Francisco Bay University’s inaugural class of Startup Scholars is still in its first academic year; however, the first-generation students have already seen tremendous growth — on and off campus.

For Caitlyn McKinney, her dedicated parents are why she is striving for success. Growing up in Orange County and watching them provide for their family motivated McKinney to work multiple jobs in high school because she knew she would have to pay for college herself. Yet with SFBU’s financial aid, she can devote that energy to her studies. In addition to working on her real estate license, the business major hopes to one day open a fitness studio.

“A big goal of mine is to be able to retire my parents,” McKinney said.

One of her favorite classes has been Design Your Life, which tasks students to plan their future and major milestones.

“I’m making so much progress in those goals that I set,” McKinney said. “I never thought that I would see this much accomplished within just one semester.”

Kryos McGee also wants to run his own business someday. SFBU has provided him with stability that he didn’t have living in Richmond, California, and he has found the program’s mentorship extremely valuable. Because of the school’s camaraderie, McGee broadened his horizons with the international students and is working to start a music club.

“Don't make yourself believe that everything is within a single line,” McGee said. “Always find the time to be creative and passionate about what you enjoy the most.”

Likewise, Jennifer Sanchez Rodriguez of Oakland benefited from the school’s teachings and gained confidence in the Design Your Life class. Eventually, Sanchez Rodriguez wants to create a company that offers services to honor loved ones' tombstones, such as cleaning the stone and refreshing flower arrangements. The Startup Scholar program is guiding her to that dream.

“SFBU cares for your success,” Sanchez Rodriguez said. “This is a very supportive community that wants to help you succeed and help you with any financial needs that you have.”

The application deadline for the next cohort of Startup Scholars is midnight Wednesday, March 26.

“This is just the beginning," said SFBU Senior Director for Outreach and Cohort Student Services Evelia Villa. "The success of our first cohort has set a strong foundation, and we’re excited to expand opportunities for future first-generation students who are ready to challenge the status quo and bring their ideas to life.”

Apply for the Fall 2025 cohort here. 

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As the country enters a new presidential term, the nation’s divisions are glaringly evident, yet the challenges facing higher education offer a rare opportunity for common ground.

Regardless of political affiliation, Americans seem to agree that higher education is not on the right track. Where perspectives diverge is on the “why.”

Democrats often emphasize expanding access, ensuring that more people can attend college regardless of background or financial situation. Republicans frequently focus on affordability and the alignment of higher education with workforce needs, advocating for degrees that lead directly to economic mobility and career readiness. The reality, however, is that these goals are not mutually exclusive. This moment of heightened division is an invitation to rethink the system — to explore how we can have both affordability and access, academic rigor and career preparation.

Higher Education’s Balancing Act: Tradition Vs. Relevance

The debate about the value of higher education is not new, but its urgency has intensified. Rising tuition, questions about the return on investment, and the need for more adaptable learning pathways are central to public discourse. At the same time, employers increasingly demand workers with both technical skills and critical thinking abilities. This has left colleges and universities balancing a precarious act: delivering on their traditional academic mission while proving their relevance in a fast-changing world.

To succeed, higher education must move beyond a binary view of its future. It is not a choice between workforce alignment and broad-based education. It’s about creating institutions that deliver a holistic experience — one that prepares students for both the challenges of the workplace and the complexities of citizenship in a global society.

However, many institutions have strayed from this balance, allowing faculty overreach to drive curricular expansion that serves academic interests rather than student needs. The result is a bloated curriculum filled with esoteric or redundant courses that increase time to graduation and drive up costs without necessarily enhancing career readiness. Colleges must resist the temptation to add programs without careful consideration of long-term relevance. Streamlining curricula to focus on essential knowledge and adaptable skills is not an attack on academic freedom — it’s a necessary step toward ensuring that students graduate with degrees that are both intellectually enriching and economically viable.

A Bipartisan Path Forward

Policymakers can play a critical role in facilitating this shift. Republicans and Democrats alike have reason to support reforms that prioritize students. Access without affordability is an empty promise, while affordability without meaningful outcomes risks eroding public trust. A bipartisan approach to higher education should focus on fostering innovation, streamlining pathways to completion, and ensuring students graduate with skills that serve them for a lifetime.

This is not just a policy conversation; it is a challenge to institutions themselves. Colleges and universities must embrace bold reforms that meet the needs of today’s students. That means abandoning one-size-fits-all models in favor of flexible, student-centered designs. It means using technology to expand access, lower costs, and personalize learning. And it means creating stronger connections between education and work — not by reducing college to job training, but by recognizing that adaptability and critical thinking are the keys to lifelong success.

