Students registering frustration with lack of course availability

Kiley Snow, a junior biochemistry major. Photo by Mari Lundin

Registration can be a frustrating process for students who need to get into required classes.

During registration, students encounter an array of issues getting into classes they need to take in order to graduate on time. Some students struggle getting into courses that are only offered in the spring or fall, an inadequate number of sections available, student’s unmet or unknown requirements, and late student registration dates.

Junior Kiley Snow, biochemistry and molecular biology major, was assigned a sophomore registration date because her Spanish pass/no pass course was not counted towards her registration credits.

“It doesn’t make sense that I’ve taken and passed just as many credits as the next junior but I have to register two days later because I took a pass/no pass class,” Snow said.

Snow emailed her academic advisor after receiving her registration date. The academic advisor told her she was assigned the sophomore registration date because she hadn’t taken enough credits. Snow ended up realizing the pass/no pass course didn’t attribute to her registration standing.

The academic advisor didn’t respond to an email request for comment.

Snow didn’t get into two of courses she needed, biochemistry and nutrition 200, to stay on track to graduate in the spring of  2020. She needed to take the classes this year or she wouldn’t have her prerequisites fulfilled for her senior year classes, which would push her graduation date back from spring 2020 to fall 2020.

“It’s frustrating when I need to take these classes this semester to stay on track,” Snow said. “If I don’t get in then it throws my whole schedule off and I don’t graduate on time.”

Snow emailed Dr. L. Andrew Lyon, the head of Schmid College of Science and Technology, who opened the sections on MyChapman to allow Snow and other students to enroll to accommodate for the demand. 

The department chair of each department is responsible for opening up more sections for courses offered in their area, according to Ken Murphy, the Associate Provost for Academic Administration.

“There are more problems with seats in classes at Chapman than there should be,” Murphy said. “I’m sensitive to this topic and I actively send department chairs emails to say please open sections, consider the plight of the students,” he added.

Murphy’s happy to meet with students to hear them out and can go to departments in confidentiality provide feedback to try and resolve issues, he said.

“One of the most frustrating things, from my perspective, is that we don’t have a good grip on forecasting how many seats we need,” Murphy said.

Administration does their best to use the information they have but there are still issues, he said. He accredited these issues to three main areas: an abundance of class options for students who take classes all over the place, a system that needs tightening, and growth.

The undergraduate population has risen from 6,005 students in fall 2013 to 7,020 in fall 2017 when the biggest incoming class in Chapman’s history was admitted. Despite the growing student body, class sizes remain mostly small and the student to faculty ratio sits at 14:1, according to Chapman’s facts and rankings.

Most undergraduate classes range from 10-29 students, the average number of students per class 23, according to Chapman’s website. This count exempts “irregular” courses such as internships, independent study, and thesis courses that are much smaller in size.

Although the exact number of courses added over the past four years is unknown, it has most likely increased; class size, however, has remained the same, according to Murphy. He also acknowledged that there’s been an increase in large classes, those with 40 or more students.

Alexis Blumenthal, a junior graphic design major, was the first person on the waitlist for her required business analytics class last year but was denied a spot after the professor signed around ten other student’s registration forms that allowed them into the class, despite the class max capacity and their waitlist position. When she went to turn her signed slip into the Office of Registrar

“I thought I’d for sure get into the class since I was the first one on the waitlist,” Blumenthal said. “It was annoying to try and find another analytics class that fit with my schedule.”

Other problems that arise from waitlists include requisites that aren’t met, instructor or department approval is needed, registration holds, enrollment dates are not open yet, waitlist capacity has been reached, and students have the maximum number of credits already in their cart, according to Chapman’s waitlist FAQ’s.

Murphy acknowledged other issues such as reserved seats, incompatible majors, late registration dates, and minimum credits not reached.

“That’s very frustrating and part of it is our system and believe me, if I could change that I would,” he said.

The waitlist process was altered this year by a task force Murphy served on which was made up of the admissions office, provosts office, registrar, and academic advising. They put restrictions on first year students, limiting the maximum number of credits to 16 rather than 18 so they couldn’t hold spots for six courses and changed the weight list processor to process students at the end of registration rather than every weeknight.

