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CSUDH News

The primary source of news and information about California State University, Dominguez Hills, its students, faculty, and staff.

CSUDH In The News

Gov. Jerry Brown touts minority business benefits from gas tax hike at Carson meeting

July 5, 2017 By Paul Browning

Putting a positive spin on a gas tax increase that has been widely unpopular in California, Gov. Jerry Brown and other state leaders came to Carson on Friday to tout the benefits to minority- and women-owned businesses once billions of dollars are spent on badly needed transportation projects.

The governor, joined by South Bay Sen. Steve Bradford and other legislative leaders, discussed the state’s recently passed $52”‰billion transportation bill during a roundtable at Cal State Dominguez Hills. The bill will allow the state to tackle transportation infrastructure projects such as highways and bridges and, in the process, bolster businesses owned by minorities, women and veterans, they said.

“This work is part of the larger challenge of making a more equal society, and that takes working on many fronts, and we’re going to do that with the money coming to our roads and bridges,” Brown said.

Senate Bill 1, called the Road Repair and Accountability Act of 2017, squeaked through the Senate and Assembly in April and was signed by Brown early that month. It will increase the state gasoline tax from 12 to 30 cents a gallon over the next 10 years and slap new vehicle registration fees on traditional and zero-emission cars.

A recent survey by UC Berkley shows 58 percent of voters oppose the funding plan, including 39 percent who say they are strongly opposed to the legislation. Only 35 percent favor the law. Voters in every corner of the state – except the Bay Area – do not favor the fee hikes.

The need for repairs has been an issue for years, said state Senate President Pro Tem Kevin de León, but lawmakers have been unwilling to tackle the contentious issue of raising taxes to fund the necessary work.

Critics, however, accuse state lawmakers of diverting gas tax revenues for years to other projects, while neglecting needed infrastructure improvements.

“(State leaders) kicked that tin can down the pothole-ridden road for 25 years and, as a result, our crumbling infrastructure got even worse, our bridges got less safe, as well as our highways and our local highways and roads,” said de León, D-Los Angeles.

According to a 2017 report by the American Society of Civil Engineers, 50”‰percent of the state’s public roadways are in poor condition, and 5.5 percent of bridges are deficient.

Another 2016 report by transportation research group TRIP graded 60 percent of roads in the Los Angeles, Long Beach and Santa Ana area as poor. Just 17 percent of roadways in the region were ranked fair or good in the report.

The fact that the bill was a long time coming, and the gargantuan amount of money it will entail, make a focus on inclusivity crucial, de León added.

“When it comes to the procurement process, because we will have not hundreds of millions of dollars, we’ll have billions … we want to make sure that this is inclusive,” he said.

Brown, who has been a champion of social issues during his four terms as governor, linked the push for more diversity in state infrastructure spending to a move toward general social equality in the U.S.

“This is part of the larger question of how equal and fair is America?” he said.

State leaders have called for 25 percent of the $52.4”‰billion to be awarded to minority-owned businesses, but Bradford said even 10 percent would mean millions that could bolster those small businesses with state and local projects.

“These small-owned businesses, this is a critical deal to them,” Bradford said. “It’s a great opportunity.”

In particular, in areas along major freeways that run through Orange and Los Angeles counties on into the rest of the state, the money allocated to the state Department of Transportation will spell improvements to the major roadways that run through the region.

“The overall impact with Caltrans is going to be tremendous, because we have the 105, the 405, the 110 freeways, the 91 … so there’s going to be opportunities to improve those freeways and thoroughfares as well,” he said.

More generally, he added that the funding, which will go to both Caltrans and individual cities to be used on projects throughout those communities, will have implications that reach beyond any one region in the state.

“It’s going to create a great opportunity to improve our streets, our roads, our freeways that intersect all those communities,” Bradford said.

Source: Daily Breeze

California colleges transform remedial courses to raise graduation rates

July 5, 2017 By Paul Browning

stock photo of student writing math equations on chalkboard

Before Aida Tseggai could major in biology at Cal State Dominguez Hills, she had to catch up in math.

She passed a non-credit remedial math class in the fall and then was offered a new pathway – a for-credit course in college-level algebra that provided extra class time, tutoring and review of more fundamental material.

Such combination classes – known as co-requisites, bridges or hybrids – are seen as a crucial tool to help hundreds of thousands of CSU students climb out of the remedial education hole in which some feel trapped. Part of a national reform movement, such courses also are aimed at helping students graduate faster.

“It saved me time and money,” said Tseggai.