This also requires intentionality in how institutions design their degree programs. Offering majors simply because they have historical precedent or faculty interest is no longer justifiable. Universities must think beyond preparing students for jobs that may become obsolete within a decade and instead equip them for lifelong careers that evolve over time. The most valuable graduates will not be those who trained for a single static role, but those who possess resilience, tenacity, and a global perspective — qualities that empower them to lead, innovate, and adapt in an unpredictable future.

Already, examples of such innovation exist. Institutions that place students at the center of their mission are proving that reinvention is not only possible but necessary. They are rethinking the student experience (from academic support services to comprehensive wellness and mental health availability), breaking down barriers to access, and designing programs that prepare graduates to thrive in a complex, interconnected world. These models serve as proof points that higher education can address the challenges of affordability, access and outcomes without sacrificing quality.

The Future Of Higher Education: Lead Or Fall Behind

As the political landscape continues to evolve, the stakes for higher education are clear. The next few years will test the sector’s willingness to embrace change. Colleges that cling to outdated models risk irrelevance and closure, while those that innovate will demonstrate their enduring value to society.

This is not a moment for incremental progress. Higher education must rise to the occasion by fostering partnerships across industries, embracing technological advances, and ensuring that every student — regardless of background — has access to an education that transforms their life. By working together, policymakers, institutions, and communities can chart a path that unites access and affordability, academic rigor and career readiness.

The promise of higher education has always been its ability to transform lives and drive progress. That promise can be renewed, but only if we are willing to think differently, work collaboratively, and challenge the status quo. In doing so, higher education can once again affirm its place as a cornerstone of opportunity and innovation for all.

This article was written by President Nicholas Ladany and originally published on Forbes.

Dr. Thawi Iwagoshi, a familiar face at San Francisco Bay University, has taken on an exciting new role as the University’s new associate provost.

Iwagoshi’s journey with SFBU began shortly after earning his Ph.D. from The Ohio State University and relocating to California 25 years ago. His first role at SFBU was as an instructor teaching computer science courses, where he quickly established himself as a dedicated and knowledgeable educator.

After his initial tenure at SFBU, Iwagoshi transitioned to the tech industry, working as a software engineer at HP and building a tech startup. In 2014, Iwagoshi returned to SFBU to resume his teaching career, rekindling his passion for education. Just three years later, in 2017, he was promoted to dean of the School of Engineering, where he led efforts to support SFBU’s accreditation with the WASC Senior College and University Commission (WSCUC), a pivotal achievement for the institution.

“SFBU holds a special place in my heart, as it represents not just a workplace, but a community dedicated to transforming lives through education. I am deeply honored to continue working with this incredible team of highly dedicated individuals who share a passion for excellence and innovation,” said Iwagoshi. “Together, we are working to progress SFBU toward becoming a renowned university that continues to serve and inspire students from diverse backgrounds. My diverse experiences in academia, industry and entrepreneurship have equipped me with the skills and perspective to help SFBU grow, thrive and make a meaningful impact on our students and community.”

Below is a Q&A with Iwagoshi about his vision and his top priorities for SFBU’s future, edited for length.

***

Q: What are your priorities for academic programs at SFBU?

A: My priorities are centered around innovation, relevance and student success, with a clear focus on working with our team to position SFBU as a challenger brand that breaks the mold of traditional higher education. We want to make education more accessible and earning a degree more realistic for a diverse range of students.

First, we aim to prioritize the development of programs in emerging fields that are at the forefront of industry evolution, and offering students access to cutting-edge knowledge will equip them with the skills needed to excel in a rapidly changing workforce. We want to reduce the time students spend earning an undergraduate degree while preserving the quality of education they receive.

Second, we want to support the direction that positions SFBU as a university that challenges conventional higher education by ensuring our academic offerings remain relevant and responsive to market needs and societal demands. SFBU’s redesigned core curriculum will play a pivotal role in transforming general education by offering courses that are practical, innovative and designed to equip students with the essential skills to succeed both in the workplace and in life. By focusing on skills like critical thinking, problem-solving and adaptability, we can ensure our students are prepared for the challenges and opportunities of the future.