Other key areas they addressed were opening sections during the registration period instead of all of them before, attempted to make sure there were enough seats in key classes and tried working with technology to alter the system which wasn’t successful, according to Murphy.

Another challenge students face while registering is working with classes that are offered only fall or spring semester.

Erika Ebe, a health science major, had to plan her four-year schedule out semesters in advance to assure she’d meet all of her requirements by graduation.

“There are a lot of classes I have to take that I can only take a certain semester,” she said. “I planned my schedule out for the next five semesters at the beginning of my sophomore year, but I still have trouble getting into some of those classes I planned.”

Senior standing students who don’t or can’t take a required course that’s only offered in the Spring, for example, have to wait until the following Spring to take it, threatening to push back their graduation date by an entire year.

A student in that situation would be sent directly to the department with the directive to solve the problem, Murphy said. It’s a good statistic for Chapman and parents when students graduate in four years and clearing out space for somebody who needs to graduate is important so they don’t stay an extra year, he explained.

For elective classes that aren’t part of major requirements, professors must have a minimum of ten students enlisted at the beginning of the semester to keep the course. When classes get canceled due to lack of enrollment, students have to wait another semester to take the course, which can lead to graduating late.

“I’m not a kind of guy who wants to be strict about this, I want people to take what they want to take and do what they want to do,” Murphy said. “But we should probably be a little more strict about that and try to get some of those faculty turned to these sections where there’s not enough classes.”

However, acceptions are made for small classes that students are required to take, according to Murphy.

The Five Types of People at the Gym

You head to the gym to burn off that muffin top, get that six-pack, or squat your body weight until your thighs fall off, but there is always someone there to ruin your workout groove. Look at the bright side: your eyeballs will get a great workout from all of that rolling!

Prowl recreated five types of gym rats that no one wants as a workout buddy, but do make for some great entertainment to distract you from the burn.


1. The Narcissist

You can usually catch this person staring at themselves in the mirror. That leg press you wanted? Sorry! The leg press – and every other piece of equipment – is required as a prop for The Narcissist’s selfies. If The Narcissist is not on the bench snapping pics, he’s sitting on it while posting the pics on social media to show off to an imagined audience. “Hey, everybody: I’m at the GYM!”


2. The Loud One

This is the person who belts out a gladiatorial scream at the top of their lungs while lifting. When they drop their weights, you stop, drop and cover thinking the giant earthquake has finally arrived. The last thing you want to do is ask them to be quiet in fear that you may be the next weight they slam on the ground.


3. The Slob

You will never catch this person wiping down the equipment after they’re done using it. Everybody gets sweaty at the gym and nothing can change that. The gym provides free towels – but “The Slob” never uses them. This person may also leave weights on the equipment after they’re done. Obviously, putting them away is someone else’s job.


4. The Know-It-All

This is often the weakest person in the gym. You will usually find them critiquing someone else’s form when they don’t even know enough to wear closed-toe shoes in the gym. Their favorite hobbies include researching workouts, but never actually doing them.


5. The Clueless One

There is nothing wrong with being a beginner; everyone has to start from somewhere. With that being said, sometimes it looks like these people don’t even know what exercise even is. These people usually look like they’re at a playground rather than a public gym. Oh really, you think riding that elliptical machine like a rocking horse is how it works?


All GIFs created by Ethan Williams and Mitchell Melby.

Chapman Students Reveal Their Opinions on Vaping

As part of its crusade to stem nicotine addiction in young people, the Food and Drug Administration (FDA) announced it was yanking all flavored e-cigarette products from retail outlets on Nov. 15. While vaping proponents say it helps adult smokers quit cigarettes – a far more harmful use of tobacco – detractors site stunning increases in the numbers of young people getting into the nicotine habit. Vaping jumped 78 percent among high schoolers and 48 percent among middle schoolers in the last year, according to the Centers for Disease Control.

