Name: Maja Dulic ’27 
Majors: Applied economics and finance 
Hometown: Kecskemét, Hungary 
Student-Athlete: Water polo 

Maja Dulic, an international student at Pacific, sharpened her business skills by tackling real-world challenges during her summer internship helping run a program and event center in her hometown in Hungary. A double major in applied economics and finance, Maja chose Pacific for its close-knit classes and rigorous academics that encourage critical thinking. 

With the goal of interning near her hometown, Maja worked with her faculty advisers to secure funding through Pacific’s Nathan Scholars program, which provides economics majors and minors the opportunity to earn academic credit and a stipend while gaining first-hand experience in professional settings. Thanks to the program, Maja worked in a financial and operational role at Tanyacsárda Ltd., a restaurant and program center nestled in the countryside just outside her hometown. 

“I wanted to find something close to home so I could stay near my family. I searched in my local neighborhood and came across Tanyacsárda Ltd,” Maja said. “They were really interested and excited about the opportunity to have someone studying in the U.S. intern with them.” 

An internship with range and responsibility 

Maja says the program center offered her a wide range of responsibilities across departments and gave her a holistic view of operations. She managed the company’s online presence and ensured that their website and social media platforms were running smoothly. Maja also supported the finance team, where she was able to apply the skills she gained as an economics and finance major. 

“I assisted with financial tasks and got a first-hand look at the company’s accounting systems,” Maja said. “It was really insightful to compare those processes to what I had learned in school, and I gained a much deeper understanding of financial operations in a real-world context.” 

Maja says working with the restaurant’s economic and financial director was one of her internship highlights. She collaborated with him to analyze data and apply it to strategic decisions that boosted revenue and efficiency. Drawing on her economics education, Maja applied data-driven thinking by analyzing situations, adapting in real time, and transforming theory into action.  

She gained a behind-the-scenes view of daily operations through handling phone calls, responding to customer questions, and drafting proposals for group bookings and events.  

In addition to gaining valuable business operations experience, Maja also welcomed the chance to meet customers and practice her English with visiting tourists. 

“Every day was a learning opportunity,” she said. “Having multiple roles at this job has helped me discover so much about patience and practice. It takes a lot of teamwork and communication.” 

From classroom theory to career-ready confidence 

Before exercising her skills in her internship, Maja gained the practical knowledge she needed for the internship through her coursework at Pacific. 

“The classes I took gave me practical knowledge I could apply during the internship, especially in understanding business operations, decision-making, and analyzing real-world situations,” Maja said. 

Pairing her applied economics major with a finance degree ended up being a powerful combination. Economics gave her the analytical tools to understand the ‘why’ behind market trends and policy decisions, while finance taught her how to apply that knowledge to make smart financial choices, manage risk, and create value in real-world business settings. 

“In economics, we’re always looking at real-world problems, understanding situations, analyzing causes, and searching for practical solutions. That mindset has taught me to think critically and make smarter decisions in everyday life,” Maja said. “By adding my finance studies to that foundation, I not only understand the bigger picture but also know how to apply it, whether it’s making sound investments, managing risk, or saving wisely for the future.” 

Advice for students 

“You learn how to act and to carry yourself in a workplace, which is so important before graduating and entering the real world,” Maja said. “Every connection you make and every challenge you face will help shape who you become.” 

Maja says the first step of finding a position towards your career goals can be the hardest, but it is one of the most important. She sees an internship not as a brief job but as a glimpse into your future career. 

Name: Ethan Fontes ’25 

Major: Graphic design 

Minor: Marketing 

Hometown: Tracy, California 

Extracurriculars: ASUOP 

When Ethan Fontes arrived at University of the Pacific, he had never used graphic design software. But with support from Pacific’s graphic design program and a lot of determination, he built a professional portfolio from the ground up. 

After applying to more than 100 internships, Ethan got the callback of a lifetime: DreamWorks. The animation studio saw potential in his work and was impressed by the way he talked through his creative decisions. Today, he’s putting those skills to use as a creative services marketing intern and helps promote some of the studio’s most popular animated shows. 

Working at DreamWorks

“I get to do both things I learned in college, graphic design and marketing, while getting to work on big name productions,” Fontes said. “Currently, I’m working on ‘Gabby’s Dollhouse,’ ‘Bad Guys 2’ and the ‘Jurassic World’ series.” 

At DreamWorks, Fontes wears a lot of hats. He mostly revises key art, which requires him to review posters, video thumbnails and other promotional graphics to ensure they are up to the company’s standards. He also works with trailer editors to ensure the right content has been chosen to convey the story. His other work includes writing internal emails and creating social media posts. Even with a full workload, Fontes says the experience has been pretty straightforward.  
 
“Working at ASUOP was a very fast-paced job. I thought working at DreamWorks was also going to be the same,” Fontes said. “I definitely feel like I pushed myself hard in and out of class. It prepared me well because I feel it’s actually little bit slower here.” 