Finally, we are committed to offering academic programs that foster student success by providing tailored advising, experiential learning opportunities and robust academic resources to help students navigate their educational journey. This includes continuously evolving our curricula, building strong industry partnerships and integrating practical, real-world applications into our programs.

Q: How do you plan to integrate technology and innovation into SFBU’s academic offerings?

A: Our plan revolves around embracing state-of-the-art  tools and preparing students to thrive in the age of AI.

We aim to incorporate AI into various aspects of teaching and learning. This includes using AI-driven tools to enhance personalized learning experiences, streamline administrative processes and provide on-demand tutoring with real-time feedback to students. By embedding AI into our pedagogy, we can create a more dynamic and adaptive educational environment that meets the unique needs of every learner.

Students will be educated  on how to adapt to and leverage AI in their professional and personal lives. This involves not only teaching them how to use AI tools effectively to improve productivity and innovation but also fostering critical thinking skills to navigate the ethical and societal implications of AI.Additionally, we want to explore opportunities for SFBU to collaborate with industry partners to develop courses and certifications that align with the evolving demands of the workforce.

Q: How do you plan to support faculty development and foster innovation in teaching and research?

A: We have been working closely with the Center for Empowerment and Pedagogical Innovation (CEPI) at SFBU to create a robust faculty development program that focuses on enhancing teaching skills, promoting innovative teaching practices and encouraging the use of technology in the classroom. This includes workshops and access to resources that help faculty explore new pedagogical approaches, such as flipped classrooms, active learning and AI-powered tools. By supporting faculty in their professional growth, we can ensure that they are equipped to deliver dynamic, engaging and effective courses that meet the diverse needs of our students.

Fostering a culture of research and innovation is also essential. We aim to provide faculty with the necessary support to engage in meaningful research and scholarly activities. This could involve securing funding for research projects, creating collaborative spaces for interdisciplinary work and offering time and resources for faculty to pursue their research interests. We also believe in facilitating connections between faculty and industry leaders to ensure research remains relevant and impactful.

We want to build a collaborative environment that encourages cross-disciplinary partnerships, allowing faculty to share ideas and work together with students on innovative projects. This allows us to  drive innovation in teaching and research, ultimately enhancing the academic experience for both faculty and students.

Q: How will you work to enhance the student experience at SFBU, both academically and beyond the classroom?

A: I believe that a truly impactful educational experience goes beyond just coursework. It involves creating a holistic environment where students are supported, challenged and inspired to grow in all aspects of their lives.

Academically, we plan to ensure that students have access to innovative, engaging and relevant courses that align with their career goals and equip them with the skills needed for success in the workforce. This includes integrating advance technologies, fostering experiential learning opportunities like internships, research projects and community engagement, and providing strong academic advising to guide students through their academic journey.

Beyond the classroom, I will work with our team to build a campus culture that supports students’ personal and professional development. This includes enhancing extracurricular activities, such as student clubs, leadership programs and networking opportunities with industry professionals. We will collaborate with our mental health and wellness programs to ensure students have the support they need to thrive emotionally and academically.

Additionally, we will team up with career services to connect students with internships, job opportunities and mentorship programs that will help them build valuable professional networks and succeed after graduation. Encouraging students to participate in intercollegiate competitions, conferences and publications will also be a key component of building their confidence and expanding their horizons. I believe we can create a vibrant, supportive environment where students can thrive.

Q: What advice do you have for students looking to make the most of their time at SFBU?

A: My advice is for students to remain focused on their studies while actively seeking assistance and guidance from their professors. Building strong relationships with faculty can provide valuable insights and support to help them succeed academically and professionally.

I encourage students to research the skills and expertise required in their desired career paths and strategically plan their courses to align with those goals. This proactive approach ensures they gain relevant knowledge and are well-prepared for the demands of their chosen industries.

Additionally, students should prioritize developing strong problem-solving skills through hands-on projects, case studies and real-world applications. These skills are critical in today’s dynamic job market. Finally, networking with industry professionals can open doors to new perspectives, valuable connections and career opportunities.

San Francisco Bay University has partnered with Mentor Collective to launch Bayhawk Beginnings, an inaugural pre-enrollment program designed to connect prospective students with current students in a 1:1 mentorship experience.

“The goal of Bayhawk Beginnings is to guide prospective students in navigating university life, embrace San Francisco Bay University's unique spirit, and transition with confidence,” explained Peter Maribei, Senior Director of Career and Life Planning and head of the program. Through Bayhawk Beginnings, mentors guide mentees through key aspects of university life — helping them understand what makes SFBU unique, share insights on the transition to college, and offer advice on navigating student life. Prospective students (Mentees) are paired with current students (Mentors) based on a questionnaire that surveys their interests, values, experiences, and goals.

