Daily Forty-Niner, November 16, 2020

weekly digital print edition

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Vol. LXXII, Issue 13

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Monday, November 16, 2020

Level up:

Grad School

Special issue

2

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Daily Forty-Niner

Letter from the editor: You can do it!

By Peter Villafane Special Projects Editor

A

s the end of the semester nears and spring semester is right around the corner, those in the 2021 graduating class may be considering going to graduate school. Hopefully, this issue can inspire those who are hesitating.

Maybe you wanted more from your college experience. You may have loved what you learned and felt like graduating cut you off early. Going to graduate school can give you the opportunity to focus on the subject you are most passionate about, expand what you already know and take your education to the next level.

If you found your true calling outside of your undergraduate major, going to graduate school

could prevent you from pursuing a career you’re not passionate about. It’s an opportunity to broaden your horizons and follow a new path.

It’s a chance to make connections with other people who are going to be in the same field as you and develop new friendships.

Graduate school is not reserved for an elite few.

It can be the key to success for anyone. According to Harvard Business Review, people see an average increase of 25% in their salaries after getting a master’s degree.

For more inspiration from current graduate students, check out our series featuring the recipients of the Sally Cassanova Pre-doctoral Scholars Program.

Don’t limit yourself.

If you imagine the future of your education going beyond your undergraduate years, don’t hold yourself back. If you don’t think you’re capable of graduate school, we sure do.

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GRAD SCHOOL 3

Diversity in grad school

NUMBER OF APPLICATIONS

APPLICATION NUMBERS FOR CSULB GRADUATE PROGRAM

Achieving a post-baccalaureate degree is just another step in someone’s education journey.

But who gets these degrees?

FALL YEAR

By Madalyn Amato Editor in chief

DEMOGRAPHIC BREAKDOWN OF GRADUATE STUDENTS WHO APPLIED IN FALL 2019

NUMBER OF STUDENTS

L

ong Beach State had 7,238 students enrolled in graduate studies in 2019, the lowest number in the past five years.

Of those enrolled in the fall semester, 31.31% were Latino, closely resembling the demographics of undergraduate studies at 40.2%.

These numbers directly contradict the national average, however. According to data from the National Center for Education Statistics, 53.33% of graduate students in the United States are white, yet only 21.55% of CSULB graduate students are white.

The diversity of the graduate program at CSULB hasn’t always been ahead of the national average.

In 2014, Visa Non-U.S. students made up 37.85% of the population, with white students coming in second at 21.32%. Latino students only made up 19.34% of the population at the time.

It wasn’t until 2016 that Latino students began to make up more of the graduate population, accounting for 23.10% of those studying at CSULB. Over the next three years, the population continued to increase to its current level.

In line with undergraduate studies, Black students made up the smallest population of graduate students at just 4.24% in 2019. Undergraduate populations are less than 4%.

This is the highest the population has been in five years but is still above the national average, according to data from the NCES. Less than 1% of graduate students in America are Black.

Likewise, CSULB maintains the national average of having a larger female population than males in graduate school with 62.21% of those seeking a post-baccalaureate degree in 2019.

Women have maintained a larger percentage of enrollment since 2014.

Overall, however, the population in graduate school is down, with just 7,238 enrolled in 2019 — the lowest rate in five years.

Fall 2015 saw the highest rate of enrollment with 9,005 students.

The Department of Health and Human Services maintains the majority of enrollment in graduate school with a consistently more than 37% of students studying for careers in nursing and the pharmaceutical and nutrition industries.

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GRAD SCHOOL 5

How to fund graduate school end up owing some of the funds they were awarded back to the source of their financial aid.

By Madalyn Amato Editor in chief

T

Graduate assistantships:

he cost of pursuing a post-baccalaureate degree may be what stands in the way of someone continuing with their higher education, however, there are plenty of options to fund future academic endeavors.

Becoming a teaching assistant or graduate assistant allows students to pursue their degrees in higher education to not only pay for their studies, but also get exposure and experience in their prospective fields.

Students can currently apply for positions within the College of the Arts, College of Business Administration, College of Education, College of Engineering, College of Health and Human Services, College of Liberal Arts and the College of Natural Sciences and Mathematics.

Apply for financial aid: At Long Beach State, 71% of the student body, including undergraduate and graduate students, is currently receiving financial aid. Applications can be filed at the financial aid office’s website, but there are some things to be aware of.

In the event that a student does not successfully complete a course and must repeat it, a recalculation of aid eligibility will be made and the student will have to pay out of pocket for said course.

