Daily 49er, December 3-7, 2018

D 49

LONG BEACH STATE | VOL. LXX, ISSUE 23 | DECEMBER 3-7, 2018

er

Yeah, there’s a

COLLEGE

for that

A special issue looking into each of the colleges on campus.

2 NEWS

MONDAY, DECEMBER 3-7, 2018 | DAILY49ER.COM

INSIDE

ON THE COVER

NINER

THE

ILLUSTRATION BY EMMA DIMAGGIO Daily 49er

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Fine Arts building overdue for renovations page 6

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News Editor Emma DiMaggio d49ernews@gmail.com Sarah Vehrs

Enterprise Editor

Student researchers thrive in campus Shark Lab page 10 & 11

d49erinvestigations@gmail.com Arts & Life Editor

Faith Petrie

artsnlifed49er@gmail.com Sports Editor

Kevin Colindres

sportsd49er@gmail.com Opinions Editor

Inside look in the LBSU nursing program page 13

Special Projects Editor

Multimedia Managing Editor

Photo Editor

L

The Daily 49er’s next print issue, the finals issue, will hit stands and the web on Dec. 10.

Until then, check out daily49er.com and our social media for the latest updates on news, sports and arts at LBSU.

- Carlos Villicana, Special Projects Editor

Paula Kiley

Claudia Mehranbod Ryan Guitare

Social Media Editor

Lizbeth Galeno

Video Editor

Adam Pacheco

Assistant Design Editor

ong Beach State is a daily destination for thousands of students, faculty and staff who spend their days on different areas of campus. Although they are united by common struggles such as finding time to study, grade papers or pay off tuition, every individual’s experience at LBSU differs in ways that many of us will never know. Between all of this work and any variety of extracurricular activities, it’s difficult to find the time to get to know areas of the campus outside of your own.

Through this special issue, the Daily 49er aims to give our readers more knowledge about what is happening on other parts of the campus by presenting one story about each of the eight colleges at LBSU. In this issue you will find stories about students’ experiences, upcoming developments and the different struggles faced by members of the student body and faculty. We hope this special edition helps you understand the worlds of those across the classroom, quad or campus.

Carlos Villicana

spprojd49er@gmail.com

Design Editor

Editor’s note: Get to know your colleges

Grant Hermanns

opedd49er@gmail.com

Mia Bradford

Assistant News Editor

James Chow

Assistant News Editor

Hannah Getahun

News Assistant

Suzane Jlelati

Assistant Arts and Life Editor

Cristal Gomez

Assistant Arts and Life Editor

Brenna Enos

Assistant Sports Editor

Alex Manfredi

Assistant Sports Editor

Sierra Martinez

Assistant Opinions Editor

Jelina Cortero

Assistant Photo Editor

Jorge Villa

Social Media Assistant

Jhaicelle Laron

Social Media Assistant Design Adviser Content Adviser Advertising and Business Adviser

Jassareth Alanis-Ponce Gary Metzker Barbara Kingsley-Wilson Jennifer Newton

Editorials: All opinions expressed in the columns, letters and cartoons in this issue are those of the writers or artists. The opinions of the Daily 49er are expressed only in unsigned editorials and do not necessarily reflect the opinions of the journalism department or the views of all staff members. All such editorials are written by the editorial board of the Daily 49er.

Letters Policy: All letters and email must bear the phone number of the writer and must be no more than 300 words. The Daily 49er reserves the right to edit letters for publication in regard to space.

COLLEGE OF LIBERAL ARTS 3

DECEMBER 3-7, 2018 | DAILY49ER.COM

A cheat code to playing video games on campus Two LBSU professors, after spending their childhood surrounded by video games, create a new public university center for gaming study.

By James Chow

Assistant News Editor tabasfat

From a young age in the late 1970s and early 1980s, Jeffrey Lawler and Sean Smith were immersed in video games. They each sat in front of their scan-lined cathode-ray tube television sets with a wood veneer black and brown box situated atop the TV set. Three lines and the word Atari were engraved on the wood.

With joysticks in-hand, the two grappled their handheld devices, controlling and destroying pixelated tanks on the boxy screens.

“With the Atari and the switching out of the carts, I think there was something both physical and exciting about it,” Smith said.

“There hasn’t been a time in my life where I haven’t had a game console of some sort in my home.”

Now working as history professors at Long Beach State, Lawler and Smith hope to give a retrospective experience to the newer generations of gamers through the CSULB Center for the History of Video Games and Critical Play.

The center, located in FO2-209, boasts a wide range of home video game consoles from the Atari 2600 released in 1977 to the Playstation 4 released in 2013 — as well as tabletop games like Western Legends and Epic.

“This isn’t a center for nostalgia.

It really is about playing the games and then thinking about the mechanisms, the structure, the gameplay, the game design [and] the history,” Lawler said. “The idea is to create a space where students and others who are interested in doing research on video games can actually play.”

The concept for the center be-

JAMES CHOW | Daily 49er

History professors Jeffrey Lawler, left, and Sean Smith, right, play two different video games and critique the histories of each title. On the computer monitor, Smith controls a virtual fighter jet in Playstation 2 title: ‘Red Baron.’ gan in fall 2017, followed by the website’s inception. It wasn’t until this year that the center became a physical space.

According to Smith, the original funding for the center came from a $15,000 grant to the history department with the intent to serve students rather than research interests. The grant assures this by opening to all students. While the professors are actively looking for grants to help maintain the center, they also rely on donations to help grow its library of video game histories.

Both professors implemented

video games into their curriculum before the center came to fruition.

In teaching History 172: Early United States History, Lawler created an assignment using Twine, an open-source storytelling medium which utilizes user-based decision-making to guide the game.

“Instead of writing a traditional essay, you’re essentially writing a game,” Lawler said. “We’re not asking for students to come away as historians. We just want them to have a sense of history. We’re finding this to be an effective way of integrating both writing and historical skills with something

that is a bit more interesting and engaging for students.”

Later, they developed the upper-division course History 306: Playing the Past: Games as Historical Narrative, Public Memory and Cultural Representations, a class that involves analyzing games from a historical standpoint. The final project in the class consists of creating a more in-depth historical video game.