How do Chapman students feel about the government cracking down on vaping? We asked a few of them to find out.


Photo by Jasmine Liu.

Tiffany does not vape and insists that vaping is a negative habit for young people. Although vape products may be less harmful than cigarettes, they still have potential health issues, she said. Tiffany thinks the government is right to implement stricter regulations.


Photo by Torian Mylott.

Thurtle vapes almost every day and firmly believes it is a healthier alternative to cigarettes. Thurtle used to be a cigarette smoker, and uses her Suorin – a handheld vapor device – to curb cigarette cravings. She worried about vaping regulations. “I don’t think the FDA will be able to ban vaping, because they weren’t able to ban cigarettes,” she said.


Photo by Torian Mylott.

Bingham vapes everyday and doesn’t worry about health risks. He started vaping Juuls, and has tried cigarettes. He confesses cigarettes not for him. Bingham worries about the rising costs of Juul products and has switched to the Sourin as a result. Bingham isn’t worried about in-store vaping regulations, as he already buys his vaping supplies online.


Photo by Jasmine Liu.

Gill does not vape. Despite the lack of research concluding long-term vaping effects, he feels that vaping hinders people from having complete awareness. Regardless of the long term effects, the short term hinderance is not ideal for the quality of everyday life, Gill said.


Vaping side effects, from the American Thoracic Society. Graphic by Jasmine Liu.


Electronic cigarette usage in high school students, from the Center for Disease Control. Graphic by Torian Mylott.

 

How to Survive a SoCal Winter

 

Southern California winters are notoriously brutal. Here are a few tips to help you overcome the frigid temperatures and horrid weather.

 

1. Make a post to let everyone know you’re freezing

Put on your faux fur slippers and cozy jackets when the temperature drops below 70 degrees. After you’re all dressed up, send a selfie to your friends to tell them how cold you are.

 

2. Switch out your coffee order

Say goodbye to your iced vanilla lattes with extra caramel and say hello to your hot vanilla lattes with extra caramel. 


3. Prepare for your car rides to triple in time

Most drivers forget how to drive when it rains in SoCal, resulting in countless accidents and freeways full of people driving 45 miles under the speed limit. Plan to leave an hour earlier for wherever you’re going.

4. Go to an outdoor mall and buy a sweater

A sweater? In SoCal? Unheard of. But you’d be surprised how cold 65 degrees feels. 

5. Apply sunblock

The sun is out every day of the year, and winter is no exception. 

 

6. Prepare for your house to become an unofficial Airbnb

Get ready to become extremely popular when all your cold weather friends need a place to escape the snow. 

 

7. Get a pedicure

Winter shoe staples? Fuzzy slippers, flip-flops , slides and sandals. This means your pedicure has to be just as flawless in the winter as it is in the summer.

 

Gif actors: Ali Wu, Sydney Higo, Emily Felix, Delaynie Voortman and Trey Makishima

ChapMAN vs. food

The Broken Yolk, a breakfast restaurant located on Chapman Ave., dares anyone crazy
enough to try the “Iron Man Challenge.” Challengers must finish a six-and-a-half pound
omelette smothered in chili and cheese, surrounded by homestyle fries and accompanied by two
large biscuits in under an hour. Is winning a plaque, a free meal and a free T-shirt worth the pain?

 

Six tips from honors students on how to ace your finals

Prowl interviewed some University Honors Program students with the highest GPAs at Chapman to get some helpful tips on establishing better study habits, such as using the Pomodoro Technique, working with other people to get multiple perspectives on a topic and how to find the best study spot.

 

1. Try the Pomodoro Technique

Would you rather take three hours to get one thing done, or  an hour and 20 minutes to get four things done? The Pomodoro Technique, created by Francesco Cirillo in the 1980s, provides a framework to help you get more done in less time. The main premise behind the Pomodoro Technique is to work in blocks of time, typically 25 minutes long, followed by a five minute break. These intervals are named pomodoros, the English plural of the Italian word “pomodoro,” which translates to  tomato, after the tomato-shaped kitchen timer that Citrillo used as a college student. Each Pomodoro session demands your full attention on one task, and every break requires you to step away from your work to rest.

