Brief: Career Center to host CSUN spring job fair

More than 100 employers from various industries will line the Northridge Center of the University Student Union on Thursday for this semester’s job fair.

The event is hosted by the Career Center and will be held from 10 a.m. to 1 p.m.

Students will have the opportunity to meet with recruiters of companies such as AT&T, Dreamworks, New York Life, Enterprise and others, said Akriti Shrivastava, employee and relations and event coordinator assistant for the career center.

The companies offer part-time and full-time positions as well as internships, Shrivastava said.

“I think its a great opportunity for students because the positions are for a while they are attending school or after graduation,” Shrivastava said.

Students are encouraged to come to the job fair dressed in business attire, with resumes in tow.

Shrivastava said this semester’s job fair will set itself apart from previous fairs.

“This time, we have a variety of companies for a lot of different majors that we usually don’t have,” Shrivastava said.

All the companies represented in the job fair were recruited by the university’s Career Center.

“It’s a good networking opportunity, and I think that’s very important for students,” Shrivastava said. “I think it’s going to be a really good event.”

Permalink: http://sundial.csun.edu/2014/03/brief-career-center-to-host-csun-spring-job-fair/

Advertisements

CalStateTEACH program adopts new Common Core standards

An online teaching-credential program has revamped their curriculum to reflect the implementation of the new Common Core State Standards (CCSS) for K-12 education in California

“We were ready for the Common Core when the Common Core came,” said Sharon E. Russell, systemwide director of CalStateTEACH, an 18-month online program that allows students to earn their teaching credentials virtually.

The CCSS focuses on children understanding what they are taught and being able to explain their answers out loud in the classroom.

“That is one of the things we have emphasized,” Russell said about the program’s attention to the CCSS. “We have totally rewritten our literacy program to reflect the Common Core and then the change in mathematics is profound. We have embraced the Common Core.”

The program

CalStateTEACH is a multiple-credential program that is offered in four regions in California – Fresno, Fullerton, Los Angeles and Monterey Bay, said Daba Asemebo, the program’s coordinator.

Each region has a director which holds an office in their respective CSU campuses. Students can go to the directors if they need assistance other than what is provided by the program’s regular faculty advisors, who give assignments in the online modules which will help track academic success.

Through the program, students will be able to obtain credentials that will allow them to teach in general education classrooms in the state of California.

Along with the online courses the program offers, students must also go out into the field and put into action what they have learned through “student-teach positions” where they are required to practice techniques they have learned in an actual classroom setting. They must complete a certain amount of hours in a classroom setting each term.

Elizabeth Ramirez, 21, education major at CSUN, feels getting practice at other schools would benefit her.

“Since we are going to be teachers and be in the field, you have to make friends and see if other schools do the same thing you do,” Ramirez said.

The program offers financial aid to its students and comes with the staple $55 application fee, making it similar to other educational programs.

However, students of CalStateTEACH take classes over three terms of summer, fall and spring, which are each 15 weeks in length. Students earn a total of 45 semester units each term, which are divided between student teaching, observation and the online coursework, according to the program’s frequently asked questions.

Each term costs just above $3,000, but if a student wants a more on-the-go learning experience, they have to shell out an extra $1,000 for an iPad, according to the program’s website.

New technology

CalStateTEACH, which started in 1999, implemented the use of iPads in its program beginning fall 2010.

“It changed everything we do,” Russell said. “We have this 21st century device that changed us from being an e-learning program to a mobile-learning program. It changed where our candidates can work and study.”

Russell said enrollment in the program has increased 25 percent since the iPad was implemented. During this spring term, 631 students are enrolled in CalStateTEACH.

Russell said that a year before the program rolled out the iPad, CalStateTEACH’s faculty had to be comfortable with it, which is something she feels not many educational programs make sure of when releasing new technologies.

“I personally think that’s where a lot of programs and implementations start off on the wrong foot, that you have faculty and students learning things at the same time,” Russell said. “That’s good in many cases, but not when you have a new technology device.”

Ernest Black, regional director of CalStateTEACH for the Los Angeles area, said the bringing about of the iPad has been smooth for students because the way they are learning has changed.

“The biggest difference is that the student has more control over how they learn, what they learn,” Black said. “So the big part of that is the choice.”

Russell feels the main benefit for students using the iPad to study is the inherent convenience of the device.

“You can be doing your work at Subway eating lunch. You can be doing your work while you do laundry at the laundromat,” Russell said. “So it’s expanded the world for our candidates.”