Learning how to design at Pacific 

At Pacific, Fontes put his efforts into more than just his classwork. He attended networking events on and off campus to build connections and said yes to as many projects as he could. While he did a lot on his own, his mentors also provided crucial guidance. 

Fontes said his coursework with art Professor Marie Lee and Professor Brett Deboer, who has since retired, helped him hone his skills in graphic design. Studying the basics such as typography and layouts was integral to his professional development. He noted that Lee’s branding class in particular prepared him to work with companies on product designs.  

“I feel like those classes helped strengthen me in the areas I needed,” he said. “Graphic design was something I liked to do on the side before I started school. Now it’s something that I’m passionate about doing and want to do as a profession.” 

Fontes, a marketing minor, said learning to receive criticism at Pacific was vital for succeeding in the professional world and that he values the ability to give constructive feedback. This skill is especially important in his current position at DreamWorks, he said, where he reviews a wide range of marketing materials. 

Taking the next step 

Fontes said his favorite part of the DreamWorks internship has been working on unreleased projects. He gets to watch things that haven’t been announced to the public yet. He said it’s that exclusivity that makes him want to continue working in entertainment.  

“I know I want to work in TV, music or sports. It would be really cool to work for Disney, stay with DreamWorks or work for a big label,” Fontes said. “There’s a lot of possibilities in bringing that mixture of marketing and design to any entertainment role.” 

Advice for future designers 

Since the industry is built on connections and relationships, Fontes recommends that future graphic design students do more outside of class than perfecting technical skills. Getting off campus, attending industry conferences and meeting new people is just as important as understanding design software, he said. Starting small and being active on campus is important to him, as well.  

“Small things add up to big things, and you might be noticed for a career path that you want to be in just because of a little thing you did on campus,” he said. “Those activities that you’re a part of carry over to personality traits that you can bring into interviews and in the workforce.”  

Felicity Andrews ’24  
Major: Graphic design 
Internship: Creative design intern, Walt Disney Company 
Hometown: Modesto, California 
Clubs/Activities: AIGA Student Group; Department of Art, Media, Performance and Design representative, Associated Students of University of the Pacific; Calliope Art & Literary Magazine; InterVarsity Christian Fellowship; TEDx UoPacific Marketing Team  

Felicity Andrews ’24 transferred to Pacific and found her creative home in Pacific’s graphic design program. With three internships under her belt already and a packed resume of campus involvement, Andrews is putting her skills to work as an intern at The Walt Disney Company where she contributes to global projects for the company. Andrews reflects on her Pacific experience, what led her to design and the advice she has for future creatives. 

Describe your internship and how your experiences at Pacific helped prepare you for this opportunity. 

I’m currently a creative design intern at The Walt Disney Company, supporting the Talent Acquisition Marketing team. Our team leads recruitment marketing efforts across Disney Enterprises, which means I have the exciting opportunity to contribute to projects spanning a wide range of Disney businesses—both domestically and internationally.  

Right now, I’m focused on supporting Disney Programs, Hong Kong Disneyland, Shanghai Disney Resort and Disney on the Yard, a program for Historically Black College or University (HBCU) students. No two days are the same, which keeps things engaging. Depending on the needs of our partners, I’ve worked on everything from promotional merchandise and flyers to booth materials for conferences. Ultimately, our goal is to create compelling materials that inspire individuals to apply and be a part of the story at Disney.  

My experiences at Pacific did play a role in preparing me for this opportunity. The design program gave me my foundation in design principles and exposed me to a variety of mediums, which helped me become a well-rounded designer. Professors Lee and DeBoer were also instrumental in my growth, as they were the ones who helped shape me as a designer.  

Pacific’s program encouraged me to think critically, stay curious and take ownership of my growth as a designer, qualities that have been invaluable and will continue to shape my career.  

What made you choose Pacific?  

I chose Pacific because it offered the combination of being local and providing a good academic program in graphic design. Commuting from home was important when I transferred from Modesto Junior College. As I explored Pacific’s design program, I was drawn to the classes available and the opportunity to earn a Bachelor of Fine Arts in two years, keeping me on track to graduate in four years.  

The beautiful campus and smaller student body also made it feel like a place where I could thrive, especially after coming from a small high school and spending my first two years of college online.  

Why did you choose your major?  

I chose graphic design because I’ve always been interested in the arts and creating. In junior high, I joined the yearbook team for my love of photography, but I stayed until my senior year of high school because I fell in love with design. Creating layouts and selecting typefaces quickly became my favorite part of the process. When I discovered I could turn that passion into a degree and a career, I knew it was the path I wanted to pursue and ran with it.  

Who has inspired you at Pacific?  

There are a handful of people who have impacted me at Pacific, but my friends in the design department have been a huge source of inspiration. Because the design department is a smaller program, I had the chance to work closely with my peers and professors DeBoer and Lee, receiving individual feedback and advice that helped me grow.  

One of my most impactful collaborations was helping to revive and co-lead the American Institute of Graphic Arts Student Group (AIGA), which the department supported, including funding our trip to the 2023 AIGA Design Conference in New York.  