Through class assignments and the center, the professors hope students will look at video games as more than just entertainment.

“It’s that immersive nature that

connects you to the game,” Smith said. “The ‘critical play’ side of things to really think about ... what [games] say about history and how those histories are presented and what [they] say about the public memory [that’s pieced] in these histories.”

The center is the first history-based center for video games in the California State University system. Other California universities’ gaming centers have more traditional focuses such as development, design and business.

“I think for a lot of people, the study of games is, if not strange, the unknown in many ways,” Lawler said. “It’s not huge in history.”

Currently, the center is still in its developmental stages. According to Smith, their website has a couple hundred viewers a week. The professors said they are conducting more public outreach and are looking to collaborate with other departments such as arts and computer science.

Marco Murguia Vidales, a senior majoring in art history and studio art, predicts that the new gaming center will only survive if it gains enough student interest. But he does agree with its concept.

“Even if attendance for [the center] may not be high, the history of video games in general and how it grows in the way it affects the world is something that should be known in the way museums stand,” Vidales said in a CSULB subreddit post. “Sometimes they don’t have the best attendance, but it’s great to have them there regardless.”

The center is open to the public Monday and Wednesday from 2 p.m. to 5 p.m. and Tuesday and Thursday from 11 a.m to noon and 2 p.m. to 3 p.m.

4 COLLEGE OF CONTINUING & PROFESSIONAL EDUCATION

DECEMBER 3-7, 2018 | DAILY49ER.COM

CCPE’s makeover ushers in future of education Updates to the new College of Continuing & Professional Education building are ongoing.

By Carlos Villicana

Special Projects Editor _paidprotestor_

Situated on State University Drive between the University Student Union and The Outpost Grill is the new College of Continuing and Professional Education, which opened this semester. The Daily 49er went on a tour of the campus’ newest building and all that it offers.

Inside the building The building has three floors, with 10

classrooms on the top two floors. The glass windows in the rooms are writable surfaces and the desks’ surfaces can be moved for use by both left and right-handed students.

The first floor of the building has a lactation room, a gender neutral bathroom and a conference room which can be divided into three smaller rooms that fits 50 chairs per room, according to Ana Cortez, facilities management lead for CCPE. Cortez said that the college hopes to have computers in the conference room by the fall 2019 semester.

Currently, the room has plug-ins for laptops to project material onto the room’s projectors.

Outside of the classrooms on the sec-

CARLOS VILLICANA | Daily 49er

College of Continuing & Profesional Eduacation has a patio with vending machines and a water fountain for students. ond and third floors are couches and charging stations.

Outside the building The area directly outside of the building’s first floor has a stage, a patio and a garden called “The Grove.”

Located across the patio is a small wooden

stage which can be used as a speaker’s platform. The platform has a power station and a television next to them which Cortez said will eventually be used as electronic signage to display things such as class schedules and room locations.

“The Grove” has plants located next to a series of black tables and chairs, with charging stations located near it.

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COLLEGE OF BUSINESS ADMINISTRATION 5

ASI Senator discusses importance of schoolwide communication in Q&A Robert Martinez discusses the importance of communication and voicing the needs of students.

ADAM PACHECO | Daily 49er

After graduation, Robert Martinez plans to move to either Oregon or Texas, saying that it feels like the time for something new after living in California his entire life.

By Mark Lindahl Staff Writer

A

t age 42, Robert Martinez isn’t your average student.

When the College of Business Administration Associated Students Inc. Senator isn’t overseeing the business end of his family’s hair salon or playing catch with his two sons, he’s hard at work making sure the needs of CBA students are being met.

Martinez will be the first in his family to graduate college in the spring, with a degree in marketing. The Daily 49er sat down with Martinez in a local cafe to talk about the importance of student representation and the plans he wants to implement in the future at LBSU. What inspired you to run for a senator position with ASI? There’s a lot of things I didn’t have on my radar, and this whole experience for me, obviously I’m a lot older than the other senators and other students, so a lot of it for me was ... kind of figuring out who I am still, like maybe career-wise, work-wise I know who I am, but kind of expanding who I am. Things that I felt like were there that I wanted to do, which a lot of it was helping other people, I never knew how to help other people, and I got involved in an organization, which was … Hispanic Students Business Association. I kind of got involved in that as a member, then I became a director and they do community stuff, they do workshops to help the students and kind of see that support, it kind of started opening me up a little bit. Then one of our other directors, [Erika Paz] was the previous CBA

senator and she had come to me toward the end of last semester and said, “Hey Robert I think this would be good for you.” They gave me a brief summary on what the position consisted of and I was like, “Well okay, you’ve got my interest, tell me a little bit more, I’d like to hear some more.”

So what is the process like when you’re when you’re running for ASI senator?

So the way that works, I think, every college might be a little bit different. So we have our at-large senators and they go through like a school wide election.

So when those times come up during the school year, at-large senators run and the student body votes for college senators for [the] College of Business. As I said as the year ended, there was one opening and the College of Business opens it up. The College of Business has ... a window of time to recommend a senator to ASI. That’s kind of how it worked for me is, there is, I believe three or four of us that were going for the position. So we had to apply and then make a little short speech presentation to the college counsel.

How do you plan on making communication across campus better?

One of the things I brought up recently, we actually had like a discussion with the Forum for the College of Business. This is with the dean and the associate dean; we had our council president and senators and then invited some students. One of the ideas I had, that the dean and the other two that were there really liked, is creating a custom profile for each student. What are you interested in, what do you want to hear

about? So as you go and you build your profile, I say “okay I want to hear about this.”

There may be a couple of things that are going to get pushed to you regardless of your place, like Beach 2030 — that’s going to be close to you no matter what. But all the other things, like mental health, there’s some things on campus some people don’t know about, that the people just aren’t aware of.

And I don’t think the school, again, communicates that well enough.

So if you’re able to go in and create a custom profile, what’s relevant to me, what do I want to hear about? Let me click on that.

How do I want to hear about it? Send it to my email, figure out a platform. I think in today’s world people want to decide how they want to get that information, what they want to hear. They don’t want to feel overwhelmed by all this stuff that they don’t want to hear about. The school … [doesn’t] seem to be all in on any type of platform.

