California State University Research Articles

The Great Sham of the California State University System

The Great Sham of the California State University System

Collecting COVID at the California State University: Shared Approaches, Divergent Implementations

COVID-19 is a paradigm-shattering development which will have far-ranging effects, many still unforeseen and unanticipated. Community collecting initiatives provide insight and local-level perspectives to momentous events. Examined with other institutions’ holdings, these collecting initiatives illustrate larger trends and allow for a comparative look at reflections and reactions toward historic happenings like the ongoing pandemic. When the virus first spread, rapid-response collection was at the foremost thoughts of many California State University (CSU) archivists. Thankfully, the CSU’s 23 campuses have a robust community of archival practice, called the CSU Archives and Archivists Roundtable (CSUAAR). CSU archivists engaged each other promptly by conversing, collaborating, supporting, and sharing. We will discuss the community of practice at the CSU, highlight how the CSUAAR facilitated projects and developed some shared approaches to collecting efforts, and illustrate three different rapid-response collecting projects developed at the university level (CSU Bakersfield, CSU Northridge, and CSU San Marcos).

James E. Byrd

James E. Byrd, 78, died Oct. 28 in Laguna Niguel, California. “Jim performed chemistry ‘magic’ shows for decades at Central Valley public schools, sharing his love of learning and science. His scholarly research was published in national and international journals, and he was recognized for his outstanding teaching and work training K–12 teachers and improving science education with the Outstanding Professor Award in 1995. Jim also had a passion for music, particularly Bob Dylan, and travel. He enjoyed exploring the outdoors—hiking and camping—and later traveling the world.”—Chemistry faculty and colleagues at California State University, Stanislaus Most recent title: Professor of chemistry, California State University, Stanislaus Education: BS, chemistry, Roosevelt University, 1966; PhD, analytical chemistry, University of Chicago, 1970 Survivors: Wife, Barbara; daughters, Gabrielle Williams and Danica Hughes; son, Graeme; six grandchildren To recognize your late loved one or colleague, submit obituary information at cenm.ag/obits .

Design tactics in curriculum development: Examples from the Paradigms in Physics ring cycle

[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] A level of curricular design, called design tactics, is identified to fill a gap in the research literature between the broad principles that guide curriculum development and the detailed writing of specific activities and lessons. The use of design tactics is illustrated with a case study using a sequence from middle-division undergraduate electromagnetism, the ring cycle, developed as part of the Paradigms in Physics project at Oregon State University. A retrospective analysis of the curriculum development process identified ten design tactics, related to content, sensemaking, and classroom practice. Further analysis of secondary implementations at DePaul University and California State University San Marcos illustrates how design tactics can also be used to make adaptations to local settings and contexts. Design tactics can serve as a productive bridge between higher-level design principles and activity development.Received 9 July 2019Accepted 7 February 2020DOI:https://doi.org/10.1103/PhysRevPhysEducRes.16.020145Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.Published by the American Physical SocietyPhysics Subject Headings (PhySH)Research AreasConcepts & principlesInstructional materials developmentInstructional strategiesPhysics Education Research

Redesigning an online information literacy tutorial for first-year undergraduate instruction

Between spring 2018 and fall 2019 four librarians in the University Library at California State University, Los Angeles developed and launched an interactive online information literacy tutorial for first-year undergraduate students. The Library Research Tutorial for First-year Introduction to Higher Education Courses updates the functionality and content of the University Library's previous 2015 tutorial. Backward design and predictable understandings and misunderstandings were the conceptual frameworks for developing the tutorial. This article describes the development and implementation of the tutorial, which included obtaining grant funding from the University Library, selecting authoring software, scriptwriting, and conducting usability testing. Fall 2019 student performance data for the tutorial are also presented. The authors offer recommendations to future creators for embarking upon a tutorial project.