The experiences I had with AIGA helped me feel more connected to the design community and shaped my passion for mentorship. I found myself guiding peers through portfolios, job applications and interviews. I realized how important it is to support new designers in today’s challenging industry.  

My time in the program also helped refine my design philosophy, which is centered on bringing joy to others through my work. That purpose will continue to guide me as I move forward in my career. 

What is your favorite memory about Pacific?  

There are so many treasured memories from my time at Pacific, it’s hard to pick just one! One of my favorites, though, is DeStress Fest and the late-night breakfast. In my final year at Pacific, I went with my friends, and it was such a fun way to unwind after the semester. We enjoyed the activities and staying up late eating breakfast together while reflecting on the fall semester which made for such a memorable time.  

What learning opportunities have you had outside the classroom?  

Before graduating from Pacific, I completed two design internships. At Blackwing, a pencil manufacturing company, I designed internal materials and at BGG Creative & BGG West, a creative agency, I worked on various client projects.  

Additionally, I worked as a graphic designer for ASUOP, where I designed flyers, social media content, stickers and even the postcard and blue Pacific posters now painted in the DeRosa University Center. These experiences gave me hands-on opportunities to apply what I was learning in the classroom in real-world settings.  

Right after graduating, I continued building on those experiences as a design intern at Gallo Winery, where I contributed to high-impact projects for major brands like La Marca, Barefoot and New Amsterdam.  

What advice would you give incoming graphic design students?  

Immerse yourself in the program and design community as much as you can. Take every opportunity to get involved: join AIGA, become a graphic designer for ASUOP, or contribute to Calliope. These experiences will connect you with a creative community and provide valuable insights for internships and job searches.  

Also, push yourself to go the extra mile on your design projects. Doing so will strengthen your portfolio and showcase your creativity. Always stay curious, embrace learning and strive for constant improvement; this tenacity will take you far.  

And most importantly, network. Networking may feel intimidating, but it’s incredibly important. Reach out to Pacific alumni on LinkedIn who studied graphic design or are in industries you’re interested in and learn about their journeys and what helped them succeed.  

Finally, don’t forget to enjoy college life! Spend time with friends, have fun and take breaks to recharge. It’s so important for staying inspired and avoiding burnout. 

Student projects are a great way to show off your skills and education to employers after graduation. Sometimes, they even snowball into something bigger.  

That’s exactly what Asher Bloom ’24, Achish Enriquez ’26, Peter Williams ’25 and Ben Shafer ’26 of Pacific’s media production program did, taking their project, “Rhythm,” from a short project into a full-length documentary.  

Now in post-production, it follows Sacramento-based drummer Floyd Kennedy as he teaches music at his church well into his retirement. 

The team says the support of their professors and the Department of Art, Media, Performance and Design made the documentary possible. The department played a pivotal role, funding a trip to the annual media festival South by Southwest. There, they met professionals whose advice and support convinced them to turn “Rhythm” into a documentary.  

Like many projects to come out of Pacific, the core of “Rhythm” starts with the connections students make with each other. 

Learning by doing 

In 2023, Enriquez, Bloom, Williams and several other Pacific students created the EXR Film Production Collective. It served as a way to expand their work portfolios and a chance to learn from each other.  

Their first project was the music short film “remember,” which won first place in the Community Filmmakers category at San Joaquin Delta College’s Digital Media Film Festival in 2024.  

“Rhythm,” started out in a similar vein, set to be just a few minutes long and part of Bloom’s senior project. He also had personal ties to its subject.  

Bloom had known about Kennedy since he was young when he took drum lessons with one of Kennedy’s former students. Years later, when Bloom was a student at Pacific, he started taking lessons with Kennedy directly and learned more about his life.  

“He’s had this amazing life of mentorship through teaching at Natomas High School in Sacramento, where he created a drum line from scratch and helped thousands of students throughout his 30 years there,” Bloom says.  

But the project isn’t just about Kennedy’s drumming or his students’ accomplishments. It’s also about how his efforts as an educator have built communities.  

“He is not only a teacher. He’s a mentor. He’s a father figure,” Enriquez says. “And that’s something that should be shared with everybody—shared with administrators, shared with teachers—to know they can make such a big impact on people’s lives.” 

That was the spark for inspiration, a desire to celebrate the legacy of educators and mentors like Kennedy. So, the team got to work on their short project.  

Turning “Rhythm” into a documentary 

In March 2024, Pacific’s media department sent 13 students to South by Southwest, the annual media festival in Austin, Texas. It’s a chance to screen the new media, network and to get advice on projects and careers.  

Among those students were Enriquez and Bloom, who brought a teaser trailer for “Rhythm.”  Their conversations with professionals convinced them it had bigger potential.  

“We were so inspired by all the films, all the creatives in the area and all the advice we were given about our project,” Enriquez says. “We decided to increase the length, drop it as a spec ad and create a story. That really meant it could impact so many lives.” 

