CSUN On Point

Students and teachers around the world are adapting to virtual instruction in the wake of the COVID-19 pandemic. The CSU system has announced classes at its 23 campuses will remain mostly virtual this fall. The Los Angeles Unified School District is still working on its plans.

Some teachers and their students have adapted well to the use of technology, but others have felt the strain, particularly students who cannot participate due to circumstances beyond their control. Some teachers are finding unique ways to keep students engaged – such as one music teacher who used TikTok.

Many questions loom about special education students in particular, and the challenges of giving them what they need. CSUN Associate Professor Vanessa Goodwin is a special education teacher and program specialist. She is Co-Director of the Special Education Literacy Clinic in the Teaching, Learning, and Counseling Consortium. Goodwin said she is learning a lot through this pandemic, particularly about the ramifications for special needs students at all levels.

For starters, student mentors had a hard time adjusting to virtual learning themselves. For many, the pandemic’s virtual school preparation came during spring break, and Goodwin said student mentors and teachers were left to find the ways to connect with their students at home.

Goodwin said there really was not a mechanism for keeping special education students from regressing during a crisis like this.

But Goodwin said some of the current technology was already in use, and luckily for them, students and teachers were already familiar with it. This technology has given them tools to succeed, and no matter what the fall brings, the summer will provide even more time to prepare.

Phyllis Gudoski has taught at both the university and the K-12 levels. She is currently a lecturer in the Special Education Department at CSUN.  She said educators have concerns about students moving to virtual classes, but there is also concern for instructors. Many educators at the K-12 level have never taught online classes before, and Gudoski said there has been a learning curve for both teachers and students.

Not all students have access to reliable computers, and beyond that, getting internet access can also be an issue. Gudoski said the LAUSD has helped students get access to chromebooks, but that may not be enough. And for students with special needs, it’s even tougher. 

California State University-San Bernardino student Jazmin Leanos-Rodriguez said the transition to virtual learning has been extremely challenging for her. She had developed methods for success at school, after struggling academically, by using study groups and study halls, and taking advantage of professors’ office hours and accessibility after class. But now she said she feels her success diminishing, and she’s discouraged. Leanos-Rodriguez said her home life makes it difficult to study, and she said she is considering taking the next semester off, because she doesn’t feel she’s able to absorb the material she’s learning virtually.

Leanos-Rodriguez said the stress of school and the uncertainty of the times have affected her mental health, and she feels genuinely alone since the shutdown. Seeking help virtually doesn’t work for her. She said the frustration causes her to cry sometimes.

Experts agree social distancing and virtual learning can affect many students in many different ways. Gudoski said social and emotional issues play a huge part in educating a well-rounded child or adult. Social skills are what helps people get jobs, and many social skills are learned in the playground and in the classroom.

Perhaps the biggest questions students, teachers, and the community have are: will they ever return to ‘normal’? And, how long will this go on?

Gudoski said this may be the new normal for a while, and students and faculty should be prepared for that. She said until there is a vaccine, which experts admit could take more than a year, schools and campuses will not be able to guarantee the safety of students or teachers.

Producers: Cindy Rodriguez and Brittany Smith

Reporters: Alex Guerrero, Cindy Rodriguez and Brittany Smith

Following one of the most divisive political campaigns in modern American history, President Elect Donald Trump now faces scrutiny and resilience among segments of the population who opposed him from the start. Throughout the campaign, Trump targeted undocumented Latino immigrants, women, Muslims, and people with disabilities, and he now prepares to be president for the various groups of people he attacked.

“A lot of us are very confused and very scared about what’s going on,” said Dreamer and CSUN student Chris Farias.

“Because of Trump’s dangerous rhetoric, people feel they can say things that normally they would have been more in check about,” said CSUN Asian American Studies professor and EOP Faculty Mentor Coordinator Glenn Omatsu.

“Before I didn’t know about DACA [when I was growing up], I didn’t think I was going to go to school,” Farias said. “In the community that I’m from, you’re kind of taught you’re not going to make it… [DACA]… was my way out. I didn’t want to be different I wanted to be included.”