I know BeachSync was the talk, but that’s kind of faded away or they’re redoing it.

They kinda had some stumbles on the redesign [of the site] and so that kind of needs to be the first thing is, ‘Hey, how are we going to do this?’ There needs to be some agreement. Kind of getting back to the same thing, I think you always need to talk to students, faculty — tenure or administration.

Upper administration can have ideas but in the end you have to talk to students. Even as a student, again I’m not going to have all the answers, I need to talk to other students. So you just need to get more data, try to get as much data as you can.

Are there any bigger scale issues that have been brought to your attention?

Right now we’re trying to [collaborate] with some of our other senators in awareness of Beach Pantry and awareness to the College of Business to generate more food donations to the beach pantry.

What kind of food are you looking for?

The [Beach Pantry] has certain criteria ... on what they can accept. I think they’re in the process of getting the freezers or refrigerators for perishables, but right now it’s non-perishables. So that’s something that has been on our list from the very beginning.

How long has the Beach Pantry initiative been on the agenda for ASI? It’s definitely been on our list since the semester started. We kind of held back a little bit because the school, ASI as a whole, is working on a campuswide initiative, but it looks like that’s still a little bit away and we don’t want to wait any longer. So it’s something where we’re going to start it in the next week, probably when we get back to school. So yeah, that’s a real push they want to make, so that might create some competition between colleges and who’s donated the most food.

Has this Beach Pantry competition been announced?

I think right now it might be a little bit under the rug, but I think within a couple of months when they come up with the campuswide initiative then it’ll be the whole school. So at least we kind of start getting rolling here and when that launches [it] will be able to get going.

6 COLLEGE OF THE ARTS

DECEMBER 3-7, 2018 | DAILY49ER.COM

The damage found outside of the walls in Fine Arts 4 room 101 is present throughout the building’s three floors.

HANNAH GETAHUN Daily 49er

FA-4 due for a fix The building was due for renovations in the ‘90s, and won’t be updated in a few years, facilities say.

By Hannah Getahun Assistant news editor hannahgetahun

Jeff Atherton, a foundation art professor, can recall two semesters ago when a dead mouse fell from the ceiling of his color theory class in Fine Arts 4 room 222.

“I think that the mouse had eaten some of the poison bait that has been placed around the building,” Atherton said via email. “After ingesting the poison, the mouse found its way into my room and got up on the curtain, or the lockers that are in the back of the room. I happened to be looking in that direction when the mouse dropped … to the ground.”

To date, Atherton has not had another issue with mice. However, stories like this are common in the Fine Arts 4 building. From falling ceiling tiles to leaking roofs and walls, the consensus among many in the Long Beach State School of Art is that the building is in need of renovations.

“No doubt, the building needs repair,” said Aubry Mintz, the director of the School of Art who works in FA-4 and has witnessed first hand many of the issues the aging build-

ing faces.

According to Michael Gardner, capital project manager of Facilities Management, FA-4 was built in 1962 and has been due for renovations since the ‘90s.

“I believe that the contractor was going to do Fine Arts 1, 2, 3 and 4,” Gardner said. “I believe that he went bankrupt in the middle of the project, and so the project basically got screwed up because of that.”

For students like third-year studio art major Madeline Taylor, air conditioning is one of the biggest problems, which is only present through portable air conditioning units recently issued by facilities management.

“It gets really hot in there all the time,” Taylor said. “It’s really terrible. They should put [a ventilation system] in there because like half the time, you feel like you’re going to pass out if it gets too hot in there.”

Professors like Marian Stewart, who teaches foundation drawing, are concerned with the way the rooms function. Stewart believes that the rooms need new lights because students who deal with value of color cannot properly see the colors they are looking at.

“The facilities are not functioning well,”

Stewart said. “The lighting doesn’t work well. I know students are concerned about ceilings, that to me is the least of my problems. I’m much more concerned about just having a room.”

Stewart is also worried about lack of work space for art students to finish their assignments, as most need specialized rooms or equipment to finish projects or homework.

“It’s just a lack of funding, and it impacts instruction because we just don’t have the type of equipment we need or the space we need,” Stewart said.

All schools in the California State University system propose to the state what their campus needs funding for and then they decide how much funding is given to each school. Then Academic Affairs decides with the dean of the College of the Arts what projects need priority.

“The State has definitely slowed down in funding academic building renovations, and they did recently fund the soon-to-be-completed Student Success Center,” Gardner said via email.

According to Gardner, Facilities Management has a schedule defined by Academic Affairs to renovate buildings based on prior-

ity that they, along with administration, feel is necessary.

On the schedule, the next project will be to turn Peterson Hall 1 into a College of Health and Human Services building. FA-4 is after that. Gardner estimates that renovations for FA-4 will happen in six years and will include completely gutting the building.

“So it would be everything from windows to relocating walls to make the rooms function better for whatever the current needs are,” Gardner said.

For now, Facilities Management does what they can with the funding provided.

This includes making sure that minimum safety codes are met.

Issues including the ceiling tiles and air conditioning have been fixed through temporary methods, such as portable air conditioning units, and screws and washers that have been placed in the ceiling tiles to prevent them from falling on students.

“There’s still an amount [of tiles] that [are] falling,” Mintz said. “And now it’s not the tiles that are falling, but the screws that are falling. It’s a little piecemeal, but it’s a step forward. At least it was a band-aid step forward.”