The team kept filming Kennedy, even following him to the Gospel Music Workshop of America in Memphis, Tennessee. As the team worked on “Rhythm,” they put their education to use and built up their skills.  

Bloom, the director and producer, says his media production degree prepared him for the technical matters, but shooting the documentary has strengthened his soft skills.  

“One thing I didn’t know much about before starting the project was really how to interview people and how to structure a story in a way where it’s digestible and understandable,” he says.  

Enriquez, the producer, wore a lot of hats while handling on- and off-set logistics. The experience built up her leadership abilities, especially as she raised money for “Rhythm.” She says it’s also improved her skills at managing a team.  

The team didn’t do it alone, though. Bloom and Enriquez highlight mentorship at Pacific as an essential part of the process.  

Mentorship that matters 

The team says Pacific faculty have offered invaluable advice about the project, often giving viewpoints from other creative perspectives.  

“I’ve gotten some from my graphic design professor,” Enriquez says. “I’ve gotten some from my adviser, from Professor Joshua Salyers. It’s important to have support like that because it makes you feel like you’re really creating change.” 

On top of faculty mentorship, Enriquez also highlights the opportunities the department offers to its students. This year, she’ll be going to the Cannes Film Festival in France with the department.  

“Opportunities like that don’t come easily,” she says. “So, it’s really great that they give those opportunities to students because it’s really valuable in shaping who you are and what you want to be.” 

As for “Rhythm,” the team hopes to finish and release it by August of this year. They’re currently working on a crowdfunding campaign to secure funds for post-production costs and hope it’ll be part of the 2026 film festival circuit.  

At its core is a story they hope will touch educators everywhere, regardless of whether they’re still working or retired. 

“Floyd’s story is a lot more than just drumming or gospel drumming,” Bloom says. “His faith is at his core, but he’s been using it to impact literally thousands of students. That’s the story we’re trying to tell.” 

University of the Pacific emphasizes hands-on learning, so that you’ll enter the job market with career-ready skills. Sometimes those projects even lead to something bigger, like these Pacific media production students whose documentary “Rhythm” started as a senior project.  

Julianna Meneses ’25 
Major: Bachelor of Arts in music, minor in ethnic studies 
Hometown: Moraga, California
Extracurriculars: Kilusan Pilipino, Sigma Alpha Iota 
Favorite off-campus places: Little Manila Center, Filipino American National Historical Society Museum, Sam’s Cafe, MonTea Boba 

In the opening moments of her original composition “Meditation on a Homecoming,” Julianna Meneses ’25 looks directly into the crowd and asks, “Do you want to go swimming in the river?” 

Sharply and quickly, she draws her bow across the double bass strings. Then, Meneses responds, “Mommy, I don’t know how to swim!” 

Heedless of this concern, she dives back into the performance. A video Meneses shot in the Philippines is projected across her face, instrument and the back wall. At one point, she puts down her double bass so she can dance.  

Meneses, who is working toward a BA in music with a minor in ethnic studies, played “Meditation on a Homecoming” along with another original piece for her senior recital in University of the Pacific’s Conservatory of Music.   

She wrote the piece after receiving Pacific’s Summer Undergraduate Research Fellowship and spending two months in the Philippines, doing research, meeting scholars and producing a video of her experiences.  

“Studying at Pacific has been really good for my specific research interest, which is Tinggian music and dance in Abra, Philippines,” Meneses says. “What really helped me was the small class sizes, being able to talk with my professors one-on-one.” 

Meneses credits Professor Kumiko Uyeda with helping her grow ever since her first semester at Pacific. It was actually Uyeda’s class that convinced her to pursue the work she does now.  

Ethnomusicology

Meneses, who has been playing double bass since the sixth grade, says that researching the history and culture of music wasn’t originally her plan. She enrolled in Pacific as a music education major, intending to teach in the Oakland and Richmond area where she had cut her teeth in the Young People’s Symphony Orchestra.  

But there was another interest that also drew her to Pacific.  

“I was also very interested in the Filipino community here,” Meneses says. “I really wanted to become involved or at least be around those communities because I grew up in an area where there were not that many people that looked like me. Coming here made me feel at home and helped me establish my own identity.” 

During her first semester, Meneses took “Music of the World’s People” with Uyeda, where she learned that she could combine these interests through the field of ethnomusicology.  

“It made me realize, ‘oh, I can study indigenous Filipino music and it can be seen as a legitimate scholarly thing.’ After that, there was no going back,” Meneses says.  

Even after that class, Uyeda has helped guide Meneses as she grows as a researcher and person.  

To focus her studies on ethnomusicology, Meneses switched majors to a Bachelor of Arts in music because it provides a lot of flexibility with electives. She rounded out that education with a minor in ethnic studies. Another pathway you could choose is a Bachelor of Music in music history.  

Pacific’s Summer Undergraduate Research Fellowship

Leading up to the summer of 2024, Meneses applied for Pacific’s Summer Undergraduate Research Fellowship. The fellowship supports faculty-mentored student research by providing a stipend, housing allowance and funds for research supplies.  