William Su Ting – China’s forgotten palynologist

Palynology is a relatively young science in China. It is accepted conventionally that the earliest papers are those by Jen Hsü, regarded as ‘the pioneer of palynology in China’, from 1950 onwards. This is clearly not so – geographer Su Ting (1913–2000) published an earlier paper on Chinese pollen grains in 1949, having included pollen-analytical research in a largely geomorphological doctoral thesis in 1937 – the first PhD by a Chinese citizen at the University of Glasgow. Caught-up in the civil war between Communist and Nationalist forces, Ting had left China for the then British colony of Hong Kong in 1949 and arrived in Los Angeles in 1957 where he termed himself William Su Ting. In Los Angeles he conducted palynological and other research, initially with Daniel Axelrod, eventually retiring as Professor of Geography from California State University in 1979. Ting maintained a long correspondence with Gunnar Erdtman which informs this account along with additional archival and family material. Although Ting was the first Chinese palynologist to work in mainland China, an added element is represented by the Japanese workers Misaburo Shimakura and Genkei Masamune, who performed pollen-analytical investigations in Mainland China and Taiwan respectively in the early 1940s, when this territory was under Japanese control. Ting’s unpublished research on sites in Orkney and the Isle of Bute mark him as one of the UK’s pioneer workers in palynology. His North American publications reflect a willingness to grapple with issues as diverse as Quaternary and pre-Quaternary palaeoecology, pollen morphology, microscopy and statistics.

Leading with Justice: Afterword and Next Steps


 The term justice has become a catchphrase in education, used often and yet still evasive. In an attempt to define justice in research, policy, and practice, the California State University, Sacramento Doctoral Program in Educational Leadership invited preeminent scholars into the conversation through a public webinar series. Hundreds of people tuned in to listen and learn—some sessions having over 350 active participants. The attendees represented a unique cross-section of stakeholders: about 1/3 from universities, 1/3 from school districts, and 1/3 from community groups. Each webinar began and closed with music (e.g., Ain’t No Stoppin’ Us Now) that curated and uplifted the virtual space. Local spoken word artists were also invited

Increasing Accessibility in a Peer Assisted College Support Program for Students with Autism in Higher Education

Transitions from high school to an institution of higher education (IHE) can be compromised for young individuals with disabilities. Markedly, students with autism spectrum disorder (ASD) who attend college encounter unique challenges. These include aspects related to social contexts, anxiety, scheduling, relationships, organization, self-disclosure, meeting deadlines, communication, friendships, isolation, decision making, and goal setting. In order to meet this need, California State University, Fullerton offers the peer assisted college support program (PACS) to students with ASD enrolled at the university. PACS is a peer supported mentoring model that assists culturally and linguistically diverse students with ASD in navigating the college campus [1]. The aim of this paper is to provide a description of the PACS program at California State University, Fullerton as originally designed and then demonstrates how revisions were decided upon and implemented in light of participant and faculty feedback. A previous report highlighted the program structure and noted the short-term and long-term impacts [1]. Information gathered from the program identified programmatic barriers; reflections and conclusions resulted in program revisions. Current enhancements include a newly revised online framework that is easily accessible and maintainable. Program outcomes, sustainable resources, timeline protocols, collaborative university/district partnerships, and guidelines are presented.

Learning-assistant-supported active-learning in a large classroom

We present results and lessons learned from a Learning Assistant (LA) program combined with flipped classroom delivery and team learning in our calculus-based, introductory physics (mechanics) courses at California State University, Sacramento. A primarily undergraduate institution, our university serves a largely underprivileged student population, with one half of students coming from low-income households and one third being first-generation college students. We describe our setup in detail and analyze data from 13 classes, four instructors, and 43 learning assistants. We find that (1) learning gains for LA supported classes are on average twice as large as our traditionally taught classes; (2) learning gains are dependent on pre-test scores; and (3) they are also dependent on participation rates. We also analyze student and LA responses to end of semester surveys. Two-thirds of the students self-report that their study skills have improved from taking the LA-supported class, and their comments on course structure are overall positive. Over 90% of the LAs have very positive views of the program, and it is especially rewarding to see that 73% of the LAs who had not previously considered teaching as a career became more interested after participating in the program.