DAILY49ER.COM

DECEMBER 3-7, 2018

7

CSULB 2019

WINTER SESSIONS focus forward finish

Register Now! Session One (December 20 – January 18) online courses available include: Subject

Catalog Section Session Nbr

Class Nbr

Title

CAFF CAFF CDFS CDFS COMM COMM CRJU CWL CWL CWL ED P EDEL EDEL EDEL EDSP FREN GEOG GERM GERN H SC H SC H SC H SC HCA HCA HCA HCA HFHM HIST IS ITAL JOUR JOUR KIN PHIL PHIL PHYS PPA PSY PSY R/ST SCED SCED SOC SOC SPAN THEA THEA THEA WGSS

321 321 408 418 300 422 401 305 315 320 400 452 462 472 355B 101A 321 101A 400 400 425 425 425 417 457 503 528 274 303 233 101A 315 415 339 160 261 151 577 332 362 240 490A 490C 346 346 101B 122 324 327 365

10031 10064 10054 10164 10032 10079 10065 10105 10051 10063 10067 10033 10034 10135 10035 10043 10194 10132 10200 10148 10096 10174 10175 10014 10015 10186 10187 10039 10075 10048 10076 10143 10071 10155 10080 10077 10049 10083 10056 10193 10086 10198 10199 10042 10153 10045 10027 10197 10161 10040

Family & Consumer Resrce Mgmt Family & Consumer Resrce Mgmt Transition to Parenthood Parent Education Survey Rhetorical Theory Media Effects Victimology Science Fiction & Global Tech Literature and Medicine Comic Spirit Intro to Educational Research Teach/Lrng Readg Teach/Lrng Math, K-8 Teach/Lrng His-Soc Sci K-8 Coll Model Inclusive Education Fundamentals of French Geography of Latin America Fundamentals of German Perspectives on Gerontology Principles of Epidemiology Human Sexuality & Sex Educatn Human Sexuality & Sex Educatn Human Sexuality & Sex Educatn Technology, Ethics & Society Working Around the World Health Care Economics Managing Population Health International Hospitality Dev Rebels & Renegades Office Productivity Software Fundamentals of Italian Literary Journalism Diversity in Media Psych Sport Behavior & Perform Intro Ethics Philosophy and Film Mechanics and Heat Pub Sect Human Resources Mgmt Human Cognition Autism Spectrum Disorders Love, Life & the World S Topics Science Education S Topics Earth/Space Sci Ed Race Gender and Class Race Gender and Class Fundamentals of Spanish Theatre for the 21st Century Theatre Today Theatre Protest & Social Chng Pop Culture: Seeing Sex & Gndr

01 02 01 02 01 01 01 01 01 01 01 01 01 01 01 01 01 01 07 01 01 02 03 01 01 01 01 01 01 01 01 01 01 01 01 01 01 01 01 01 01 01 01 01 02 01 01 01 01 01

SNS SNS SNS SNS SNS SNS SNS SNS SNS SNS SNS SNS SNS SNS SNS SNS SNS SNS SNS SNS SNS SNS SNS SNS SNS SNS SNS SNS SNS SNS SNS SNS SNS SNS SNS SNS SNS SNS SNS SNS SNS SNS SNS SNS SNS SNS SNS SNS SNS SNS

Units 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 3 4 3 3 3 3 3 3 3 3 3 3 3 3 4 3 3 3 3 3 4 3 3 3 3 1 1 3 3 4 3 3 3 3

Components

Days

LEC LEC LEC LEC LEC LEC LEC SEM SEM LEC SEM LEC LEC LEC LEC SEM LEC SEM LEC SEM LEC LEC LEC SEM SEM SEM SEM SEM LEC SEM SEM SEM LEC LEC LEC LEC SEM* SEM LEC LEC LEC SEM SEM LEC LEC SEM LEC LEC LEC LEC

TBA TBA TBA TBA TBA TBA TBA TBA TBA TBA TBA TBA TBA TBA TBA TBA TBA TBA TBA TBA TBA TBA TBA TBA TBA TBA TBA TBA TBA TBA TBA TBA TBA TBA TBA TBA TBA TBA TBA TBA TBA TBA TBA TBA TBA TBA TBA TBA TBA TBA

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(800) 963-2250 | CCPE-info@csulb.edu | ccpe.csulb.edu/winter |

Facility

Instructor

Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online Online

Reiboldt, Wendy L Kreysa, Peter G Roy, Rudabeh Nazarinia Taylor, Sarah Fox, Ragan Cooper Kahn, Adam S Tolbert, Tracy F Shaw, Christopher D McLoone, Katherine A Velcic, Vlatka Rezaei, Ali Reza Lewis, Trinidad J An, Shuhua Ducharme, Catherine C Achola, Edwin Obilio Tatro, Joanna Sharon Beahm, Austin Christopher Beesley, Lisa Joann Hill, Michael S Garrido-Ortega, Claire R Espinoza-Ferrel, Toni L McDonald, Jamie S Tenny, Kelley Sachiko Martinez, Linda K Martinez, Linda K Qi, Yanling Erlyana, Erlyana Yeh, Ronnie Jung Mao Sayegh-Canada, Sharlene S Sahebjame, Mohsen

GE D2 E F HD D2 E F HD

C2a, F, G C2a D2 F H C2a, F, G

C2c D2, F-W, G C2c F-Write;HD E, F, HD E, F, HD E, F, HD D2, F, G D2, F, G

D2, Global C3, F

C2c Herscovitz, Heloiza Golbspan C2a, F-W Sen, Soumitro F, HD Madrigal, Leilani Ann D2 E F Dieveney, Patrick S C2b Wieland, Nellie Claire C1, E Pickett, Galen T B1b Martin, Edward J Maxfield, Lisa M Whitney, David J Estrada, Gabriel S C2b, E Henriques, Laura Henriques, Laura Alimahomed-Wilson, Sabrina A D2, HD Alimahomed-Wilson, Jake B D2, HD Amezcua, Patricia C C2c C1 C1, F Caban, Andrea C F-Write;HD Tarrant, Shira Beth C3 D2 F HD

@CSULBInterSessn #csulbsessn

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DAILY49ER.COM

DECEMBER 3-7, 2018

CSULB 2019

WINTER SESSIONS Register Now!