With the funding in hand, Meneses set off for a busy two months in the Philippines. While there, she did archival research and even attended an international academic conference focused on traditional performing arts.  

Most of her trip, around five or six weeks, was spent in the province of Abra. There, she learned more about local musical traditions through interviews and hands-on musical practice. 

“I played the gongs with people,” Meneses says. “I learned about bamboo musical instruments and different singing traditions. The technique is called ‘participant observation.’ That was a big help to learning what I know now.” 

While she was travelling, she also filmed what she saw: chickens in a coop, trees blowing in the wind, flowing rivers and similar scenes from nature. Then, she edited them into a video that became the basis for her piece “Meditation on a Homecoming,” writing music that mimicked its sounds and integrated folk melodies. 

“I called it ‘Meditation on a Homecoming.’ Because I’ve never been to Abra before, but that is where my mother is from,” Meneses says. “So, it was a strange feeling of, ‘I’m from here because my ancestors are from here.’ But culturally, socially, I’m an outsider. It was this weird duality that I was experiencing that I wanted to express musically.” 

Turning an interest into research

If you have a passion you want to turn into a field of study, Meneses says the most important thing is to build your connections, whether that’s with professors, students with similar interests or local organizations.  

Professors can recommend classes or books, while local organizations host events where you can observe or participate. As you deepen your understanding, you’ll start to find areas where you can contribute yourself.  

“Get comfortable with introducing yourself,” she says. “Because you’ll eventually make lots of connections with people that are interested in the same thing as you.” 

This is why Meneses believes studying music at Pacific is so special. Not only does our smaller community make it easier to connect with people, but there are so many opportunities, organizations and student groups where you can join in.  

These relationships even helped Meneses turn bring “Meditation on a Homecoming” to life. Professor Kathryn Schulmeister taught her improvisation techniques for the piece and connected Meneses with another musician, Joanna Mattrey, to develop its narrative. 

As she nears graduation, Meneses plans to continue promoting indigenous performance.  

“I plan on joining Parangal Dance Company in San Francisco,” she says. “They focus on promoting and uplifting indigenous music and dance from the Philippines. They also perform some of the more Spanish-influenced dances as well as dances associated with national Filipino identity.” 

Her path to ethnomusicology hasn’t totally changed her original plans, though. Meneses still wants to give back to where she came from, working with Oakland and Richmond’s school districts.  

Jeniffer Morfin ’23
Current job: Project manager, City of Stockton
Major: Engineering management
Hometown: Sunnyvale, California
Extracurriculars: Gamma Alpha Omega, SHPE, MESA

Jeniffer Morfin, a graduate of Pacific’s engineering management degree program, is a project manager with the City of Stockton. We spoke with Morfin about her experiences, her Cooperative Education (CO-OP) internship, her capstone project and how Pacific readied her for the job market. The following transcript has been edited for length and clarity.  

What made you decide to study engineering management at Pacific?  

I actually decided to enter the program when I was already at Pacific. In my high school I was always conflicted between engineering and science. And I tried that, but it wasn’t for me — the science path. And so I wanted to give engineering a chance. I spoke to — I believe it was Abel [Fernandez] or Mehdi [Khazaeli] — and I really loved what they had to say about the program.  

I felt like it was a really good balance between a lot of things. I mean, I’ve taken business classes. I’ve taken an economics class. I’ve taken a mechanical engineering, an electrical, a civil engineering class. I feel like the program allows you to be very well rounded.  

Why did you decide to study at Pacific in particular?  

What drew me to Pacific was the small faculty-to-student ratio. That made my mom very happy. She was also happy because there was tutoring offered. That was something I knew I was going to be needing. Knowing that I had all those resources was great.  

All of these resources made it a great fit for me. I knew I was going to need that additional support, and I felt like UoP was gonna give it to me, and help me succeed and learn. And I’m from Sunnyvale, so it was a good space from home but I could also go back.  

Can you talk about how you customized the program to fit your path? 

At first I was taking electrical engineering classes. My dad’s an electrician so I was like, “Ooh, let me take these classes.” But no. I learned the basics, but I wanted to learn something else. That’s when I started Civil 15, where you do AutoCAD and I was like, ‘this is fun!’  

And then I heard there were mechanical classes where you learn different programs. There’s Revit. I like to play the Sims and build stuff, and I found those classes so exciting — especially Revit and rendering.  

You have a lot of group projects. In every class I was in, you had some group projects. I feel like that also helps you with your communication skills, working with different personalities, different people. Really emphasizing that everyone has their own strengths in different things, but that’s what makes a team great.  

I can go on about the classes. You learn about the projects, timeline, budgets, scopes, all of that stuff. I feel like everything I learned has been very helpful to my career path.  

I was wondering If I could learn a little more about what you and your team did for your capstone project? 

I helped with the [School of Engineering and Computer Science’s] student success building. So they were like, “How can we convert this space to be beneficial for the students?” That’s what we worked on. We got to have outreach with the students, speak with the faculty.   