President Obama’s administration established the American immigration policy known as Deferred  Action for Childhood Arrivals, or DACA, in 2012. It gives certain undocumented immigrants eligibility for a work permit and a renewal for a two-year period of deferred action from deportation.

The DREAM Act is a legislative proposal giving undocumented immigrants the opportunity to achieve legal status in the United States through academics or the military. Both of these programs have been fundamental in establishing the rights of thousands of undocumented immigrants.

“What we have to do is use inspiration from students themselves who are fighting,” Omatsu said. “In 1942, [when] Ralph Lazo was a high school student at Belmont high school, his Japanese-American friends were sent to concentration camps. He, as a Mexican American, felt it was wrong, but as … a high school student, he didn’t have enough power [to change policy], but what he did was on his own: he registered himself to be of Japanese ancestry, so he could go to the camps with his friends, because he felt it was an injustice. I think actions like that need to be encouraged in our society.”

California politicians are already laying the groundwork for combatting policies against immigration reform, environment protection, and workers’ rights being floated about Trump and his administration. California is home to a lot of undocumented immigrants, and many young immigrants are now worried about their status as students in the United States. Students who are protected by DACA and the DREAM Act have raised concerns about what could happen to their student status because of Trump’s proposal to combat all forms of immigration. On top of that, some students who may be protected by DACA and the DREAM Act are fearing the ramifications of Trump’s proposals on family members and friends, who aren’t protected by any of these legislations.

“This is our time to show the media and Trump that we are together, and we’ll fight for what we deserve,” Farias said. “It’s a bummer to be seen as a criminal, who doesn’t want to go to school, who isn’t intelligent, but we are and we really need to stick together.”

With pending questions and concerns surrounding president-elect Trump and his immigration policies and their effect on DACA, the DREAM Act, and non-protected immigrants alike, students are looking for ways they can defend these policies that have protected them from being deported.

Anchor: Alicia Dieguez

Moderator: Nick Torres

Producer: Susana Guzman

Social Media Editor: Jaclyn Wawee

Reporters:  Alicia Dieguez, Thomas Gallegos, Ebony Hardiman, Ke-Alani Sarmiento, Jaclyn Wawee

­­Whether or not college athletes should get paid has become a controversial topic in sports in recent years.

College sports as a whole pull in about twelve billion dollars annually from television, marketing, school ticket sales and student fees, but NCAA players get none of it.

Ninety-six percent of the money the NCAA generates is used to build stadiums and sports facilities, pay staff, coaches and to buy sports equipment.

“I don’t think we should have an actual income for playing,” said CSUN baseball player and starting pitcher Conner O’Neil. “However, I don’t think we should have to pay to go to school either.”

It’s no secret that being a college-student athlete is hard work and takes outstanding time management and balancing skills, but along with that comes many positive benefits and potentially life-changing opportunities.

“I think besides those being on scholarship or getting a free education, they have access to strength and conditioning coaches, sports psychologists, facilities, good coaching,” said CSUN Kinesiology Professor and expert in sports psychology Dr. Jacob Jensen. “I feel like all of that adds up to thousands and thousands of dollars, and I don’t see that they need to be getting paid more than that.”

Electronic Arts’ most popular video games were NCAA Football and NCAA Basketball, but EA Sports has discontinued its college video game series amid lawsuits raised by former players seeking compensation against the NCAA. The students sued the NCAA claiming that the organization had violated US antitrust laws, by prohibiting the athletes from receiving any of the revenue the NCAA earned by selling their likenesses.

Although this topic has been an ongoing debate, what separates professionals from amateurs is the ‘business aspect’ of sports, and that doesn’t seem to be changing any time soon.

Moderator: Kiesha Phillips

Anchor: Celene Zavala

Producer: Jordan Williams

Social Media Editor: Delmy Moran

Reporters: Delmy Moran, Brittni Perez, Kiesha Phillips, Daniel Saad, Jordan Williams, Celene Zavala