Session Two (January 02 – January 18) on campus and online courses available include: Subject

Catalog Section Session Nbr

A/ST AMST COMM COMM COMM COMM COMM COMM COMM COUN COUN ED P GEOL GEOL HIST KIN KIN KIN KIN MATH MATH POSC POSC POSC PSY PSY R/ST R/ST REC REC REC REC REC REC REC REC SOC STAT THEA

190 142 130 301 306 352 414 430 439 191 360 301 110 110L 395 156 301 465 476 111 113 391 391 450 327 381 302 302 141 340 340 340 340 340 469 569 335 108 425

01 01 01 01 02 01 01 01 01 01 01 01 01 01 01 01 01 02 01 01 01 01 02 01 01 01 01 02 01 01 02 03 04 05 01 01 01 01 01

SSD SSD SSD SSD SSD SSD SSD SSD SSD SSD SSD SSD SSD SSD SSD SSD SSD SSD SSD SSD SSD SSD SSD SSD SSD SSD SSD SSD SSD SSD SSD SSD SSD SSD SSD SSD SSD SSD SSD

Class Nbr 10181 10140 10146 10005 10182 10149 10145 10147 10081 10007 10008 10010 10013 10060 10142 10072 10087 10184 10059 10026 10144 10022 10107 10023 10138 10137 10085 10150 10173 10018 10019 10104 10169 10170 10172 10171 10025 10024 10020

Title Eastern Ways of Thinking Race and Hollywood Essential Public Speaking Communication Criticism Communication Theory Story Telling Communication in Families Adv Concepts Intercultrl Comm Communicatn & Popular Culture Career & Personal Explorations Life and Career Decisions Child Development & Learning Natural Disasters Natural Disasters Laboratory Gender, Sexuality, and Desire Sports Appreciation Exercise Physiology Clinicl Exer Electrocardiogrph Physical Educ Elem Teachers Precalculus Trigonometry Precalculus Algebra American Government American Government Comparative Political Movemnts Introduction to Human Factors Intro to I-O Psych American Religious Diversity American Religious Diversity Intro to Leisure Services Leisure Contemporary Society Leisure Contemporary Society Leisure Contemporary Society Leisure Contemporary Society Leisure Contemporary Society Disability Issues & Interventn Disability Issues & Interventn Social Psychology Statistics for Everyday Life Theatre and Cinema

Units 3 3 3 3 3 3 3 3 3 3 3 3 3 1 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

Components

Days

Begin Time

End Time

Facility

LEC LEC SEM SEM SEM SEM SEM LEC SEM LEC LEC SEM LEC LAB LEC LEC SEM* SEM SEM* SEM SEM LEC LEC LEC LEC LEC LEC LEC LEC LEC LEC LEC LEC LEC LEC LEC LEC SEM LEC

MTuWTh MTuWTh MTuWTh TuTh TBA MTuWThF TBA TBA MTuWTh TBA TBA TBA TBA MTuWThF MTuWTh TBA TBA TBA MTuWThF MTuWTh MTuWTh TBA TBA MTuWTh MTuWTh TBA TBA MTuWTh TBA TBA TBA TBA TBA TBA TBA TBA MTuWTh MTuWTh TBA

09:00am 09:00am 09:00am 09:00am

01:30pm 01:30pm 01:30pm 01:30pm

09:00am

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LA4-105 LA5-248 LA1-306 AS-242 Online LAB-224 Online Online AS-240 Online Online Online Online HSCI-382 LA5-154 Online

09:00am 09:00am

08:00am 09:00am 09:00am

12:30pm 01:30pm

10:20am 01:30pm 01:30pm

09:00am 09:00am

01:30pm 01:30pm

09:00am

01:30pm

01:30pm 09:00am

06:00pm 01:30pm

Online KIN-051B LA5-343 LA5-263 Online Online SPA-209 PSY-155 Online Online LA1-308 Online Online Online Online Online Online Online Online LA5-167 LA5-261 Online

Instructor Zeiser, Jeffrey Scott Gomer, Justin Daniel Johnson, Kevin E Johnson, Ann M McPherson, Mary B Rich, Marc D Utley, Ebony A McCroskey, Lynda L Duerringer, Christopher M Ratanasiripong, Paul Forrest, Laura U Tortorici Luna, Joanne M Weaver, Carla A Igmen, Ali F Kress, Jeffrey L Cotter, Joshua Allan Escobar, Kurt Anthony Hill, Grant M

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*Course has additional class components. Please check website and MyCSULB for more class details.

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COLLEGE OF ENGINEERING 9

DECEMBER 3-7, 2018 | DAILY49ER.COM

Sophomore mechanical engineering student Zoë Smith works on a 3D printed Iron Man mask.

CARLOS VILLICANA Daily 49er

Engineering a more diverse future Despite the spike in racially diverse female engineering faculty, a gap still exists for many students.

Karla Lopez Staff Writer

Antonella Sciortino recalls joining Long Beach State faculty in 2004 and seeing every department chair position in the College of Engineering occupied by men. Now Sciortino serves as chair for the civil engineering and construction engineering management department.

“I’m not saying it wasn’t possible for women to occupy any of the chairs, [but] there is just not many women engineers, especially women of color,” Sciortino said.

The current LBSU College of Engineering administration has two of four engineering management positions occupied by women: associate dean and administrative management services. Three out of six department chair representatives are also women — Sciortino is one of them.

According to the college’s dean, Forouzan Golshani, the percentage of women engineers at LBSU currently stands at 60 percent in the college. He said that this number was at an all-time low of 15 percent just 10 years ago.

Nationally, LBSU currently ranks fifth for supporting and maintaining racially diverse female faculty according to Golshani.

“On the student side with our outreach programs, we have been able to attract more women into the field, but racially we are not where we want to be,” Golshani said. “But [we] have seen an improvement of five and a half to six percent.

Mechanical engineering sophomore, Zoë Smith remembers her ninth grade class at High Tech High Chula Vista in which she saw role models that reflected her identity as a woman of color. Now, she senses the frail support when it comes to her gender and race identity at times in her classes. She has recently only experienced sexist comments and treatment but there had been times in the past in which her identity as a Black women was attacked.

Although, Smith stated the frail support becomes wholesome when seeking out to different resources at LBSU. “Beach Engineering Student Success Director of Outreach and Recruitment, Saba Yohannes-Reda helped me as a freshman. I’ve been close to her since then especially as a women of color mentor — she has my back,” Smith said.

In her freshman year at the university, Smith joined 14 LBSU students in the 2017 Mathematics, Engineering, and Science Achievement Student Leadership Conference and entered a one-minute elevator pitch video explaining the significance of engineering to her. The video won her a $1,000 reward, according to a press release from the college.