You might think renovating something is easy, but no. You have to fit everybody’s needs and wants into one space. And then also thinking about the budget. We had to make it into phases. Phase zero was no money: “Hey, let’s rearrange the furniture we have.” And we were actually able to do that.  

It involved a lot of outreach with the students and faculty. It was a really great experience. Like I mentioned, working in a team has really helped tremendously. It’s a real-world type of experience you get. It helps prepare for scenarios and situations that you can be in.  

Can you talk about what you did for your CO-OP? 

I loved my CO-OP! I went to Abbott, and I was a systems engineer. I would say, before my CO-OP, I was very shy. The CO-OP pushed me above my limits in the sense that I became a more confident individual in my work. Things that I had seen as weaknesses in myself became strengths.  

I had the chance to work with a cross-functional team. I had the chance to see the whole V&V — which is validation and verification — of the devices that they have. It was pretty much a project that I got to be in charge of: setting up for it, who are going to be the testers, how many hours does this take?  

A lot of my classes did come in handy in the sense of: “OK, you have a timeline. How long does this take, right? What are some risks? What are things you can think of?”  

I would say I learned a lot. I got pushed out of my comfort zone but not in a bad way. In a really, really good way. It made me become more confident in myself.  

I have nothing but great things to say about being able to do a CO-OP. It was a great experience. When you apply to jobs when you graduate, a lot of people are looking for some kind of experience. So it does help a lot.  

I was going to ask if you thought the program prepared you for your field.  

It definitely does. I actually didn’t end up doing anything in the biomedical field, but project management — you can apply that to a lot of things. Some people might be like, “oh, you’re engineering management. That might not apply to this and that.” But if you think about it, it does apply to many things.  

I worked at Bay Cities [Paving and Grading] my first year out of college, as a project engineer, where I was able to apply the things I learned at school. At my first big kid job, right? Even my CO-OP experience, it all helped out a lot.  

Now I’m a project manager for the parks division [at the City of Stockton], I find myself thinking, “Oh, this is the stuff that I learned back when I took these classes at UOP.” I would say it’s all tied together nicely.  

Were you involved in on-campus extracurricular activities at Pacific?  

Yes, I was. And I will tell anybody and everybody: if you are scared your freshman year to join something, do it.  

I waited until after I came back from the CO-OP. I started joining all kinds of things, because I still had a year left. I joined Gamma Alpha Omega and I will say: I found my forever friends. I just got married and they were my bridesmaids. They’re like sisters to me. Even my family is always asking about them.  

Another program I joined was SHPE [Society of Hispanic Professional Engineers]. That’s actually where I met my husband. Being a part of that was amazing. I got to meet forever friends, like I mentioned. It gave me a sense of a second home, as well.  

And MESA [Mathematics, Engineering, Science Achievement] as well, because I worked for MESA and was also a part of MESA. All of those programs were great. And I feel like I’m still connected with all of those people. I see everybody as family, because they have all been crucial in a big part of my life, which I’m forever grateful for.  

When University of the Pacific computer science student Ethan Perez ’25 started developing his own video game, he never imagined how far the project would go. Today, with a team of three fellow computer science majors, his ambitious vision is taking shape as VR Mech Wars, a virtual reality game that blends gaming with fitness in a creative way. 

VR Mech Wars is not just a game; it’s an “exer-game” designed to entertain players while encouraging physical activity. Using an innovative omni-directional treadmill, players physically walk through the game’s environments while battling enemies, earning points and upgrading their arsenal. The game exemplifies how hands-on learning and teamwork can push the boundaries of what’s possible in computer science. 

Building skills, one challenge at a time 

Perez credits the computer science program at Pacific for giving him the foundation he needed to tackle such an ambitious project. “It has prepared me immensely,” he said. “I focused my courses on game development, which gave me the core fundamentals of computer science and application development. That knowledge has been critical.” 

However, turning an idea into reality isn’t without challenges. With experimental technology comes a host of obstacles, from programming issues to game design dilemmas. Each member of Perez’s team brings unique talents and, together, they’ve found innovative solutions to keep the project moving forward. 

Teamwork makes the vision work 

One early hurdle was incentivizing exercise within the game. Team member Kyra Comstock ’25 took the lead on creating a rewarding point system that encourages players to keep moving. “Finding ways to make gaming beneficial for exercise is very important to me,” Comstock said. “I see this becoming huge in the gaming industry.” 

Ethan Donnelly ’24 tackled another key component: the in-game store system. “You’ll have shops where you can upgrade weapons using the points you earn from walking,” Perez explained. “Players love being able to enhance their gameplay experience.” 

Meanwhile, Koby Naomi Izunaso ’25 manages the research side of the project, including developing player feedback surveys and drafting a research paper. This work not only supports the game’s development but also builds valuable academic and professional skills. “We’re learning to script in different languages and map diverse environments,” Izunaso said. “These are skills we’ve developed independently through this project.” 