Here’s how to implement the Pomodoro Technique:

Make a to-do list of the assignments you absolutely need to do that day and set time frames for each task. For example:

  • 25 minutes – HON 498
  • 25 minutes – Portfolio
  • Five minute break
  • 25 minutes – IES 492
  • 25 minutes – Presentation
  • Five minute break

The result is improved productivity and satisfaction with your work, as well as decreased boredom.

Download the “Focus Keeper Free: work & Study Timer” app https://itunes.apple.com/us/app/focus-keeper-free-work-study-timer/id867374917

2. Get a planner

Even if you think that all of your assignments and reminders can be stored in your head, top students find  reminder apps, calendars, and planners to be extremely helpful in getting tasks done and remembering everything that you need to accomplish and when. The apps below allow you to set aside time for studying and set reminders to get your assignments in on time.

Recommended apps: Blackboard, Google Tasks

Photo by Marissa Dunn

 

3. Treat yo self!

As it turns out, giving yourself a small reward after a long study session is a good practice. Treating yourself can be as simple as watching a show or enjoying a nice meal. Try to make it less about expecting a reward and more about doing something to take care of your mind and body after a long day of work. Work-life balance is important, even in college! Of course, it’s also necessary to recognize that even if you didn’t finish reading the entire textbook before bed,you are still allowed to rest. Being kind to yourself and treating yourself  is a good rule of thumb.

4. Know when to work alone versus when to work with people

Working with people or in groups is only a great idea if you are struggling with the content on a conceptual level. Having a fellow student explain their take on a subject rather than a professor  can sometimes be effective and better for memory, as your peers may be able to explain concepts in simplified terms, which is easier to comprehend and remember than the more complex academic versions discussed in class. In the group setting, you get to hear multiple perspectives and work through your confusion with individuals in your group who understand the subject matter more fully. However, when it comes to memorizing and writing, it’s best to go solo. For example, study by yourself for test preparation, and then do a partner or group review the day before a big exam.

Photo by Marissa Dunn

5. Find your work space

Having a set place and time to study can make all the difference. Every honors student suggested establishing a work space far from distractions. Libraries are a good place to study because they are usually filled with people who are also working, reinforcing the notion that you are there to work – not to chit chat or surf the net.

Photo by Hannah Harp

6. Review as you go

Even if a test isn’t on the horizon, the act of reviewing material briefly helps store that information in your long-term memory, so you’ll already have it memorized when the test day arrives. One  activity that helps some students retain information is studying with a friend and verbally reviewing the material. By talking it out, especially the concepts that are the most difficult, some students find that they remember the conversation better on the test day and even find that explaining the information to a friend solidifies their understanding of the information. Plus, you get to hear your friend’s thoughts on the concept as well. It’s a win-win!

These students contributed to tips for this story:

  • Sofya Bochkareva
  • Brittney Bringuez
  • Taylor Killefer
  • Kylie Miller

 

 

 

Night from Hell: How PIKE’s Halloween event went wrong

Heaven and Hell partygoers enjoy themselves while more than 100 ticket holders were marooned back at the Chapman dorms. Photo by Evan Hammerman.

Pike’s “Heaven & Hell” party turned into hell for the 100-150 students who bought $20 tickets and were denied transportation promised to them on the event page. It is unclear if any of the stranded students have gotten or will receive refunds.

Chapman fraternity Pi Kappa Alpha (Pike) sold 800 tickets for its Oct. 25 “Heaven & Hell” party, at which attendees were encouraged to dress as devils or angels, according to anonymous Pike executive. Transportation to The Federal Bar in Long Beach was included in the $20 ticket price and the event page advertised, “free buses from the Chapman dorms will be provided.” The shuttles would start at 9 p.m. and run all night, according to the event page.