Bayhawk Beginnings offers multiple benefits: prospective students gain valuable first-hand perspectives to help inform their college decision, while current students enhance their leadership and mentorship skills, preparing them for professional success.

Additionally, SFBU continues to support its students through the Under My Wing: Peer Mentorship Program, which pairs two current students for general mentorship. Now, alongside a program that supports students already enrolled at SFBU, Bayhawk Beginnings will extend the university’s reach to prospective students, too.

“By learning from experienced mentors,” Maribei shared, “prospective students not only build confidence but also develop the ability to inspire and support others — qualities essential for making a positive impact in the world.

Learn more about Bayhawk Beginnings here. 

San Francisco Bay University is breaking new ground with its Startup Scholars Program, offering full-ride scholarships, $10,000 in project funding, and hands-on mentorship to first-generation students. The program aims to turn passion projects into entrepreneurial ventures, providing the resources and support these students need to succeed. With a diverse first cohort of 16 students already underway, this program reflects SFBU's mission to deliver innovative and inclusive education, empowering future leaders to create meaningful change.

“SFBU is committed to investing in our students as the next generation of leaders and innovators,” said SFBU President Nick Ladany. “The Startup Scholars Program is about more than just financial assistance. It’s about providing the guidance, mentorship, and opportunities that help our students transform their passion projects into tangible outcomes. By supporting these scholars, we aim to foster creativity and social responsibility, while equipping them with the skills needed to drive positive change in their communities and beyond.”

The first cohort of scholars includes students from diverse backgrounds from various regions across the U.S., including South Carolina, Texas, and California. These students bring unique perspectives and experiences to SFBU’s Startup Scholars Program. Each scholar has identified an early-stage passion project to work on during their studies, ranging from technology innovations to sustainability initiatives.

Upon their arrival, scholars participated in a week-long Summer Bridge program, which included an introduction to college-level math, writing, and team-building exercises. They also met with faculty members who will guide them through a dedicated 15-week course focused on building their passion projects. This course, specifically designed for Startup Scholars, will provide hands-on experience in creating business plans and shaping their entrepreneurial ideas. As part of the program, all scholars will live together in on-campus housing.

Scholars receive tailored mentorship from SFBU’s leadership, including personal guidance from President Ladany and access to the Student Success Concierge, ensuring they have the resources to succeed. 

"The Startup Scholars Program embodies SFBU’s mission to provide inclusive, innovative, and inspiring education. It goes beyond financial support, empowering first-generation students with the tools to thrive personally and professionally," said Evelia Villa, Senior Director for Outreach and Cohort Student Services at SFBU, who passionately leads recruitment for the program. "These students are the first in their families to attend college, and their success is not just important—it’s transformative. I am filled with excitement and anticipation for the extraordinary accomplishments they will achieve when given the right conditions, resources, and the power of collaboration and mentorship. The possibilities are limitless, and their success will ripple far beyond themselves, impacting families and communities for generations to come!" 

For more information, visit sfbu.edu/admissions/startup-scholars.

By Jefferson Geiger

Innovation is crucial to San Francisco Bay University, as being on the cutting edge comes with the territory — literally and figuratively.

For Chief Learning Officer Anzar Khaliq, that means using the new Center for Empowerment and Pedagogical Innovation to improve teaching methodologies. Khaliq knows learning is uneven across the board, regardless of institution, and he wants to help faculty become better educators.

To do so, Khaliq utilizes a custom artificial intelligence that acts as an intellectual partner and allows faculty to refine and polish their syllabi and other course materials. The tool is based on an AI assistant called Alma Learning. Instead of simply spitting out an answer, it guides users through the process in a dialogue to create items that represent the culture and ethos of the classroom.

“The AI can actually brainstorm with them and ask fundamental questions,” Khaliq said. “For example, ‘Is this the most cutting-edge content in the field? Is this really accessible? Have you considered the cost of the book? Have you thought about a non-textbook approach to the course?’”

While it hasn’t been long since Khaliq led the workshop on AI, he has already seen success in the faculty. Psychologically, he says people have been more receptive because the suggestions aren’t coming from a colleague or supervisor.