Nervous at first about the spring co-requisite class, she wound up passing with a C grade. The combination of catch-up work and college level material, she said, was “very helpful. Like killing two birds with one stone.” Without that opportunity, her initial placement test results would have required her to take yet another non-credit remedial course.

CSU system administrators earlier this year said they want to turn all non-credit remedial classes into college-level credit bearing ones by 2018, with the co-requisite classes as the likely model. That move is an important part of the CSU campaign to bolster the system wide four-year completion rate for first-time freshmen to 40 percent from the current 19 percent by 2025. More than a third of entering CSU freshmen are found to need some remedial work.

Cal State Dominguez Hills, located in suburban Carson southwest of downtown Los Angeles, serves a student body of 15,000, 75 percent of whom are Latino or black. Many are from low-income families, are first in their families to attend college and juggle school with jobs.

The campus has been a pioneer in moving toward the co-requisite model in both English and math. Most remedial students still must participate in a no-credit Early Start summer program that bolsters their academic skill. But over the past few years, the campus has been replacing the next levels of remedial math with credit-bearing co-requisites.

Results have been encouraging, officials say. However, as the spring algebra class showed, some students continue to fail.

Of the 960 incoming Dominguez Hills freshman placed in the remedial math track last summer, about 80 percent completed their remedial work and a co-requisite credit course in algebra or statistics in their first year. That compares to about 64 percent who finished remedial courses under the prior system without receiving credits, campus statistics show. Many who failed a co-requisite algebra or statistics class last fall retook it and passed in the spring, meeting a deadline to do so.

“It has definitely worked well for us. This is a lot better than where we were at before,” said math department chairman Matthew Jones.

Timing and tutoring are among the biggest differences between a bridge class and a traditional one.

For example, a traditional for-credit college algebra class usually meets three times a week for 50 minutes. In contrast, the co-requisite Tseggai attended met for an hour and ten minutes three times a week for instructor Cassondra Lochard’s lectures; in addition, students had an extra group hour weekly with a teaching assistant plus one-on-one tutoring. In contrast to regular classroom protocol, the teaching assistant circulated among the desks during lectures, softly giving advice and reviewing students’ calculations and algebra formulations.

Remedial students need the extra time, help and structure of a co-requisite class since many “lack the foundation” in algebra even if they received decent grades in it in high school, according to Lochard. Many students either forgot basics or did not pay attention in high school and feel the ideas “are brand new to them.” And if they do recall some concepts, “they mix them up in strange ways,” said Lochard, who is the campus coordinator for developmental, or remedial, math.

Just as important, she said, are work ethic and ability to complete assignments on deadline. Some freshmen have not yet mastered the demands and pace of college compared to high school’s more forgiving nature. “I think it’s more of a mentality change for them than an inability to acquire the skills,” she said.

While an increasing number of CSU campuses and California community colleges are starting or exploring co-requisite classes in math and English, several other states such as Tennessee, Indiana and Colorado have moved faster, experts say. Wider adoption across the country is likely over the next few years as state legislatures try to reduce spending on remediation and public colleges seek better graduation rates, said Chris Thorn, director of knowledge management at the Carnegie Foundation for the Advancement of Teaching which is located in Stanford, Calif. “It is the writing on the wall,” he said of the spread of such bridge courses.

Early evidence shows those classes help more students complete remedial paths. But it is not clear yet how those students perform in subsequent math or science courses and whether graduation rates are improved, added Thorn, who has helped Carnegie develop its own alternative college math courses to speed remedial education. And, he added, co-requisites probably won’t help everyone: “It’s not a panacea.”

CSU students feel the pressure: they could be forced to leave the university if they don’t complete required remedial work within a year, including the chance to retake a class at a CSU or community college during summer if need be. Across the 23-campus CSU system, 13 percent of students in remedial courses were not allowed to return for a second year in 2016 because of such failures, according to a system report. Many others say they feel they wasted a year of time and a lot of money.

Two math tracks are available at Cal State Dominguez Hills. Students in the humanities, social sciences, and arts usually take statistics – and passing that class often fulfills their sole general education requirement in math. College algebra is the route for science, engineering and math students who likely need additional math classes such as pre-calculus.

In both tracks, co-requisite classes review more basic topics and push forward into new, college level material. Jones insists that the classes are not watered down and that the material and pass rates are similar to traditional algebra and statistics classes.