While Russell feels there are not many drawbacks having this new teaching tool, she said the iPad has led to a bit more administrative work.

“It changed the way the staff works,” Russell said. “The support staff in (the CSU) office are engaged in the logistics of getting the materials to the students, so it’s changed that. That’s the only place we’ve had an increase of work that before, we just sent list of names to our bookstore and they sent boxes of materials out to the students.”

Students want classrooms

While the online program could make it easier for the budding K-12 teacher to earn their credential from practically anywhere there is a internet connection available, recent studies show students feel they learn better in a more traditional setting.

In July of 2013, Millennial Branding, a research and management consulting firm, and Internships.com surveyed more than 1,300 students about various topics centered on education.

In the survey, called The Future of Education, 78 percent of students said learning in a traditional classroom setting would be easier than doing so online. In addition, only 43 percent of respondents felt online education would be either the same or better quality than other forms of learning.

Karam Deep, 21, an education major, would rather be in a physical classroom than a virtual one.

“I think it is less motivating to do things online, and it is easier to see a teacher do something or explain something in person,” Deep said.

Samantha Kang, 22, also an education major, likes the in-person interaction from other students that she gets inside a classroom.

“I like getting the answer to a question on the spot rather than waiting, and I like getting feedback from other peers as well,” Kang said.

Is online better?

While recent studies suggest students prefer a classroom setting over online education methods, other research contradicts those sentiments.

In 2013 alone, 7.1 million students in higher education are taking at least one online class, according to a study by the Bobson Survey Research Group.

The study also found that 73 percent of academic leaders rated learning outcomes either equal or superior to face-to-face instruction in 2013, compared to just 54 percent in 2003.

Black said the CalStateTEACH program being online and on iPads can help students who learn in various ways depending on what works best for them.

“All of this is not necessarily available in the old stand-and-deliver classrooms where the teacher lectures and you kind of regurgitate what was lectured,” Black said.

Russell feels there is a place for both traditional brick-and-mortar learning environments and CalStateTEACH.

“I think we all have the same goal,” Russell said. “We want to help prepare the best teachers for the all the children. Our goal in CalStateTEACH is to have creative and collaborative teachers, teachers that know how to work with each other, and teachers who know how to use the right technology in the right moments.”

 Gabby Escamilla contributed to this story.

Permalink: http://sundial.csun.edu/2014/02/calstateteach-program-adopts-new-common-core-standards/

New executive director announced for Valley Performing Arts Center

A new executive director was named for the Valley Performing Arts Center (VPAC), Harry Hellenbrand, provost and vice president for academic affairs, announced Wednesday.

Thor Steingraber, former vice president of programming at The Music Center in downtown Los Angeles, said he was pleased and looking forward to the opportunity.

“The plans that are in my mind currently include broadening the array of programs at the facility, incorporating the students, faculty and also the local community in Northridge and San Fernando Valley to the maximum extent possible,” Steingraber said.

Steingraber also said he wants to honor the previous successes of the VPAC.

Steve Thachuk, interim director of the VPAC, said Steingraber will be great at helping to connect with the community.

“This was an extensive search,” Thachuk said of the process of finding a new executive director. “Of all the candidates, what impressed me most was he has deep artistic background and rich administrative background, which makes him perfect for the job.”

Since 1997, Steingraber has held various positions as a stage director and assistant director at many international venues, opera houses and festivals.

Steingraber wants to make events at the VPAC more tailored to students.

“I look forward to working with students to bring to the venue performances and events that they’re interested in and more generally integrating the performing arts with campus life and vice versa, the campus community with the Performing Arts Center,” Steingraber said.

Permalink: http://sundial.csun.edu/2014/01/new-executive-director-announced-for-vpac/

Campus Crime: drug possession, bicycle theft, vehicle robbery

A woman’s bicycle was stolen yesterday from a pole where it was secured at building 14 of the University Park Apartments. The theft was reported at 6:30 p.m., but could have happened anywhere between Wednesday at 8 p.m. and yesterday at 5 p.m.

The investigation is ongoing.

The CSUN weekend started with a suspect being arrested for reckless driving Saturday near the corner of Nordhoff Street and Darby Avenue. The female driver was cited and released at the scene.

At about 1 a.m. on Friday, a suspect was reported to be damaging ceiling tiles on campus. Police responded and arrested the suspect on grounds of vandalism and obstructing a police officer.

The suspect was arrested and transported to an LAPD jail in Van Nuys.