Editor's Note

This special issue of the Edith Wharton Review marks the centenary of The Age of Innocence. Due to the suspension of work on the issue during the pandemic, we were unable to publish it in 2020 as planned. Wharton was awarded the Pulitzer Prize for Fiction for The Age of Innocence on June 1, 1921, providing us in 2021 with the opportunity to celebrate this 100th anniversary along with the novel.For their expertise and effort in making this issue possible, I wish to thank the members of the Edith Wharton Review editorial board, and at Penn State University Press, Jessica Karp. Praise is due to Rita Bode and Nir Evron for their stimulating and informative discussions of recent books. The variety of approaches taken by the articles in this issue signals the flourishing state of scholarship on the novel, and I extend my gratitude to our distinguished contributors, listed in the order their work appears: Dame Hermione Lee, University of Oxford; Melanie V. Dawson, College of William & Mary; Françoise Samarcelli, Université Paris-Sorbonne; Arielle Zibrak, University of Wyoming, and the contributors to her “The Age of Innocence: New Centenary Essays Roundtable”; Katrin Horn, Universität Bayreuth; and Frederick Wegener, California State University, Long Beach. The history of The Age of Innocence has proven to be very different than the one prophesied by Walter Berry, who after reading it declared “Yes; it's good. But of course no one will ever read it. We are the last people left who can remember New York and Newport as they were then, and nobody else will be interested” (A Backward Glance 411). It became, of course, one of Wharton's best-selling novels, a work which richly portrays the vicissitudes of passion and duty, the passage of time, and genteel emotional violence.

A Move Toward Genuine Solidarity

A discussion facilitated by Jason Magabo Perez, Assistant Professor of Ethnic Studies at California State University (CSU), San Marcos. Featuring commentary and analysis of the statements of solidarity curated by Natchee Blu Barnd included in this issue.

Joe L. Martinez Jr. (1944–2020)

Neuroscientist and advocate of inclusion

Empirically verified analysis of dual pre-cooling system for hydrogen refuelling station

The dual cooling system at the California State University Los Angeles Hydrogen Research and Fueling Facility is analysed to predict the output hydrogen temperature in different ambient conditions. Initially, the facility was built with a coil chiller T20 cooling, sufficient for occasional fuelings. A flat plate evaporator system was added in series to resolve any issues for multiple fuelings even in the hottest weather. This study was commenced to verify the set points and determine the control requirements for the dual setup in order to inform future designs. A numerical-empirical model of the cooling system was developed by reverse engineering, using the station experimental measurements and database records. The subsystems are characterized separately but validated as a whole system imposing specific and standard operating conditions. The cooling model is tested with different inputs to validate the pre-set parameter variation of the cooling components. Ten scenarios were investigated to evaluate the fueling output parameters, testing two hydrogen temperature input trends (according to the facility initial conditions) and five ambient temperatures (from 15 °C to 35 °C). The simulation results have confirmed that the hydrogen output temperature remains within the range imposed by the SAE J2601 for each scenario studied, around −22 °C and −25 °C.

The Impact of Safe Harbor Legislation on Court Proceedings Involving Sex Trafficked Youth: A Qualitative Investigation of Judicial Perspectives