Lochard’s spring semester class had the ungainly name of “College Algebra with Intermediate Algebra Review.” She spent much time writing equations on the board, walking students through solutions and egging them on to discoveries in polynomials, quadratic equations, radicals and factoring. Besides a textbook, she assigned work from online platforms and her own supplemental material to keep the students “cycling” from review subjects to higher level work.

The course seems to have improved passing rates in subsequent math requirements for students majoring in science, technology, engineering and math, the so-called STEM courses, she said.

Her teaching assistant Muhammad Albayati, a sophomore, helped the algebra students too. A math and computer whiz who emigrated with his family from Iraq when he was 10 years old, Albayati was a supportive peer. While Lochard lectured or assigned exercises, students at times called out for “Muhammad” and he crouched over their work sheets and gave advice. He led a weekly study group without Lochard.

The students’ skills varied widely, but most need some emotional boosting to build their confidence, Albayati said. He and other peer tutors “provide understanding and acceptance. We show them we accept them for where they are.” He said co-requisite courses like this “give those borderline students the resources to pass the class….and a lot respond and will do whatever it takes to get through it.”

Still, some skip required study sessions and don’t turn in homework, he noted. Some “still have a high school mentality” and think they can “mess around and pass the class and that’s not the case in the university. The material is a lot harder and the professor does not have to take care of a student the way a high school teacher does,” said Albayati, who is transferring in the fall to UC Irvine to study video game design.

Many students in Lochard’s recent spring semester class were repeaters: they had failed a similar class in the fall and needed at least a C minus to pass. After some early drop-outs, 60 percent of those who remained passed. The record was better in the fall, when nearly 80 percent passed the co-requisite college algebra first time out and the rate was even higher for the statistics courses.

Raquel Herrera, a Dominguez Hills freshman, failed the spring class. She complained the course went by too fast yet also blamed herself for not completing some homework.

Facing a possible forced withdrawal from the university, she might have taken algebra in summer school. But she instead appealed, was found to have a learning disability and was given the chance to take a substitute course, likely in statistics, in the fall with more assistance.

Still, she said she resents the placement system that tested her without allowing calculators on forgotten material from high school. She remains “really annoyed” that her college education might have been ruined by one math course. “It’s not fair because I worked really hard to get where I am,” said Herrera, who is switching her major from biochemistry to liberal studies, with a goal of becoming a teacher.

In contrast, Aida Tseggai appreciates how Lochard and Albayati helped her and is proud she improved her grade as the semester went on. While she originally resented being placed in remedial math, she said she now views the system as “fair” and knows she received solid preparation for pre-calculus next spring.

“Mixing together remedial and regular algebra helped us get ahead,” she said.

Source: EdSource

Diplomas help turn tragedy into triumph at Cal State Dominguez Hills

May 25, 2017 By Paul Browning

Keishe KellerKeisha Keller ended the worst year of her life with exceptional finesse, taking home a hard-earned diploma from Cal State Dominguez Hills’ largest commencement ceremonies ever on Friday.

She initially was due to graduate a year ago, but she awoke on the day of finals to find her newborn baby boy a victim of sudden infant death syndrome.

It was a devastating blow that brought her world dangerously close to the brink of chaos and misery.

She had already struggled to finish classes with high marks while being pregnant, a wife, and a mother to her 9-year-old son.

To bear the death of her 5-week-old, Legend Aurelius Jackson, she turned to her lifelong faith in God.

“I don’t know how Keisha was holding up,” said her mother, Cynthia Perry. “The first day of Legend’s passing, she said, ‘Mom, I’m standing on God’s word.’

“I asked her to come sit down. She said, ‘No mom. I have to stand on God’s word. I have to stand on his promises.’ ”

Studying Together

Keller, 33, had decided to get her college degree shortly after her mother enrolled in Los Angeles Harbor College in 2012.

They helped each other with schoolwork, meals and transportation. In 2014, they transferred together to Cal State Dominguez Hills in Carson. Both pursued business-related degrees, with Keller focusing on entrepreneurship and Perry pursuing human resources management.

Keller’s pregnancy was an unexpected blessing that came in her last year of school. She and her husband had tried for years to have another baby. It made the school year especially challenging, as she balanced her studies with heartburn, weight gain and fatigue.

But, she persisted – even turning her classroom chair, with a front-facing attached desk, to the side so she could fit comfortably.

She attended classes until two days before giving birth and returned to school after only a two-week break. Determined to move forward with her studies, she bore the daily struggle because she was excited about building her own business as her family grew.

Losing Legend

On April 20, the day of finals, she awoke surprisingly refreshed.

“I woke up early but I was well-rested – and I knew I shouldn’t have been,” Keller said. Legend usually woke her about every two hours.