However, after students began shoving to get on the buses around 10:45 p.m.  Public Safety officers told the drivers of two empty buses to shut their doors according to sophomore business major Jack Allara. The buses drove away stranding 100-150 students, according to Chapman Public Safety Captain John Kabala. Stranded students paid for alternate transportation (about $30 by Uber), bummed rides or stayed behind, losing the price of their tickets. Those who attended the event said it ended more than an hour earlier than its advertised 2 a.m. cut off. At least three students who requested Pike’s Venmo for refunds have not been reimbursed.

“I have been present at approximately 300-400 Greek Life Events,” said Kabala. “This was the first one that has ever had to suspend operations due to safety considerations.”

The students were not cooperating with orders by Public Safety Officers such as ‘Please step back 3 or 4 feet back from the white barriers’ which are located in the fire line,” Kabala said. “Many students were intoxicated and in some cases were just refusing to comply with straightforward safety requests.”

People who rode the buses to the party were still given bus rides back to the dorms later that night.

Sophomore integrated educational studies major Emily Andris said she waited an hour to get on a bus, was shoved around by a hectic crowd of devils and angels trying to board, and was eventually told no more buses would be transporting students to the event.

“I’m pretty infuriated specifically because I already paid to get on these buses, to have a safe ride there and back, and now they’re forcing me to figure out another way to get there,” said Andris.

Andris did not want to Uber to the event so she ended up walking home a mile and a half in her red dress and devil horns.

Andris said that drunkenness was not the reason for noncompliance with the officers’ orders.

“They assumed that because people were shoving to get on the bus, it meant that they were too drunk when in actuality we were just eager to go to the event,” Andris said.

Not obeying orders of public safety officers is a violation of the student conduct code. Bus drivers were told to leave because Kabala was concerned about students getting struck by the buses.

This reporter bought a ticket to the event and was at the dorms to be picked up by buses at 10:45 pm. Instead, she found dozens of angry, drunk students.

A man who said he held an executive position in the Pike fraternity said that seven or eight Pike members were trying to coax the crowd into a single-file line. Pike members removed students that were belligerent and rowdy, but the students returned, said the executive, who declined to have his name used because he was not authorized to speak for his fraternity.

“We’ve had this event for the past 6 years and this has never happened,” said the Pike executive.

Despite selling out all the tickets, Pike lost money on the event, which cost the frat $16,000-$18,000, said the Pike executive. He didn’t say how much revenue was made but that the tickets were not priced high enough to completely cover the costs.

President of Pike, Michael Garcia, declined to comment when asked to confirm figures concerning the number of students stranded, the amount of money lost, the number of buses rented, and also refused to say whether refunds would be provided.

“We had 7-8 pike members as well as event staff and public safety attempting to control the crowd. I do not know if a Pike event has ever been shut down due to [a] rowdy crowd,” said Garcia, the spokesperson for the fraternity.

Danny Trainor, external vice president of Pike, was emailed twice on the official Chapman Pike email, twice on his personal email, and texted over a two week period. Trainor didn’t respond by deadline.

Treasurer Maereg Kiros also did not respond by deadline when emailed about the same questions.

Pike members who were asked for correct contacts of executives (their website was dated) physically ran away and blocked this reporter.

The party apparently had problems as well. Sophomore integrated educational studies major Kimberly Cameron said that the party – scheduled to last until 2 a.m. – was shut down at 12:30 a.m. She said a fire alarm went off and all of the students were told to move to the other room of the two room venue by staff of the bar.

The event did not end because of a fire alarm according to Captain Kabala.

“The event was suspended early because of guests failing to comply with safety requests announced by Public Safety Officers via loudspeaker,” Kabala said by email.

Pike executives did not respond to why the event ended early.

Five Panther Stereotypes You Might See On Chapman Campus

Chapman students are said to be diverse, but a big chunk come from California, Washington, Hawaii, Colorado, and Oregon, according to a report from the Chapman admissions office. If you are from one of these places, you may meet lots of others Panthers from your area. 

We found five models to help depict the top five states listed above – you might recognize each by their all too familiar stereotypes.


1) We got California hitting #1 – no surprise there.