Thefts seemed to be popular this week as a vehicle robbery took place in the G3 parking lot between 12:30 p.m. and 3:45 p.m. Thursday. The suspect broke the window of woman’s car and stole a purse, laptop computer and clothes, which were all contained in a cart.

The suspect has yet to be apprehended and the investigation is ongoing.

CSUN police arrested a suspect who had marijuana in their possession on Thursday at 7:46 p.m. The incident occurred in building 15 of the University Park Apartments.

The suspect was given a citation and later released by police.

Permalink: http://sundial.csun.edu/2014/01/campus-crime-drug-possession-bicycle-theft-vehicle-robbery/

Student protest, petition spark officials to add tickets, extra graduation day

CSUN graduates will now be allowed to request seven tickets instead of four to invite guests to their commencement ceremonies in May after a decision was reached by university officials in December of last year.

In addition, one day was added to the commencement schedule in order to separate some of the individual college ceremonies.

Members of CSUN’s Associated Students (AS) held a meeting over winter break with President Dianne F. Harrison and William Watkins, vice president of student affairs, to discuss concerns raised by students last semester.  Students were upset about a change in the commencement ceremonies that limited graduates to four guest tickets and combined ceremonies for the colleges.

“We thought the best way to go into the meeting was not to say, ‘Don’t change anything,’ because we didn’t feel a lot of results would come from that,” said Chris Woolett, president of AS. “We thought if we could find a good compromise that allowed students to have more tickets, it would be extremely helpful.”

The updated commencement schedule added a ceremony on Wednesday, May 21. Woolett said Harrison agreed to skip a scheduled CSU Board of Trustees meeting in order to attend the additional ceremony.

AS proposed the idea of adding an extra commencement day and separating the colleges. Woolett said the majority of their proposed changes were implemented.

“I think that this is one of our biggest wins that we’ve had in AS for a long time,” Woolett said. “To be able to collaborate and put in this much work and really to present a very good document that wasn’t full of demands, but full of compromise. That allowed the administration to work with us, which was great for us.”

Four of the largest colleges will receive their own commencement ceremony as a result of the change, including undergraduates of the College of Social and Behavioral Sciences and the Mike Curb College of Arts, Media and Communication. Watkins said those colleges have about 1,000 more graduating students than the others.

The College of Humanities and the Michael D. Eisner College of Education will be combined into one ceremony. The College of Engineering and Computer Science, the College of Science of Mathematics, and graduates of the College of Social and Behavioral Sciences will also have a combined ceremony.

Woolett said he watched YouTube videos to find out how long last year’s commencement ceremonies were. The longest ceremony lasted 2 hours and 40 minutes without speeches, according to his research. The AS plan said all the ceremonies would average 1 hour and 40 minutes, which would allow more time for speeches, Woolett said.

During the winter-break meeting, Woolett and Talar Alexanian, vice president of AS, brought to light an online petition onChange.org started by Danielle Yehuda, 22, senior psychology major. Comments featured on the site were from current and former students, family members of students, and community members. The petition seemed to attempt to get the attention of Harrison specifically.

“This petition will be brought to the president of CSUN and we will show her that we have a voice and that something needs to be done about the commencement changes,” Yehuda said on the petition’s website.

The petition was able to reach close to 1,600 signatures and was closed when administration made a change to the commencement ceremonies.

“It was really interesting because I’ve never really involved myself in anything like this before,” Yehuda said. “When I started the petition, I thought this would be a great way to get the word out. I was very excited to hear that just by a few changes we made, just by starting a petition, it had made such an impact. I was very happy that I got the support from my fellow students and when I found out I was just ecstatic.”

Leftover tickets will be available to graduates who need more than seven.

“We think that there will be, in some instances, for some of these ceremonies, that not all students will need seven tickets and they won’t ask for them,” Watkins said. “So we’re going to make those tickets available for students who want more.”

Serena Sanders, 22, junior music industry studies major, likes the increase in tickets, but said she does not need seven.

“For me, [seven tickets] is more than enough,” Sanders said. “Just having my family and close friends coming is fine, but that might be different for other people who have larger families and a larger social group that might be cramping it. It’s definitely better than four.”

Watkins added that the procedure for handling ticket overflow is yet to be worked out.

One aspect of the commencement ceremonies that will not change is the number of parking passes given to graduating students. They will still receive two, even with the increased number of guest tickets.

Anne Glavin, CSUN chief of police, told the Daily Sundial in November that she fully supports a ticketing system for commencement ceremonies. She feels the increase in tickets does not change much in regards to safety.