There are multiple forms of aid, not just Free Application for Federal Student Aid. In 2013 the California State University established new limitations on the State University Grant, determining who can receive aid and who cannot. Eligible students must qualify for FAFSA or the Dream Act and must maintain enrollment of at least four or more units per semester for graduate students.

Students must also be meeting the university’s Satisfactory Academic Progress Standards, including maintaining a GPA of 3.0 or higher, a pace of academic progress of 67% or higher and being on track to complete their academic program in a reasonable time.

Students submitting their FAFSA application must answer if they’ve ever been convicted of a drug-related crime. Failure to answer accurately may result in denial of aid and up to a $20,000 fine. If convicted once receiving aid, a first-time offense may lead to ineligibility for one year from the point of conviction. A second offense may lead to ineligibility for two years, and any subsequent charges will lead to indefinite ineligibility. Students may have the opportunity to regain eligibility if they complete a drug rehabilitation program or pass two random drug tests administered by a drug rehabilitation facility.

If a student were to withdraw from their studies within the first 60% of the semester, a recalculation would occur, and they may

How to receive a strong recommendation letter Tips to getting an effective recommendation letter for graduate school applications.

The CSU Forgivable Loan and Doctoral Incentive Program: For over 20 years, the Chancellor’s Doctoral Incentive Program has created a streamline between graduate students and teachers at the California State University.

Up to $30,000 is made available to those who are pursuing teaching credentials that ultimately want to teach on a CSU campus.

Sally Casanova PreDoctoral Scholars Program: For students who are unsure if graduate school is the right fit for them or those set on pursuing a Ph.D., up to $3,000 and a funded summer research program are available through this program.

Those looking to apply must be upper-division or master’s degree students at any CSU campus, have a faculty sponsor and a U.S. citizen, permanent resident or a DACA recipient.

Get an employer to pay:

Some companies encourage their employees to continue their education, especially if it’s related to the field of work. Students should also contact human resources to see what options are available.

Larger companies like Starbucks offer up to 100% tuition reimbursement for their employees.

Information from Long Beach State’s Graduate Studies Office and Student Loan Hero.

By Andrea Ramos Photo Editor

G

raduate school applications primarily focus on grades and test scores, but letters of recommendation are required and an important part of the application process.

An effective letter can make a difference when admissions is trying to decide for a potential candidate.

As an applicant, there are a few ways to ensure that a letter can be as successful as possible.

To get an excellent letter of recommendation, students should reach out to someone close to them who can provide an accurate assessment of their

academic ability as well as personal skills. The person to write a letter can be a professor, dean, advisor or counselor. Someone who can highlight qualities in one’s academic pursuit and help that student stand out from dozens of other applicants.

Considering the reliance on academic professionals to write an effective letter it is best to establish relationships early on. Some simple ways to get noticed are to speak up and participate in classes, utilize office hours or take multiple classes with a liked professor. If students don’t know their professors for very long, the best way to ask them for a letter is to set them up with substantial information about their personal life and academic history.

Once deciding who could be the best advocate, it will be important to set up a time to discuss the request. It is im-

portant to note that when requesting a strong letter, there should be ample time between the request and the due date. According to the Berkeley Career Center academic professionals are often busy with other students and classes, so the best time frame would be to request at least two month prior to the deadline.

Giving ample time also allows for more communication between applicants and recommenders to let them know of goals or career aspirations.

It also helps to provide them with any resumes, transcripts and related academic activities.

Overall, a letter of recommendation should be written to clearly state that the student is suited for that particular program and that they can see through the commitment.

6 GRAD SCHOOL

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Master’s vs. Ph.D For any students considering graduate school, here are the differences between post-baccalaureate degrees.

BY MADALYN AMATO When considering post-baccalaureate education, students have a few options. But what is the right choice? Here’s some things to consider:

Master’s: • • • • • •

Academic prerequisites: completion of bachelor’s degree Credit hours: 36 to 54 hours Program culmination: Capstone course or thesis Time to completion: one to three years Course work: core, elective and capstone Cost: $30,000 to $120,000

PhD, or Doctor of Philosophy:

Which one to choose: A master’s degree is more geared toward learning a skill and developing a tool box of problem solving skills, whereas a doctoral degree is more research based and focuses on filling the knowledge gaps in specific industries.

When trying to advance in a field, a master’s degree is a good place to start, but more often top executives are attaining doctoral degrees instead.

• • • • • •

Academic prerequisites: completion of master’s degree Credit hours: 58 to 120 hours Program culmination: Comprehensive exam and completion of a dissertation Time to completion: three to seven years Course work: coursework, research core, comprehensive exam, dissertation Cost: $30,000 to $120,000

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What are admissions committees looking for?