“No I do not watch the Kardashians everyday, but at least a couple times a week,” Alyssa Steinfeld, a junior business administration major from Brea, California, said.

It may not stand out to Californians, but it is pretty common to say “OMG” or “literally” between every sentence. Of course, you aren’t a Californian unless you are well-versed in show business and avocado toast.


2) Washington rings in at #2. A large proportion of Chapman students hail from this rainy state, perhaps because students are seeking some California sun.

“To be honest, I’m such a California girl, but, of course, my roots are based in Washington-people can tell by my passion for coffee and apples. I still hate the rain though,” Emily Felix, a sophomore business major from Bellevue, Washington, said.

Vegan food and coffee are staples for Washington natives. “U-dub” is a typical nickname for the University of Washington, where many young people hang out and enjoy good restaurants and dainty coffee shops.


3) Hawaii is #3. Like California, Hawaii has a laid back and easy-going way of life.

“It’s not all ‘hang loose by the beach’ all the time. Sometimes it’s a ‘hang loose by the waterfall and hike’ type of deal,” Cassidy Keola, a junior communication studies and public relations major from Ewa Beach, Hawaii, said.

Hawaii has a second language called Pidgin. For example, using “shoots” means “Okay!” or “Let’s do it!” and GRINDZ means good food. Keola said that Hawaiian locals do basically the same things as Californians, such as shopping and eating.


4) Colorado is #4. Much like the Pacific Northwest, Colorado also is home to adventure and pizza: a match made in heaven.

“As much as I love the California sunshine, I miss the mountains and snow in my hometown. Plus, snowboarding brings back so many good childhood memories,” Wil Lowery, a junior business administration major from Lone Tree, Colorado, said.

Many Colorado natives love honey on their pizza crust. They also like to call themselves “ColoRADo” or “granola,” which means dressing hipster or having a free spirit. Oh, and they love winter sports, of course.


5) Oregon is the last most popular state – where health and outdoorsmanship become one.

“We’re just people who love being active and enjoying quality food in a quality place,” Trevor Vill, a junior health science major from Eugene, Oregon, said.

Oregon natives love their adventures and coffee, but what sets them apart from their Washingtonian counterparts is the “foodie” vibe. From fresh local food to the trendiest restaurants, Oregonians are food lovers. They also gush over their favorite grocery store, Fred Meyers, and a local coffee shop, Dutch Bros.


All photos by Jasmine Liu.

Just how diverse is Chapman?

Samory Bailey, a senior strategic and corporate communications major and BSU member. Photo by: Samory Bailey.

Chapman is highly ranked for ethnic diversity and its percentage of Asians and Hispanics continues to grow.

But Chapman has been unable to nudge its percentage of African Americans to even two percent.

The percentage of students who identify as African American has gone from 1.56 percent in 2017 to 1.64 percent in 2018, according to unreleased data by the Office of Admissions.  

“That minuscule bump is meaningless. It is probably one additional student,” said Robert Bruce Slater, Managing Editor for the Journal of Blacks in Higher Education.

How do they feel about politics after investing themselves whole hog and losing? Pie chart made by Leslie Song.

The U.S. Census Bureau estimates that 13.4% of Americans identify as African American.

Students identifying as Native American or Native Alaskan also haven’t seen much more representation, either. Their percentage of our student body went from .12 to .19, demonstrating a .07% increase.

“The University’s five-year plan includes supporting first-gen, low-income and underserved local students,” said Admissions Counselor Tracy Rastello. “Over the past two incoming classes, we’ve increased the percentage of students of color by 4.5%.”

Indeed, the white student population from 2014 to 2017 decreased by more than 10%, according to DataMart’s Freshmen Profile by Ethnicity. But it is Asians and Latinos filling that space – not African Americans or Native Americans.

The Chapman data was collected through the Common Application in the summer for fall 2018 and was recorded as the deposited class (students who have confirmed their acceptance to Chapman.) The number includes both freshman and transfer students and may not reflect the current population as students have dropped and been added since compiling this data, Rastello said.