“Adding the number of tickets from four to seven won’t impact that dynamic of the crowd size because we’ve added an additional day as well, which will spread out the crowd over the period,” Glavin said.

Watkins said there will be 10,500 seats available on the Oviatt Lawn for the graduation ceremony, up from 9,200 seats last year.

“When you have that many people in a space together, you really want to provide a seat for them,”  Watkins said. “We think that the public safety concerns will be significantly addressed by having seats, and students agreed with that.”

Woolett feels that the change to graduation ceremonies was a win for the students and was encouraged by their activism.

“I am just very happy with all the work the students put in and continuing to put their voice out,” Woolett said. “I can’t say enough of how important it is for students to say how they feel about things. That is the biggest thing for us. If we could hear that more, we would love to.”

This story was co-written with Negin Daneshfar

Permalink: http://sundial.csun.edu/2014/01/student-protest-petition-spark-csun-officials-to-add-tickets-extra-ceremony-day-to-graduation-commencement/

Men’s Basketball: Matadors give up lead, game to UCSB at home, 79-69

The Matadors (10-9, 2-2 Big West) were dropped in front of a packed Matadome by the UC Santa Barbara Gauchos (11-5, 2-1 Big West) 79-69 Saturday night.

Senior guard Josh Greene led the Matadors with 27 points and made all 12 of his free throws. Junior forward Stephen Maxwell chipped in a double-double with 18 points and 10 rebounds.

Junior center Alan Williams led the way for the Gauchos with 16 points while sophomore guard Michael Bryson scored 15 points and went 3-for-5 from the 3-point line.

CSUN started off slow and went down 9-2 after they gave up three early 3-pointers to the Gauchos. Santa Barbara stretched their first-half to lead 10 after senior guard Kyle Boswell completed a four-point play on a 3-pointer and a free throw.

The Gauchos blitzed the Matadors with a 13-3 run midway through the half, punctuated by a 3-point shot from junior guard Zalmico Harmon with the shot clock winding down. He was also fouled on the play, and the made free throw gave Santa Barbara a 22-12 lead.

After a shot from beyond the arc by sophomore forward Taran Brown and an and-1 play by sophomore forward Sam Beeler, UCSB had their biggest lead of the game, 28-14.

CSUN bounced back to end the half. Two free throws by Greene ignited an 8-2 push that ended with freshman guard Aaron Parks lobbing a pass to Maxwell, who threw down a dunk just before the halftime buzzer. The score was 34-28 at the break, in favor of Santa Barbara.

Coach Reggie Theus felt his team needed to pick up their game in the final 20 minutes.

“I just talked to them about turning it up,” Theus said. “I talked to them about [having] a pretty good first half. If you want to win the game, you have to turn it up.”

CSUN started the second half on fire when Maxwell cut to the basket and threw down a vicious dunk, cutting the Gaucho lead to four. Then Greene completed a four-point play of his own, tying the game at 36.

Maxwell rebounded a missed shot and laid the ball in while getting fouled, giving the Matadors their first lead of the game. The ensuing free throw put CSUN up 39-36, completing an 11-2 run in just over two minutes.

“We played our game,” Greene said about the stretch that gave CSUN the lead. “We were just getting stops on defense and then we were just running our stuff and getting the ball in the paint inside and out and just being the aggressors on both ends.”

But almost as fast as it came, Northridge’s lead went. Santa Barbara went on a 13-0 run, giving them a 49-39 lead. CSUN got as close as six when junior guard/forward Stephan Hicks converted a layup in transition. But the Gauchos rallied back with seven straight points and never looked back.

“When the game was on the line, we didn’t make the tough plays, the physical plays that needed to be made,” Theus said.

CSUN had a rough night from the field, shooting an anemic 36.8 percent for the game compared to Santa Barbara’s 51.9 percent.

Maxwell felt Northridge’s poor shooting contributed to the loss.

“We played pretty hard, but… we can’t win shooting 37 percent,” Maxwell said. “We missed a lot of shots, especially in the paint.”

Theus said his team struggled scoring around the basket because of UCSB’s size down low.

“We knew that length would be a problem and ultimately, I think that was the most significant part of the game,” Theus said.

Greene doesn’t feel his team’s lack of size should be used as an excuse for not winning games.

“If we just stick to our game and keep playing together and keep playing inside out and just being the aggressors on both ends, then nobody can really beat us,” Greene said.

The Matadors will head on the road next week to face the UC Irvine Anteaters on Thursday and the Long Beach State 49ers on Saturday.