“Reda encouraged me to submit to the competition in the first place. It was last minute but I let go of the expectations I had for myself as a Black woman engineer and let go of other people’s expectation about me,” Smith said.

Smith also shares the fear of feeling like the only Black female engineer.

“Adding race and gender to the situation makes you feel like you are on a lonely island sometimes,” states Smith. “It’s the power of letting go [of the racial and gender stigma] and just focusing on your work to be successful.”

Dean Golshani recognizes the struggle that women of color engineers as a serious issue and knows the efforts of increasing faculty representation of these groups will be as on-going battle.

“Right now Baha’i students in Iran are deprived of education, and these are things that I was exposed to growing up.

It’s definitely made me want to emphasize social justice in my work. By all means, I’m here to help with that,” Golshani said. “My hope in the future is to enable Black and Latina women engineers far more into the world of engineering at

LBSU.” While envisioning the future, Sciortino said she believes the current outreach programs such as the Future Girls @ The Beach and Society of Women Engineers for middle and high school students is effective.

Future Girls @ The Beach encourages high school seniors to apply for their annual mentoring program for tutoring, scholarships, and opportunity to be a part of the Engineering Honors Track. Along the same influence and support, SWE host Women Engineers @ the Beach Day and Engineer Girls @ the Beach Day, to invite both middle school and high school girls on two seperate days out of the year for hands-on activities at LBSU. The only focus is to “make these activities available for these groups throughout the school year, even invite them on campus just for them to get comfortable,” Sciortino said.

Creating an environmental engineering major at LBSU is an idea which has been considered, according to Sciortino, but there has been no set approval of it yet since the idea is still up in the air.

An area in engineering which has increased women’s participation is environmental engineering. The socialization and humanity factor behind it is what appeals to the female demographic, according to the Harvard Business Review. It’s the culture behind environmental awareness, “shared values, beliefs, and norms” which brings emphasis on the nurturing aspect to a math and physics world that distinguishes engineering’s “hegemonic masculine” culture.

“We are a type of artists in a different way, math and physics are our tools,” Sciortino said with a grin, “We need to maintain his enthusiastic idea of the art to facilitate the new wave of diverse female engineers.”

10 COLLEGE OF NATURAL SCIENCES & MATHEMATICS

DECEMBER 3-7, 2018 | DAILY49ER.COM

Let’s school these fish Student researchers produce insightful findings at on-campus Shark Lab.

By Jorge Paniagua Staff Writer

T

he name Christopher Lowe, a professor of marine biology at Long Beach State, has become synonymous with the on-campus Shark Lab. For years, Lowe has served as a guiding captain, overseeing the lab’s countless research projects. Yet, the Shark Lab is far from a one man operation. Rather, Lowe’s vision of utilizing the lab as a medium to study the physiological and behavioral ecology of marine animals is made possible by a collective of people — the majority of which are student volunteers.

In order to research the population of white sharks living along the Golden State’s coast, the lab recently received a $3.75 million contract from the state of California. Two main objectives of the research project, coined the “White Shark Project,” include gaining a better understanding of the growing shark population as well as enhancing beach safety.

Many of the lab’s volunteers, as well as its paid researchers and technicians, are involved.

“So, we know that white sharks use our beaches as nurseries — a lot of young white sharks hang out along the beaches and they are in and among swimmers and surfers,” Lowe said. “There’s a concern about the risk of that interaction, but there’s no scientific data to demonstrate that it’s dangerous.”

Lowe calls his team of researchers “shark spies.” Aside from specializing in studying the behavior of sharks, the lab also researches what kind of risks sharks pose to humans.

The Shark Lab has been researching this since its early days

Biology graduate student Emily Meese holds a horn shark.

after opening in 1966. The technology used then was a lot less advanced; however, the researchers’ methods of acquiring information were still impressive.

For example, Donald Nelson, the former director of the Shark Lab, developed a man-operated wet sub, coined the SOS II — short for Shark Observation Submersible, which he used to study aggressive behavior emitted by sharks.

For study, Nelson would film himself purposefully chasing sharks while operating the SOS II until the sharks began eliciting a threatening response, according to Lowe.

“So what he figured out is sharks exhibit a body language where they drop their pectoral fins, they arch their back, they go into this exaggerated swimming behavior, which, at the time, we as humans, never really saw before. We just thought it was odd, but we couldn’t interpret it,” Lowe said.

COURTESY OF CHRISTOPHER LOWE

Findings like these, coupled with Nelson’s groundbreaking use of acoustic telemetry to study sharks, helped advance the shark lab into one of the nation’s leading outlets for the study of sharks and their behavior. The technology used today — such as harmless tracking device transmitters which attach to sharks in order to acquire data and underwater receivers capable of determining a shark’s location — is as state-ofthe-art as it has ever been.

Currently, the lab employs eight graduate students, a postdoctoral researcher, three technicians and approximately 80 undergraduate students — many of which either volunteer or work in the lab. Furthermore, the lab receives help from about 40 to 60 volunteers from the neighboring Long Beach community, according to Lowe.

Student Spotlight: Arthur Barraza Although the Shark Lab focuses on researching different shark species — Arthur Barraza, an LBSU alumnus who graduated with a degree in science and biology last spring, is best known in the lab for his research on green sea turtles. Officially, he’s the lab’s fiscal operations coordinator and also helps with administrative matters. Lowe calls Barraza his “fixer.” According to Barraza, it isn’t uncommon for Lowe to simply ask him to fix whatever problem arises at the lab.

“The green sea turtles [research project] was my master’s project,” Barraza said.

“Oddly enough, I was part of the shark lab but studying green sea turtle toxicology.”

Barraza’s graduate thesis involved comparing trace metals and pollutants in green sea turtles found in Seal Beach and San Diego Bay. He would obtain both blood and shell samples from the turtles, in order to exam-

ine how their tissues were affected by the polluted ocean water at the two locations.

Although Barraza continues to work with green sea turtles along the California coast, he’s worked as the lab’s fiscal operations coordinator for the past three months. Barraza said he feels that he’s grown substantially as a scientist within that time frame.