“They don't feel pressure to do something they don't want to,” Khaliq said. “They're going through their own process of conversing with something that they initiated on their own. So the ability or the desire to embrace the ideas which are given are more open.”

Khaliq knows tools like AI make mistakes, but he believes educators — as experts in their field — make the best users since they can spot errors in the proposed content better than students. Additionally, the AI benefits the classroom by suggesting various assignments and projects that enhance student experience, like classes based on TED Talks or the show “Shark Tank.”

“It will create the rise of relational pedagogy,” Khaliq said. “Professors will spend more time developing relationships with students because they will be breaking away from that lecture-only model.”

Khaliq will lead other workshops throughout the academic year to help faculty develop a more reflective relationship with the AI tools.

“We're going to have many conversations around intellectual conversations about the nature of AI, the philosophy of AI and the ethics of AI,” Khaliq said. “We don't want to be mere users. I want to really progress toward the domain where we are going to be the developers of our own tools.”

The following column appeared in Forbes, where San Francisco Bay University President Nicholas Ladany is a contributor.

“Seven years of college, down the drain.”

This line from John Belushi’s character in “Animal House” was intended to be funny because it poked fun at how someone could be in college for so long and still not graduate (or have a passing grade, for that matter).

What’s not funny is that higher education has adopted Bluto’s approach towards time to degree. In 1990, 12 years after that movie came out, colleges moved the metric measuring the graduation finish line from four years to six years, partly in response to senators’ desire to accommodate athletic eligibility and partly to look better. The National Center for Education Statistics (NCES) and other educational bodies use a six-year graduation rate as the norm for institutional reporting and a primary metric for measuring how successfully they prepare their students. Presently, the six-year graduation rate for the now misnamed four-year degree-granting institutions is 62%, and the four-year graduation rate is below 50% (a D and F, respectively). There are actually reports now measuring an eight-year graduation rate as well.

It’s time for colleges to adopt a more rigorous standard. We owe it to students to provide pathways for them to graduate in a reasonable and timely fashion.

A number of reasons explain why a six-year graduation rate became the standard beyond the need to accommodate athletic eligibility. One reason is that most university employees prefer to have the bulk of their work occur for nine months out of the year. Hence, significantly fewer courses are offered over the summer for students who may want to go to school year-round. Another reason is that the curriculum at many universities is bloated with professor-only favorite courses that students would be better off watching on MTV. And partly because of the bloated curriculum, required courses either can’t be offered in a given semester or may only be offered once a year, which limits the ability of students to take required courses. In addition, universities have long believed that a 120-credit undergraduate curriculum is right-sized with no empirical evidence to indicate that’s true. Most universities aptly note that scientific inquiry is essential to learning yet they fail to apply scientific principles and methodologies to curricular outcomes.

As educators, we don’t use this same logic on exams and course assignments because it would indicate a lack of rigor or a lowering of expectations. For example, we don’t allow students 150% of the normal time we expect them to complete their work in the classroom or offer faculty and staff pay increases for work that covers a year and a half rather than a year.

There's an inherent misalignment with the six-year graduation rate. College curricula are designed for a four-year timeline, and students and their families plan their finances accordingly. The expectation is clear — invest four years' worth of tuition and fees for a degree that will open up important career and income opportunities. Moving that goal post to six years increases the financial burden on students and families by adding extra years of tuition payments and the opportunity cost of lost income because it takes much longer to graduate and get a job.

Some argue that the six-year measure accounts for variability in student pathways, accommodating students who have jobs or change majors, for example. Taking those factors into account is certainly necessary, but we shouldn’t let those extenuating circumstances influence how we measure institutional success. If so many students are unable to graduate in four years, perhaps the issue is not them but a lack of necessary support from their college or university.

The six-year graduation rate has bred complacency in higher education, permitting a slower pace where urgency and efficiency in student support should be paramount. We need to conduct a closer examination of the student experience and institutional performance. Adjusting this standard would compel us to innovate, streamline operations and shift expectations back to a more traditional and efficient timeline.

Higher education can mitigate financial strain and bolster timely graduation by nurturing students' academic progression (e.g., stop thinking of students as numbers) with targeted support (e.g., adequate mental health services) and streamlined curricula linked to real-world needs (e.g., life literacy). As we innovate, the three-year degree plan should not be an outlier but a new benchmark, and the six-year graduation metric should retire as a standard of success. It's time for colleges and universities to recalibrate and embrace a model that reflects the urgency of our times and the realities of our students.

Follow President Ladany on LinkedIn.