Permalink: http://sundial.csun.edu/2014/01/mens-basketball-matadors-give-up-lead-game-to-ucsb-at-home-79-69/

CTVA professor and her students make a documentary about the Northridge earthquake

During the immediate aftermath of the devastating 1994 Northridge earthquake, which reduced much of the Cal State Northridge campus to rubble, one film professor and a large group of her students saw an opportunity to record history.

 “I always think that it’s the responsibility of storytellers to capture moments in time,” said former CSUN student Glenn Gainor. “I thought it was a smart idea to try to be as much of a time capsule as we could because it generally impacted the Northridge community, obviously far more so than other communities since it was the epicenter.”

The result was a documentary titled “Epicenter U.,” which was directed and produced by cinema and television arts professor Alexis Krasilovsky. Several of her students, including Gainor, also worked on the movie as producers, directors and actors.

The film, which is available for checkout at the Oviatt Library, features footage of the wreckage at CSUN and interviews by students affected by the earthquake, including a student whose dorm was destroyed and another whose apartment was looted. Then-university president Blenda Wilson is also interviewed in the film, and former vice president Al Gore is shown giving a speech to the students.

William Malone, a former CSUN student, worked as a unit director on the documentary, a position in charge of filming supplementary footage, doing background work or working with the film’s extras.

Malone, whose Calabasas apartment was damaged as a result of the 6.7 shock, recalled the moment he felt the earthquake.

 “The quake itself literally threw me out of bed,” Malone said.

Krasilovsky and her students could not use their usual film equipment to record the damage to the university because they could not access the building where the cameras were kept. Krasilovsky then gathered some cameras she had in her home and went to work with her students.

“Nothing was simple back then,” Gainor said. “You didn’t have video cameras as we do today. If it happened today, you’d be Instagramming it and putting it on social media.”

Krasilovsky, who narrates portions of the film, wanted to encourage her students to tell their own side of the earthquake experience.

“In many different ways — financial, emotional, creative — this earthquake touched us,” Krasilovsky said. “I was trying to orchestrate that by allowing students to have their own voices and then putting them together in some way that would be cohesive, where we’d see what the commonalities were.”

Krasilovsky was proud of the teamwork her students were able to show in spite of a lack of resources.

“I was amazed at the resilience of my students and the cooperation that most of my students had toward one another in trying to make a project together,” she said.

Gainor felt his involvement as a unit director in the documentary was more his duty as a filmmaker and hopes others can take something away from the film.

“It’s more of a responsibility to take part in something that you feel should be shared,” he said. “I think if anything, I look forward to looking back at those times and see what we can learn from those times.”

The documentary also showed the true extent of the damage done by the earthquake, including shots of piles of rubble, a mangled staircase, crumbled buildings and others.

The sometimes humorous segments done by the student filmmakers include one where two students dressed as cowboys have a fistfight. Another clip features students who are on the phone discussing a government conspiracy involving the magnitude of an earthquake and how the government pays for damages to affected structures.

Jan. 17 marks the 20th anniversary of the earthquake, and Krasilovsky feels more awareness should be brought to the 1994 earthquake as well as other disasters.

“It doesn’t hurt to talk about this stuff periodically,” Krasilovsky said. “Every 10 years or so, there should be another discussion. Maybe every five years just to make sure that people are prepared in the eventuality of an emergency like that.”

Krasilovsky said some good things came out of the tragedy, such as the construction of Manzanita Hall and other buildings.

“The campus is a whole lot better as a result of the earthquake,” Krasilovsky said.

Krasilovsky also feels the added attention to the event on that day could remind people what the campus and its students and faculty had to endure for it to be updated.

“Soon thereafter, I think people very quickly went into denial,” she said. “They just wanted to see pretty new buildings on the campus and didn’t want to have to think where did this come from and how did this come about.”

While Krasilovsky has gone on to make critically-acclaimed documentaries like “Pastriology” and “Women Behind the Camera,” she feels “Epicenter U.” helped mold the career she enjoys today.

“It certainly formed the base of a way of thinking that made some of my other projects possible,” Krasilovsky said. “A lot came out of the experience of working on the earthquake documentary.”

Gainor, now a studio executive at Screen Gems, a part of Sony Pictures, looked back fondly at his time making the film.

“The one thing I took away from that documentary was that somebody was smart enough to inspire us to tell a story,” Gainor said.

Permalink: http://sundial.csun.edu/2014/01/the-art-of-chaos-ctva-professor-and-her-students-make-a-documentary-about-the-northridge-quake/