The racial and ethnic demographics of current graduating high school seniors is one reason behind the tepid representation of Black students, said Erin Pullin, Chapman’s director of diversity & inclusion.

“The recruitment territories and regions Chapman visits, the experiences that prospective students have visiting and touring the campus, and what information prospective students know about in regard to Chapman likely have an impact on the recruitment, application, admission and enrollment processes,” Pullin said.

Chapman is focusing on five main initiatives to increase the number of African American students. These strategies focus on curriculum, recruitment, climate, community and institutional prioritization, according to Chapman’s 2017  Strategic Plan for Diversity & Inclusion.

However, while recruiting more Black students is the first step, offering a curriculum and culture that appeals to and supports African American students is also important, Slater said.

Some students may not find an environment in which they are a rarity appealing, leading to a chicken-and-egg problem when it comes to recruitment.

Some Black students with choices may prefer to be in schools where they are more robustly represented, observed Lucille Henderson, a sophomore communications major and secretary of the Black Students Union (BSU).

Lucile Henderson, a sophomore communications major and BSU secretary. Photo courtesy of Lucile Henderson.

When deciding on a school, one’s decision “is a mix of noticing that there aren’t many Black students and not wanting to go because of that and obviously state schools and community colleges –  they’re so much more diverse. So when you pick between thousands of dollars and feeling uncomfortable all the time or going to a school that is extremely diverse and won’t have to pay as much, the choice is clear,” Henderson said.

Though Henderson looked at the number of Black students when considering colleges, she chose Chapman because the school had everything she wanted in terms of academics, she said.

An initiative to assess an African Studies Minor is in the works for Chapman, according to the Strategic Plan for Diversity & Inclusion 2017-2018

Across the US, Blacks and Hispanics are often underrepresented on higher education campuses. Though plans such as Affirmative Action can help to increase ethnic diversity, a handful of states have voted against these policies. Among the eight states, California voted to ban race-based affirmative action at all public universities in 1996.

Underrepresentation at Chapman begins long before the college application process, according to Pullin.

Many elementary and secondary schools with a large population of Black and Hispanic students are less likely to have experienced teachers and higher quality course materials. These high-quality schools help with closing achievement gaps for Black and Hispanic students and provide them with the opportunity to succeed in college and beyond, according to United States Department of Education’s Office for Civil Rights.

But actively recruiting students from predominantly Black schools and offering more scholarship money can also increase representation on college campuses, Slater said.

Chapman officials say they plan to do that.

“Some of the populations Chapman seeks to grow through implementation of the plan include first-generation college students, and underrepresented students in the local community starting with Santa Ana, Anaheim, and Orange,” Pullin said.

By seeking recruitment within the school districts of Orange County, Chapman plans to increase the number of students from underprivileged and underrepresented communities.

This may be difficult as the population of Black students in the school district is also low. In 2016-2017: Only 1.6% of Orange County high school graduates identified as African American, according to Pullin.

Scholarship opportunities will be expanded, particularly seeking to recruit students who may be struggling financially to access a college education,” Pullin said.

“(Being Black at Chapman) is difficult but it’s taught me how to be more comfortable in my own skin and to be different and to be proud of who I am,” said Samory Bailey, a senior strategic and corporate communications major and a member of BSU.  

“Even without being racially diverse, you still have a lot of different types of people [at Chapman] with what they’re interested in and involved in. I’ve met a lot of people who are from out of the country and out of the state and a lot of faculty too,” Bailey said.

Henderson admits that it can be hard being part of a community in which those who don’t identify hold certain expectations of Black students.

“There is this unspoken assumption that you will be expected to speak every time issues surrounding the Black community arise as it is perceived that because you are part of that community you know everything there is about it- which is not necessarily true. It’s simply unreasonable to expect [someone] to speak on behalf of an entire race,” Henderson said.

Growing up in Oakland, Henderson knew many people of color in her community. To her, the word “diversity,” was rarely used: Diversity was a fact of life.

At Chapman, “it doesn’t bother me that I’m a minority. Sometimes it makes me proud of myself for overcoming the fact that I’m not as represented here and very blessed to even have a community here at all,” Henderson said.

