Everything we do from business processes to student interactions leverages AI to enhance learning and operations: CMU Chief Academic Officer

In this interview, Dr Chitpasong Vazquez, President and Chief Academic Officer of California Miramar University (CMU), shares her journey as an educator, her passion for volunteering, and CMU’s innovative approach to leveraging artificial intelligence (AI) in education with Education Post’s Tanay. With a strong focus on international collaboration, particularly with Indian institutions, Dr Vazquez shares the university’s commitment to providing global opportunities for students while ensuring quality education through both online and hybrid programs.

Reflecting on CMU’s AI-driven future, she explains the philosophy behind their groundbreaking “AI First University” initiative, stating, "When we say AI first university, it really is just that. Everything we do, from business processes to student interactions, leverages AI to enhance learning and operations."

Throughout the conversation, Dr Vazquez emphasizes the role of technology in shaping the future of education and highlights CMU’s efforts to make higher education accessible and innovative for students worldwide.

Q. To begin with your early life, how have your early education and high school experience been? In India, parents play a very critical role in their child's academic journey, from selecting an elementary school to even influencing an undergraduate program. Was it similar for you?

Yes, absolutely. In high school, I really enjoyed myself. It was a time of discovery — learning about life, finding my way, and figuring out what I wanted to do. I believe parents must play a role in guiding and mentoring their children, helping them find the right path.

My parents gave me the freedom to choose what I wanted to pursue. I’ve always had a passion for business and teaching, and now I get to do both. I love working in academic administration, where I can support students, help them grow, and give them opportunities.

In many ways, I feel like a parent to the students I work with. Whether they’re in high school or entering college, I help them navigate where they want to go in life. At the end of the day, it’s not just about education — it’s also about job placement and helping students build a livelihood. Similar to parenting, this guidance is continuous.

Q. So, were your parents also in academics?

No, they were business runners and entrepreneurs in the catering sector and they were in more of the restaurant businesses.

Q. You have extensive experience volunteering and continuing to serve in six different organizations. How is volunteering in the US where it's common for students, professors, and executives to participate? How has this shaped your perspective? Could you share some examples?

Volunteering has always been a part of who I am. I love giving back to the community, and as educators, we naturally gravitate towards it.

Even when my kids were younger, I started volunteering for their little league and eventually in their school district. I also volunteer for our accreditation process, where I sit on the standards committee board, helping to review and write accreditation standards.

A lot of roles in education, especially volunteering, aren't paid but the reward comes from the impact you make. Volunteering isn't just about time, it is about service and sharing your resources. You prioritize, manage what you can, and do it for the right reasons.

I also work with my teams in India and Dubai, often sacrificing sleep to collaborate with them in different time zones. Additionally, I’m involved with the Lions Club here in Southern California, and I believe there’s a chapter in India as well.

The Lions Club is a humanitarian organization. For example, we raise funds to support people with diabetes and collect old glasses to donate to optometrists. They repair the glasses and distribute them to people in need for free.

At the end of the day, volunteering is about helping people and making a difference in their lives, and I find that incredibly fulfilling.

Q. A week ago, you announced the launch of the ‘AI-First University’ in collaboration with an Indian college. Could you explain what this means? Will the university have AI faculty, or is it about using AI to develop study materials, or does it have another focus?

When we say 'AI-First University', we truly mean that AI is at the core of everything we do. From our business processes to drafting emails, collaborating with faculty, and working with students, AI plays a key role in all aspects.

A lot of people, when they hear the term AI, immediately think of robots. But it's more about leveraging the tools available to us. For example, we use Microsoft Copilot, ChatGPT-4, and other similar technologies, both internally and externally.

Internally, my faculty uses AI to develop discussion topics, and when we need to create new business processes, AI helps us research and implement them. We are also offering an MBA program with a concentration in AI.

What’s exciting about that is you don't need to be a programmer or coder to participate. MBA students can still learn how to use AI tools to meet their business needs in everyday situations.

Additionally, we offer a Master of Science in Artificial Intelligence, which focuses on actual coding and AI development. Ultimately, being an 'AI-First University' means that we use AI to drive the way we operate, making it an integral part of everything we do.