Mentorship and independent learning 

Although the team meets weekly with computer science professor Daniel Cliburn for guidance, the project is primarily a student-led capstone experience. This balance of mentorship and independence allows the team to develop critical professional skills—from problem-solving to project management—while still having access to expert advice. 

“It’s very multidisciplinary,” Perez said. “There’s audio design, texturing and artistic elements, but the most important part, in my opinion, is computer science. Without it, this wouldn’t be a game; it would just be a movie.” 

Keeping players engaged 

The team’s ultimate goal is to create a game that captivates players beyond the novelty of VR and the treadmill. They’ve put significant effort into designing a balanced reward system and a variety of immersive environments to ensure the game remains engaging. 

“VR and the treadmill could easily become a gimmick that players lose interest in after five minutes,” Perez said. “That’s why we’ve focused so much on making the gameplay rewarding and diverse.” 

Advice for aspiring computer science students 

Perez encourages high school students considering computer science to approach the field with an open mind. “Don’t feel like you have to settle on a specific path right away,” he said. “My experience at Pacific has been centered on video game development, which I love. This focused approach has made it easier to pursue a discipline I’m passionate about.” 

With the guidance of their professor and their shared determination, Perez and his team continue to refine VR Mech Wars. For these students, the project is more than a game—it’s a testament to the power of hands-on learning and the exciting possibilities in computer science. 

At University of the Pacific, undergraduate biology students participate in research aimed at predicting how human activity and climate change affect wildlife. Guided by biology professor Jane Khudyakov, students contribute to ongoing studies on elephant seals and other mammals, generating insights that could help protect vulnerable animal populations and support conservation efforts. 

“I’ve had students accompany me to tag seal pups at Point Reyes National Seashore, where I have a longstanding collaboration with the marine mammal biologists there.” Khudyakov said. “Undergraduate students have been involved in all aspects of our research, including the research that we do with elephant seals.” 

In the classroom, Khudyakov assigns her undergraduate students to work in teams on separate projects. They all use similar laboratory techniques but ask different research questions. Students choose their projects from the types available and work on them over two semesters.  

Maliysia Keo ’25 is researching the post-natal development of female elephant seals and their responses to stress. Using the milk samples Khudyakov collected with her team of undergrad and master’s students over the years, Keo has been able to analyze the proteins in each sample.  

“We know that the stress hormones in elephant seals are passed along from the mother to the pup. So now we’re trying to figure out which specific proteins are being transferred from the mother to the pup, during lactation and in fasting,” said Keo. 

Using the biology department’s state-of-the-art mass spectrometer system, Keo has been able to break down and purify proteins in each sample to analyze and compare them to other samples that may show an increase of stress or other developmental factors.  

“This is a really useful technique in animals that have not been well studied and don’t have very well characterized genomes,” said Khudyakov. 

The students analyze the data they generate, which they then present at conferences such as Pacific’s Research and Creativity Showcase and the Society for Integrative and Comparative Biology Annual Meeting. Khudyakov then publishes the data in manuscripts with undergraduate student coauthors. 

“We’re hoping to use the undergraduate data together with graduate student data to publish a stronger and more comprehensive paper. I integrate undergraduate student researchers into all aspects of our work,” said Khudyakov. 

This research will create a broader understanding of elephant seals and their offspring’s development. By examining the transfer of stress hormones, Khudyakov and her students hope to understand the long-term consequences of environmental stressors on both mothers and their young. The findings will help predict the impacts of climate change and other human activities on wildlife populations and inform the average person on conservation strategies that can deepen our knowledge of maternal health in mammals. 

Over the summer, 18 Pacific students interested in criminal justice gained real-world experience while making a personal difference in their community through internships at five Stockton area nonprofits serving people affected by the justice system. This includes those living under correctional supervision, juvenile hall, probation or parole and the affected families and communities.

Thanks to the PReP (Pacific Re-Entry Program), created in the College of the Pacific and funded by money from the Irvine Foundation, students studying criminal justice, sociology and political science took on paid internships that offered valuable, hands-on learning in their fields. 

“Students are seeing the humanity of persons within the system. It’s not just a process of what happens to people. These are real people; these are their real lives and their situations,” said criminal justice professor Jennifer Medel. 

At five non-profits, students gained valuable and often eye-opening experiences. Students organized and led rehabilitative programs, supported clients in court and in the community, and organized neighborhood events. 

“The internship helped me establish interpersonal connections in terms of helping people that are currently being impacted by the system itself and realize that some people are still impacted even after they’ve been released,” said criminal justice major, Aiden Chea ’24. 

Concrete Development Program 

Criminal justice major, Ella LeRoy ’24, spent her internship with Concrete Development, a community violence intervention organization.  

“The goal of the organization is to reduce violence within communities using people-centered approaches. They do not target crimes directly but rather violent-prone individuals,” Ella said. 

The organization supports clients processing their own experiences with violence and trauma. It provides them with tools and resources to break the cycle, so they are less likely to engage in criminal activity or actions that are hurtful to themselves or others. Ella contributed to a 12-week program designed to teach self-healing, self-advocacy and self-development. 