What drew Barraza to the Shark Lab, and has ultimately encouraged him to stay, are the interesting, albeit challenging, research projects currently in motion.

“I knew this was going to be a lab that was very intense,” Barraza said. “But that’s when you learn the most. I was really attracted to that, in general.”

see SHARKS page 11

PAULA KILEY | Daily 49er

Research technician Arthur Barraza (right) assists biology masters student Lorena Silva (left) to prepare a tank filled with sting rays. The tank’s temperature will undergo changes to assess how different tempuratures affect a sting ray’s metabolism.

COLLEGE OF NATURAL SCIENCES & MATHEMATICS

DECEMBER 3-7, 2018 | DAILY49ER.COM

11

Student Spotlight: Taylor Smith SHARKS continued from page 10 First year graduate student of biology, Taylor Smith loves sharks. Smith graduated with a bachelor’s degree in marine biology from University of California, San Diego.

Shortly after graduation, she began searching for work at a lab that primarily focuses on shark research. Lucky for her, the LBSU Shark Lab does exactly that.

“A lot of labs [at other universities] will focus on a lot of different animals but not really have a specific focus for a wide range of topics with one animal,” Smith said. “The sharks that we focus on [at the LBSU Shark Lab] we look at from metabolism or contaminants or more ecological purposes and studies. So there was a lot more you can do with sharks versus one small section.”

Her passion for all-things sharks has helped her become one of the Shark Lab’s most versatile members because she is willing to work on any assignment involving sharks.

Smith works with the lab’s educational outreach program as well as the “Jaws ID’ing program.” This program has no correlation with the 1975 Steven Spielberg film and everything to do with the categorization of

actual shark jaws. Given an abundance of different shark jaws by The California Department of Fish and Wildlife, Smith and the other lab members are now in the process of determining and classifying which jaws belong to their respective species.

Aside from that, Smith is currently working on the “Juvenile White Shark Project.”

She scuba-dives into the ocean to help with the lab’s acoustic telemetry work. This work is crucial in order to detect what areas sharks are migrating toward.

However, her upcoming assignment may just be her most ambitious one yet. Within the next six months, Smith will travel to Alaska, on behalf of the LBSU Shark Lab, to research the longevity of the Pacific Sleeper Shark, a species which has an estimated lifespan of hundreds of years.

“The Greenland shark which is closely related to the species I’ll be working with, the Pacific Sleeper, was recently found last year, or two years ago, to live between 272 and 512 years,” Smith said. “So we assume that Pacific Sleepers have a similar longevity. So we want to see what mechanism could lead them to live for so long.”

Smith shared that one of the most rewarding parts about working at the Shark Lab has been working alongside Lowe.

“He definitely pushes you beyond what you think you can do,” Smith said.

PAULA KILEY | Daily 49er

Biology graduate student Taylor Smith collects armored sea stars to be observed in an undergraduate invertebrate zoology class.

Student Spotlight: Alyssa Clevenstine The shark lab is home to a variety of different marine species aside from sharks. The lab houses a variety of stingrays and game fish. Similar to Barraza, third year graduate student of science and biology, Alyssa Clevenstine’s focal point of research is not necessarily on sharks, but rather on giant sea bass.

“Giant sea bass are a pretty popular topic of science right now because they were exploited throughout most of the 20th century — just recently are we starting to see their numbers increasing,” Clevenstine said.

Her research on giant sea bass is similar to the kind of work underway in the “White Shark Project,” as the technologies and telemetry used in both are similar.

“We do external tagging, the same way that we do for white sharks. What’s different though is that we do it underwater,” Clevenstine said. “So, I do a lot of scuba diving as a scientific scuba diver — so do a lot of members of my lab.”

She and her colleagues tag giant sea bass that are three to six feet long. However, rath-

er than focus on large scale annual movements made by the sea bass, Clevenstine is focusing on aggregation among the marine species and determining the growth within a population of sea bass. Most of her work is done near Santa Catalina Island.

Clevenstine has been working at the Shark Lab since May 2016. At the lab, it is common for her to work anywhere between 5 to 7 days a week for around 10 hours a day. Although the workload may be demanding for a student, she considers her work at the lab to be profusely helpful in terms of her development as a scientist.

“Dr. Lowe has been exceedingly helpful.

He doesn’t lead you directly on the path that you need to go on,” Clevenstine said.

“He allows you to bob and weave and do what you need to do. If you’re screwing up, or if you’re doing something too bad, then he’ll help you get back on the right path. But it’s been a really helpful experience because he’s a little more hands-off in terms of building your own career.”

PAULA KILEY | Daily 49er

Alyssa Clevenstine is a third year science and biology graduate student researching giant sea bass at the Long Beach State Shark Lab since May 2016.

The Shark Lab’s semi-enclosed outside lab, located at HSCI - 121a, is known for hosting open houses for campus community members interested in getting a closer look at the housed marine species. Follow @CSULBsharklab on Twitter for news regarding upcoming events at the lab.

12 DECEMBER 3-7, 2018

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COLLEGE OF HEALTH & HUMAN SERVICES

13

Inside the world of stethoscopes and syringes Three Long Beach State nursing students discuss hardships and happy moments experienced while earning their degrees.

Kevin Dadacay

S

Farrah Llanes

Kerry Smith

By Sahara Barba Staff Writer

tudents hoping to be accepted into Long Beach State’s nursing program must complete a minimum of 56 units in the major, have a minimum 3.0 GPA, pass the Test of Essential Academic Skills and complete a series of prerequisite courses. Yet getting past the application process is half the battle.

Beyond attending class, some requirements include working long shifts at a hospital and filling out care packets, which determine the care that patients

will receive, can be as long as 80 pages and must be completed in one day. The Daily 49er spoke to a few aspiring nurses about their experiences at LBSU. Dadacay admits that during his first year at LBSU, he didn’t take his education very seriously. Once Dadacay decided to try harder in school and apply for the nursing program, he realized he didn’t meet the requirements for admission. But eventually, he graduated from the nursing program in May 2018 after completing the program’s five required semesters.