Q. Visa processing can be a complex issue for international students, and some Indian students unfortunately fall victim to misleading clauses. How does California Miramar University assist prospective students with visa processing and post-study work visa regulations?

Yes, we take the visa process very seriously. Most of the time, we work with agents across the globe, particularly in India.

One of our main focuses is helping agents prepare students for their embassy interviews by educating them on what to expect. We emphasize building the students' confidence, which often comes through practice. Students must understand why they are coming to the university, what program they’re pursuing, and the purpose of their studies.

These are legitimate questions that anyone may face during the visa process, and we want students who have clear goals and reasons for choosing California Miramar University (CMU).

At CMU, we also encourage work and study opportunities through programs like Curriculum Practical Training (CPT) and Optional Practical Training (OPT). We encourage students to gain practical skills through these programs.

During the visa process, we ensure that students are well prepared, and provide guidance on answering questions honestly and ethically. It is important for them to be genuine and informed about their decision to study at CMU.

Q. One of the academic programs at California Miramar University is a Science, Technology, Engineering, and Mathematics (STEM)-designated Master of Business in Data Analytics. Could you explain what "STEM-designated" means in this context?

When we talk about Science, Technology, Engineering, and Mathematics (STEM), we’re referring to the integration of these fields within a program. Our Master of Business in Data Analytics is one such program.

The advantage of being in a STEM-designated program is that students who complete their studies can benefit from the Optional Practical Training (OPT) program. This allows them to stay and work in the US for up to three years after graduation, either through employment or internships.

Although it's a business program, data analytics delves into the technical and analytical aspects of data, which aligns with the STEM focus. This designation allows students to apply STEM principles in their learning, giving them an edge in the workforce by combining business knowledge with technical expertise.

Q. Can students from non-Science, Technology, Engineering, and Mathematics (STEM) streams, such as social sciences, law, liberal arts, or commerce, enroll in this program? If so, how?

At California Miramar University, we don't restrict students to matching majors. While some institutions prefer students to continue in the same field — like tech students staying in tech—that's not the case at CMU. As long as you meet our admissions criteria, you’re eligible to switch fields.

For example, if you're a business student wanting to transition into a technology program, you can. However, there are prerequisite courses designed to prepare you for the shift into a tech field.

The same applies to students from a tech background who want to move into business. You would need to complete some prerequisite courses to ensure you're ready for the business program. These courses help build the foundation needed for success in your new area of study.

Q. What are the three biggest reasons for California Miramar University’s focus on collaboration with Indian colleges?

That's a great question. One of the main reasons is that India is one of the fastest-growing markets in the world. India and China are often seen as the top two, competing for first place in terms of growth. We see this as an opportunity not only for our institution but also for Indian students to come to the US and earn a degree. It’s a win-win situation for both the students and the university.

Second, the focus Indian students have on their studies, particularly in business and tech programs, is impressive. When they come to our institution, they excel academically and they also form strong communities. They often collaborate, participate in activities together, and even share accommodation, which creates a supportive environment.

Lastly, we want to provide opportunities. Our goal is to offer Indian students the chance to come to the US, experience higher education here, and gain valuable skills for their future careers. It’s really about opening doors for them.

Q. Can you share some insights on the approach California Miramar University takes to deliver quality education through its online and distance learning programs?

We offer two models. One is 100% online, and the other is a hybrid model, where international students are required to attend on-campus classes. There is definitely a difference between face-to-face learning and a fully online presence.

In both online and on-ground programs, students receive the same level of interaction with the materials. However, when students are on campus, they often benefit from more hands-on experiences. Instructors can engage in real-time discussions or lead projects, and that face-to-face interaction adds another layer of depth to the learning experience.

Having said that, as an institution, we are required to record all of our lectures. These recordings are made available to students so they can review them after class.

The learning management system we use provides a robust platform, ensuring that our online students receive a high-quality education. The tools and technologies we implement contribute greatly to the teaching and learning experience, whether online or in person.