Family Court ReviewVolume 58, Issue 4 p. 1115-1115 ErratumFree Access The Impact of Safe Harbor Legislation on Court Proceedings Involving Sex Trafficked Youth: A Qualitative Investigation of Judicial Perspectives This article corrects the following: The Impact of Safe Harbor Legislation on Court Proceedings Involving Sex Trafficked Youth: A Qualitative Investigation of Judicial Perspectives Ginny Sprang, Jennifer Cole, Christine Leistner, Sarah Ascienzo, Volume 58Issue 3Family Court Review pages: 816-831 First Published online: July 27, 2020 First published: 27 October 2020 https://doi.org/10.1111/fcre.12519AboutSectionsPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat In Sprang et al. (2020), the article was published with an incomplete author list and biography. They are completely listed below. Ginny Sprang, Jennifer Cole, Christine Leistner, and Sarah Ascienzo. Ginny Sprang, Ph.D., is a Professor in the College of Medicine, Department of Psychiatry at the University of Kentucky, and the Executive Director of the UK Center on Trauma and Children. Dr. Sprang's work investigates child trauma, the commercial sexual exploitation of minors, victimization, and secondary traumatic stress. Her work involves the creation of translational tools, and development and implementation of evidence based practices to treat those exposed to these traumatic experiences. Jennifer Cole, Ph.D., is an Associate Professor at the University of Kentucky Center on Drug and Alcohol Research with an appointment in the College of Medicine, Department of Behavioral Science. She is also affiliated with the University of Kentucky Center on Trauma and Children. Dr. Cole's research interests are victimization and substance abuse. Christine Leistner, Ph.D., is an assistant professor in the Department of Public Health and Health Services Administration at California State University, Chico. Dr. Leistner is a public health scientist with a focus in the areas of sexual assault, sex trafficking of minors, childhood adversity and trauma, and sexual and relationship well-being. Dr. Leistner is an active member of the Society for the Scientific Study of Sexuality and is a Juvenile Justice Delinquency Prevention Commission Member in Butte County, CA. She is also involved in local-level organizational efforts focused on preventing childhood trauma and improving public health outcomes related to trauma in Butte County, CA. Sarah Ascienzo, Ph.D., LCSW is an Assistant Professor in the School of Social Work at North Carolina State University. Dr. Ascienzo's work is aimed at mitigating the adverse impact of direct and indirect trauma exposure on individuals and communities. Her research primarily focuses on issues related to treatment outcomes, implementation, vicarious trauma, and the role of social context in trauma responses. Dr. Ascienzo's research, training and implementation activities are informed by over 15 years of clinical practice experience, during which she worked extensively with child welfare and juvenile justice-involved youth who had experienced complex trauma and sexual violence. The online version has been corrected. We apologize for this error. REFERENCE Sprang, G., Cole, J., Leistner, C., & Ascienzo, S. (2020). The impact of safe harbor legislation on court proceedings involving sex trafficked youth: A qualitative investigation of judicial perspectives. Family Court Review, 58(3), 816– 831. Volume58, Issue4October 2020Pages 1115-1115 ReferencesRelatedInformation

360 Student Satisfaction Towards an Academic Research Program

The emergency department is a unique environment that co-exists within a larger organization where a wide range of medical issues are treated. As a means to reduce costs and increase visibility for prospective physicians, departments will frequently use voluntary undergraduate student support. The University of California, San Francisco Fresno Emergency Department’s (UCSFF) Academic Research Associates (ARA) program was evaluated to help guide volunteer placement decisions for future implementation. The evaluation measured each volunteer’s relationship within the organization, personal gain, and satisfaction with the program based upon the student’s grade point average (GPA). To measure volunteer satisfaction in a psychometrically sound way, Galindo-Kuhn and Guzley (2001) developed the Volunteer Satisfaction Index (VSI). Responses are recorded using a seven-point Likert Scale. Satisfaction and other volunteering aspects are measured through participant responses. The purpose of this study was to investigate volunteer satisfaction in a level 1 trauma emergency department within a teaching hospital. Furthermore, this study sought to determine best practice for program placement; satisfaction of volunteers based upon their GPA. Participants included 40 (55% female, SD=0.28) undergraduate students enrolled in Natural Science 110 at California State University, Fresno during a period of three semesters from Spring 2019 to Fall 2019. Of those participants, 95% were majoring in pre-medical studies. The initial assessment of each student contained basic demographic questions including GPA and sex. VSI questionnaires were administered to students. Participants indicated relationship within the organization, personal gain, and relationships with peers. Responses were used to identify satisfaction. Volunteers use a seven-point Likert Scale where 1 (very dissatisfied) to 7 (very satisfied) to indicate their level of satisfaction. Utilization of the VSI identifies specific problems experienced by volunteers. The survey scores of the top one-third of GPA will be compared against the students in the bottom-third of GPA during the course of four semesters. All the students participated in the survey. Of those participants, 95% were majoring in pre-medical studies. Their responses were averaged and their responses were tested against various variables such as sex, and major. A reliability analysis was carried out on the perceived task values scale comprising 26 items. Cronbach’s alpha showed the questionnaire to reach acceptable reliability, α = 0.94. All items appeared to be worthy of retention, resulting in a decrease in the alpha if deleted. There was no significant difference in satisfaction based on students who were paired versus students who worked individually. These variables did not show any significant variation. However, Pearson's correlation was computed to assess the relationship between GPA and volunteer satisfaction, r (18) =-.559, p=.005. There was a strong negative correlation between GPA and volunteer satisfaction. An increase in GPA correlates with a decrease in volunteer satisfaction.