“I think one of the main things that I learned as a criminal justice major is how broad the area of criminal justice is and that the process should start the intervention stage, far before people enter the system,” Ella said. “Criminal justice is about much more than just probation and the law. There’s a lot more that goes into intervening and preventing violence.” 

Mary Magdalene Community Services 

Sociology major, Jasmine Stallworth ’25, interned for My Brothers Keeper, a program sponsored by Mary Magdalene Community Services. My Brothers Keeper was specifically created for troubled teenage boys of color to help them reach their life goals and break abusive patterns. The program offers mentorship, college visits and activities that engage the youth with the Stockton community. 

“The reason I chose My Brother’s Keeper was because it allowed me to get experience in the juvenile hall working with incarcerated youth,” Jasmine said. “It was also about getting experience in the community, working and with others because youth is something that I’m passionate about. Youth is the future.” 

Jasmine and two other interns went on to create My Sister’s Keeper, which is dedicated to equipping a diverse community of girls in their educational pursuits. 

“It’s a program for girls where they are able to come and learn about different topics such as higher education, womanhood and relationships,” Jasmine explained. “We’re trying to create a community in which girls feel safe, have someone to talk to and can come together.” 

Ready to Work 

Aiden Chea worked behind the scenes at Ready to Work, which helps homeless and formerly incarcerated people who struggle to get a chance at job opportunities. It hosts a variety of classes to help clients get on their feet again. Aiden and other interns facilitated the program providing in-depth healing and leadership development training, organizing workshops and hosting events like movie nights. 

One of the goals of the PReP program was to help Pacific students see the humanity of people in the criminal justice system. “I think the actual lived experiences that I’ve gotten before leaving Pacific and going into the workforce is invaluable, and something that I think I’ll always be grateful to this university for providing,” Ella said. 

Elisabeth Garner ’25 
Major: Biochemistry 
Hometown: Atwater, California 
Extracurriculars: 2023 Women’s Cross Country 

Biochemistry major, Elisabeth Garner ’25, has been conducting fungal research since her first year at Pacific. While the major is often viewed as an intensive subject to study, Elisabeth enjoys the challenge, because of strong mentorship and her passion for using chemistry to study how microbes help plants resist drought.   

“I wasn’t able to take a really intense chemistry class until I came to Pacific,” she said. “I absolutely fell in love with it. It’s given me the opportunity to delve more into learning about plant science and all the chemical processes that go behind that.” 

Elisabeth’s experience began in high school on the agronomy team as part of her school’s Future Farmers of America program, where she studied plant science. Now three years into her journey at Pacific, she conducts chemistry research alongside chemistry professor Skylar Carlson. 

“I feel so blessed to have been able to work with Dr. Carlson. She is an amazing professor and research adviser,” Elisabeth said. “I actually started doing research with her my freshman year, which usually isn’t the norm, but she accepted me into her lab anyway, and she’s taught me pretty much all that I know about conducting chemistry research.” 

Last summer they worked together to determine the impact of media types on small molecule production from various aquatic fungi. These metabolites could lead to anti-fungal, antibacterial and anticancer medicines. 

“I really saw Elizabeth develop as a scientist during this time, and I really got to see her note taking and her observations develop and to see her starting to connect the dots of the individual observations into a broader picture of the discovery,” Carlson said. 

This summer, Elisabeth is working with Carlson and  biology Professor Paul Orwin to see if a bacteria called Variovorax sp. can enhance the root growth of grapevines and help with drought tolerance. In practice, this could increase the overall fruit output and quality from the vines. According to Elisabeth, her experience would not have been possible without the Stauffer Charitable Trust Challenge Grant.  

“Without the Stauffer grant, I wouldn’t have been able to do the summer research at all. It’s been able to help me with my housing and my food during the summer,” she said. “So, the grant has been able to financially help me participate in research.”  

The Stauffer fellowship pays for units and a stipend for students to conduct full time research for 10 weeks over the summer. The fellowship is designed for students who hope to attend graduate school, but it is also open to pharmacy and dentistry students who want to expand their skills before professional school.  

Fellowship applicants have often dedicated semesters or even years to their projects before they receive the Stauffer grant. Elisabeth has taken full advantage of the grant to further her plant chemistry experience with Carlson.  

“Elisabeth has built her own project around these rhizosphere bacteria and the cheminformatics that she’s using to interpret the communication between the bacteria and the root. We’re hoping to give her the best chance at that and giving her the most opportunities possible,” Carlson said.  

Elisabeth’s advice for students seeking the Stauffer grant is to focus on their writing skills and finding a professor like Carlson they could work with for a few months. As far as research focus goes, Elisabeth says, “Choose something that you absolutely love, something that you can be passionate about to work on for almost two, three months at a time over the summer.”  

Elisabeth plans to continue her research with Carlson under the Stauffer grant and to apply to graduate school to get her master’s degree in plant biology starting next fall. 

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