Dadacay had lower than the 3.0 GPA requirement for the program and ended up going on academic leave. He spent time off studying for the TEAS test, another criteria for being accepted. Dadacay studied hard, refusing to be deterred even after failing the test multiple times. He eventually passed the test, but getting into the program was hard enough. Once in, Dadacay struggled to stay in.

“If we were lucky, we maybe had a day to rest, but usually that day to rest was us catching up on sleep and then studying again because we had class and then we had another clinical the next day after that,” Dadacay said.

His academic struggle caused him to be held back for a few semesters.

It took Dadacay seven years to complete his nursing degree, but he is now officially a licensed nurse.

Dadacay hopes to work for Torrance Memorial Hospital in the burn intensive care unit.

Llanes said she doesn’t have any free time for herself, unless she counts the time she spends with the California Nursing Students’ Association as her “me time.”

According to Llanes, class lectures require a lot of memorization, the human anatomy being one system among many students must know by memory. In the beginning, Llanes felt like she was just regurgitating information, but now that Llanes is in her fourth semester, she knows how to apply her knowledge from the classroom to real life.

This past summer semester, Llanes had to work 12 hour shifts at the hospital every week.

“I would wake up at midnight, get to the hospital on a Thursday, care-plan and write 80 pages of [a care packet],” Llanes said.

After her shift, Llanes would have to do homework, prepare her next day’s meals, then go to sleep at 10 p.m. to be well rested for another shift the next day.

Llanes said that it’s important to realize that you’re not alone. Other nursing students are running on little to no sleep and are doing the same assignments as everyone else.

Llanes wants to work in critical care for adults so that she can sharpen her skills and gain experience working with rapidly changing conditions. She also wants to receive her doctorate from UC Davis.

According to Smith, the second and third semesters are typically the hardest for nursing students because of an immense workload. Smith is currently in her fourth semester of the nursing program and is now at a point where she can breathe a little easier because her workload has calmed down a bit. Though Smith was accepted into the program with straight A’s, she hasn’t been able to maintain those grades.

Spending long amounts of time at school or with patients leaves her with little time to study.

“With nursing tests, it’s a running joke in the nursing community that ‘all of the answers in front of you are correct but which one is the most correct?’” Smith said.

Smith’s favorite memory so far is the first time she helped deliver a baby. When she delivered a healthy baby, the mother’s family was extremely grateful and asked Smith if they could take pictures with her to commemorate the delivery.

“You’re with them the whole process from when they arrive and they’re pushing and finally when they’re done, you just feel like you’re part of such an amazing experience,” Smith said. Smith said working in the delivery room makes her feel accomplished every day. Her goal is to work at St. Joseph of Orange in the delivery room.

Photo by Daniel Panduro

Photo by Christan Santos

Photo by Sahara Barba

14

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COLLEGE OF EDUCATION 15

DECEMBER 3-7, 2018 | DAILY49ER.COM

Close to campus, but far from The Beach Students and faculty of the College of Education discuss how their curriculum distances them from the campus community.

The Bob and Barbara Ellis Education Building is one of two College of Education buildings located behind the University Library.

RYAN GUITARE Daily 49er

By Ryan Leuteritz Staff Writer

Studying at Long Beach state to become a teacher is an often challenging process. The program consists of mostly off-campus required activities which provides students with real work experience, but often leaves students confused and distanced from the university, according to students and faculty.

Alejandra Aguilar, ASI co-senator for CED, is a senior in the first year of her urban dual credential program who further explained the credentialing process.

According to Aguilar, the multi-subject credential program requires students to learn teaching methods and compose lesson plans during their first semester, and begin teaching in a classroom setting in the following semester.

“For me I do a whole year of methods courses as well as a whole year of student teaching,” Aguilar said.

Aguilar is applying for the urban dual credential program, which shares a few differences from the multi-subject pro-

gram. The dual credential program provides students with multi subject credentials along with credentials required to teach special education.

She works with her teacher all day, while learning and progressing through her program.

“Tuesdays and Thursdays we have classes and methods courses at school in Garden Grove,” she said. “So we get to know our mentor teachers and then we go to our methods courses together and then going back into our classes and teaching these lessons, so it’s immediate application.”

She loves her student teaching and speaks very highly of it, but the credentialing process comes with many difficulties.

“Depression hits a lot of our students,” Aguilar said. “When you’re writing lesson plans for other people, it’s so stressful and there’s no one to talk to.”

Aguilar said she believes that keeping graduate students involved with on-campus programs and resources is extremely important. She says the problem is that most of the college’s students are off-campus, and most of them don’t even

buy parking passes.

Doing a credential program and starting an undergraduate program are two totally different routes to follow, according to Aguilar.

“The disconnect is huge,” she said.

“When you’re in a credential program, you’re technically not an undergrad. So you’re not in 100 level courses, you’re in these upper division classes while doing clinical practice. And this clinical practice in a college level course with a professor, you have to work with kids at a school.”

Aguilar claims that the sentiment of the rest of the college is that there should be a more supportive base for CED Graduate and Undergrad students.

“When you’re in these classes you don’t really get to know anyone,” she said.

“That’s the hardest part, because you’re going through so much, and it’s stressful, and you have no one to vent to. There isn’t a platform for that.”

College of Education members agree this issue needs to be solved, and they have already begun taking steps toward a better community on campus.

“We did pizza with the dean, and by changing to a later time and seeing people

actually show up just showed us we were on the right path. Keep going on that path and I feel like eventually we’ll get more participation from the grad students and help them feel like we’re a community,” Canales said.

According to Aleah Garnica, lead adviser at the college, faculty agrees with this sentiment as well.

“Our department chair has been working really hard especially through events,” Garnica said. “Over last few years we’ve done a few new things like the back to school event, the ED week thing, and we’ve tried to add more info sessions to try and catch more people. I know our dean and department chair want to continue to try and have a community.”

The College of Education also sees use of the internet and social media as the future support system for their students.

“Me and Alejandra have been working on how to use social media and the internet to provide information and community with the CED,” Canales said. “Whether it be Facebook, Twitter or Instagram, we need to have a virtual place for these students to access each other and know that these resources exist on campus.”

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