“Food Becomes a Measured Thing”: Family, Food, and Violence in Latina Memoir

Cristina Herrera earned her PhD in English from Claremont Graduate University and is Professor and Chair of Chicano and Latin American Studies at California State University, Fresno. I was/am the o...

Faculty Salary Inversion, Compression, and Market Salary Gap in California State University Business Schools

Extant literature has examined salary compression and inversion in US academic institutions including arguments that compression constitutes a form of age discrimination. We assess these phenomena via estimated full rank salaries (across nine campuses in the teaching-oriented California State University (CSU) system) based on the notion that in the absence of compression and inversion, forecasted full rank salaries should be comparable across faculty ranks. Our results show that salary compression is present across all sampled Colleges of Business (COB), but not in other academic CSU colleges. In addition, the patterns of compression support the notion that salaries in CSU COBs are becoming more inverted as the gap between market and current salaries increases. Recommendations for policy and collective bargaining negotiations are also offered.

Uncovering the Quality of STEM Service-Learning Course Implementation and Essential Elements Across the California State University System

Uncovering the Quality of STEM Service-Learning Course Implementation and Essential Elements Across the California State University System

California State University (CSU) System nursing faculty: Are you culturally competent to teach in a multicultural state?

The predicted changes in demographics are forcing health care professionals to recognize they must become not only more culturally sensitive, but also culturally competent. The purpose of this descriptive, correlational study was to describe the level of cultural competence of faculty teaching BSN pre-licensure programs, and faculty personal (age, gender, race/ethnicity, ability to speak another language) and professional characteristics (years in nursing education, highest degree earned, certification, continuing education in cultural competency, and nursing specialty areas) predictive of cultural competency, and the relationship between cultural competency and transcultural teaching behaviors. Campinha-Bacote's (1999) model of cultural competence theoretical framework guided the study. The Cultural Diversity Questionnaire for Nurse Educator-Revised Scale measured a sample of 152 (n=152) faculty cultural competence and transcultural teaching behaviors. CSU System faculty were moderately culturally competent. The overall regression model with faculty personal predictors were statistically significant F(4, 145)=2.98, p=.02, and variables accounted for 7.6% of the variance in cultural competency (R2=0.076). The overall regression model with faculty professional predictors were statistically significant F(9, 139)=3.62, p<.001, and variables accounted for 19% of the variance in cultural competency (R2=0.190). Major findings revealed four aspects of cultural competence predictive of transcultural teaching behaviors. The overall regression model was statistically significant F(5, 146)=182.71, p<.001, and variables accounted for 86.2% of the variance in transcultural teaching behaviors (R2=0.862). The personal characteristic ability to speak another language was predictive of cultural competence. Professional characteristics nursing specialty area of mental health, and continuing education in cultural competency were predictive of cultural competence. The four aspects of cultural competence awareness, knowledge, skills, desire are predictive of transcultural teaching behaviors.

For District IV director: Jeanette M. Van Emon

. US Environmental Protection Agency (retired), Las Vegas, Nevada. California State University, East Bay, BS, environmental chemistry, 1980; University of California, Davis, PhD, agricultural and e...