Though she meets few Black people at Chapman, Henderson has still managed to learn a lot about Black identity, because African American folks tend to form an instant kinship, especially in environments where they are underrepresented, she said.

“I’ve never met Black people from the South, or Black people from the East Coast (before) and it’s a totally different culture. It’s interesting to see those different dynamics, how they live as Black people, and how their experience shaped areas of their life,” Henderson said.

“When you’re not constantly surrounded by that culture, you realize how much you love it and how much it’s important to your life and identity. In that way, (being at Chapman) helped,” Henderson said.

“While all of Chapman is getting better, I don’t think we can confidently say that Chapman is diverse. I feel very biased because I am coming from a very diverse city and I didn’t know that for the longest time but I also think of what I expect from a community. At a certain point, in terms of Black representation here, (Chapman) is just not diverse at all,” Henderson said.

Hold the turkey: How to make a vegan Thanksgiving dish

Thanksgiving is a time for students to take a break from studying, spend time at home and stuff their faces. According to The New York Times, the average American eats 4,500 calories on Thanksgiving, mostly comprised of turkey, stuffing and gravy. But if you want to save some turkey lives and save some calories, consider trying this vegan recipe this Thanksgiving. Hey, if the president can pardon a turkey, why can’t you?

 

Cheesy Cauliflower Broccoli Casserole

What you’ll need:

  1. One head of cauliflower, riced
  2. Three cups of roughly chopped broccoli
  3. One tablespoon of olive, grapeseed or avocado oil
  4. One half cup of vegan parmesan cheese
  5. One teaspoon  each of sea salt and  black pepper
  6. Four tablespoons of olive oil
  7. Five  cloves of garlic, minced
  8. One fourth  cup of arrowroot starch or all purpose flour
  9. Two  cups of unsweetened, plain almond milk
  10. One fourth  cup of nutritional yeast
  11. One half  cup of chickpeas (optional)
  12. Two thirds cup of breadcrumbs

Directions:

  1. Preheat oven to 375 degrees Fahrenheit  and grease a nine by 13 inch (or similar size) baking dish
  2. Buy riced cauliflower, or rice one head of cauliflower with a small knife or in a food processor
  3. Lightly steam your broccoli in the microwave in 45-second increments
  4. Next, prepare your sauce. Heat a large skillet on  medium heat. Once hot, add oil and minced garlic. Stir for one to two  minutes, or until light golden brown, then add arrowroot starch and whisk – cook for an additional minute.
  5. Slowly add almond milk while whisking, then cook for two  minutes over medium heat, stirring frequently. The sauce will look clumpy.
  6. Transfer mixture to a blender, along with 1/4 teaspoon  each of salt and pepper, nutritional yeast and vegan parmesan cheese.  Blend on high until creamy and smooth.
  7. Taste and adjust seasoning as needed – you want it salty and cheesy, so don’t be shy with the nutritional yeast, salt and vegan parmesan cheese.
  8. Heat a separate skillet over medium heat. Once hot, add one tablespoon oil and cauliflower rice. Season with salt and pepper and stir to coat. Then cover and let cook for two  minutes. Remove cover, stir and cook for one to two minutes more or until slightly softened. Transfer to a large mixing bowl.
  9. Add the steamed broccoli to the mixing bowl and season liberally with salt, pepper and half of the vegan parmesan cheese. Add more seasoning to taste and stir well.
  10. Add all of the sauce to the mixture and stir to coat. Then transfer to your  baking dish and top with another sprinkle of vegan parmesan cheese and all of the bread crumbs
  11. Cover with foil and bake at 375 degrees Fahrenheit  for 20 minutes. Then remove foil and bake at 400 degrees Fahrenheit  for five to 15 minutes more or until bubbly and golden brown.
  12. Remove from oven and let cool slightly. Sprinkle with any other desired toppings.
  13. Serve  when fresh. Store leftovers covered in the refrigerator up to four  days, or in the freezer up to one month.