She rushed to his side. He wasn’t cold, but he wasn’t warm either.

Her screams woke her mother.

“It just ate my belly up when I heard” her screams, Perry said. “When I saw her and the baby, I was on autopilot. Just so helpless. So paralyzed. My youngest son heard me screaming. We were trying to revive the baby.”

The next few weeks were a minute-to-minute struggle.

“I felt let down, but I knew I still needed God,” Keller said. “It’s like athletic training – you don’t give up when it’s time for battle.”

When it was time to get dressed and ready for the day, she imagined she was putting on her battle gear.

“I felt like I had died and was starting new,” Keller said. “I knew I had to want to fight for my restoration, that it’s not going to just come.”

And she faced the crushing grief in manageable portions.

“God gives you little doses because, if he put it all on you at once, you wouldn’t be able to bear it. Day to day, it gets easier. I don’t feel like crying all day. I didn’t feel like I was going to break down,” she said.

“It’s based on my faith in God. Because of him I’m strong. I’m going to turn my tragedy into a triumph.”

‘Faith Took Time’

The next semester, Keller decided to add a second minor in computer science to her degree. She wanted to keep busy, but it was difficult to face questions from classmates about her baby.

“I tried to ignore people and sit in the back of the class,” she said. “The first time somebody asked me, I froze and ran into the classroom. I didn’t know what to say.”

But she knew that God had a plan.

“I knew something good would come of this,” she said. “I said, ‘God you have to keep me or I’m going to go crazy.’ ”

Perry was in awe of her daughter’s strength. More than two decades ago, the mother of four struggled with cocaine addition and temporarily left her family to go to rehab.

When she returned home, she devoted herself to her family and work. All of her children attended college, with Keller being last.

But the loss of her infant grandson seemed an even greater obstacle.

“I wanted to feel God’s love, but I felt let down,” Perry said. “Faith took time. I prayed and praised the Lord with everything in me until it felt real, so I could feel his presence. I was trying to be her strength, but I was a hot mess.”

On Friday, the mother and daughter wore graduation caps decorated with photos of Legend and the words, “When life gives you lemons, be legendary,” and “Rest in Heaven.”

The university held two commencement ceremonies at the StubHub Center’s soccer stadium for its class of 4,500 graduates.

For Keller, taking hold of her degree was like a breath of fresh air.

“It’s been obstacle after obstacle,” she said. “I’m proud of myself – that I was able to do this. This is not a new life. I had to jump back in a journey I was already in.

“I’m in my right mind, and not bitter. If the devil has your mind, he’s got you. My reflecting on that day wasn’t going to bring him back. I can’t be focused on the whys. I have to give it to God because I couldn’t take this, it’s too much to bear. I’m helpless, but I’m not hopeless.”

Source: Daily Breeze

Graduation 2017: CSU Dominguez Hills hosts largest graduating class in school’s history

May 25, 2017 By Paul Browning

CSUDH 2017 Commencement StageCal State Dominguez Hills hosted its two graduation ceremonies Friday at StubHub Center in Carson.

The first ceremony took place at 9 a.m. and the second took place at 4 p.m. Both were part of the largest graduating class in the school’s history.

One notable graduate, L.A. Galaxy soccer player Gyasi Zardes, celebrated on the same field where he won the Major League Soccer Cup in 2014.

Other graduates, as well as friends and family, shared on social media the moments leading up to the ceremony and the breath of relief afterwards, knowing all the graduates’ hard work didn’t go to waste.

Source: Daily Breeze

Galaxy’s Gyasi Zardes earns college degree from Cal State Dominguez Hills

May 25, 2017 By Paul Browning

2017 Commencement - Gyasi Zardes

LA Galaxy forward Gyasi Zardes famously told MLS fans that his skill will blow their minds when leaving college four years ago, but on Friday he accomplished something with his own mind.

The 25-year-old graduated college Friday morning, earning a Bachelor of Science degree in Criminal Justice from Cal State Dominguez Hills. He attended Cal State Bakersfield for three years before leaving and signing a Homegrown Player contract prior to the 2013 season.

Zardes, 25, who has appeared in six games for the Galaxy this season (starting five) was present at the morning graduation ceremony right on his home field, at StubHub Center, and picked up his diploma. He was expected to join his teammates after the ceremony on the road in Minnesota, where the Galaxy is playing expansion side Minnesota United (5 pm ET, ESPN, ESPN Deportes, and MLS LIVE in Canada) on Sunday.

Source: MLS

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