By Julia Terbeche News Editor

W

hen reviewing graduate students’ applications, admissions committees look for more than just GPA and test scores — they’re looking for a well-rounded student with a clear passion to complement their

department.

Graduate Studies at Long Beach State offers several credential programs as well as master’s and doctoral degree options for students who currently hold a bachelor’s degree.

According to Affordable Colleges Online, graduate school programs are looking for students with academic compatibility with peers and professors within their department, originality, investment and commitment to the program and passion for their field of study.

Research done by the University of Southern California’s Pullias Center for Higher Education found that although “good grades and the GRE scores help,” the “prestige” of a student’s recommenders or their undergraduate institution “might end up being the ultimate clincher.”

Julie Posselt, researcher with the Pullias Center, found that graduate admissions committees had favored applicants who had recommendation letters that were written by individuals the reviewers knew personally. Posselt found that since “the committee members tended to trust whom and what they already knew, they ended up making decisions based on those personal biases.”

How to prepare for grad school standardized tests Students considering pursuing a graduate degree will likely need to take a standardized test, like the GRE, so here are some things to keep in mind when preparing.

By Julia Terbeche News Editor

I

n order to be admitted into graduate school, students will be required to take one of the five most common standardized tests: the Graduate Record Examinations Test, the Graduate Management Admission Test, the Law School Admission Test, the Medical College Admission Test or the Test of English as Foreign Language.

According to Go Grad, the GRE is “considered one of the most accurate” ways to test students striving to pursue a graduate degree and is the most widely used for master’s programs. To prepare for the GRE, there are several organizations and websites that offer test preparation.

Several websites, including Educational Testing Service, suggest that students review basic math skills and conventions, practice both with and without a calculator and take advantage of services like Khan Academy.

ETS also offers virtual and physical preparation materials available for purchase in a variety of accessible formats.

The Princeton Review recommends that students study for the GRE by taking a fulllength practice exam to find a baseline score and then determine their target score. Aside from reviewing test preparation materials, the Princeton Review suggests students mimic real test conditions by studying and practicing online for the computer-based exam.

Students also should improve their vocabulary as it is “an important part of the GRE verbal sections” by reading newspaper articles, magazines or academic journals, the Princeton Review suggests.

How to write a statement of purpose

By Julia Terbeche News Editor

A

s part of their application process, students applying to graduate school need to complete a statement of purpose, or a personal statement, that offers admissions committees a sense of the applicant’s academic interests and qualities.

According to an article by Northeastern University, a “strong statement of purpose can be the deciding factor in a graduate student’s admission.” Students should “make a lasting impression,” according to the article, and use the statement as a way to emphasize the characteristics that differentiate them from other applicants.

When writing a personal statement, students should work in steps to make the process less intimidating, according to the article, and focus on brainstorming ideas first and developing a draft to later refine. Northeastern University recommends that a statement of purpose ranges between 500 and 1,000 words, not be longer than a page and be written with an 11- or 12-point traditional font.

Although all graduate school programs are different, the Princeton Review maintains that “they’re all asking for the same four pieces of information,” including the student’s subject of interest, their reason for pursuing a graduate degree, their experience in the field and their plans for the future once obtaining a graduate degree.

While it is important for students to showcase individuality in their applications, the Princeton Review suggests to be selective about the traits they mention in their personal statements, as “grad schools don’t care that you make a great chicken casserole or play intramural bocce ball.” Schools do, however, “care about those activities that speak to your suitability for graduate work,” the article said.

It is also important to ask peers, mentors and professors for feedback and to not reuse the same statement of purpose for all graduate schools. It is recommended that students write individual statements for all schools they’re applying to in order to tailor their answers to fit each program, according to the Princeton Review.

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GRAD SCHOOL 11

A degree to teach The PhysTEC program encourages students in the Department of Physics to consider teaching careers at high schools. But, the program has proved to do more than just that.

By Paris Barraza Arts & Life Editor

O

n an early Thursday evening on Zoom, a battle about physics began.

It started innocently enough when a teacher at the meeting showcased a prefilmed physics experiment on momentum.

But after one professor expressed confusion over the results of the experiment, it soon became a back-and-forth test of knowledge, with Long Beach State professors and teachers from Southern California high schools chiming in to explain how the rules of physics caused a paper cup to move backward when a marble was rolled down a textbook and into it.

At one point, a professor quickly scribbled a mathematical equation. Meanwhile, a CSULB student in attendance mimicked a fistfight between the speakers.

It’s Demo Day, a previously in-person monthly event, now virtual, where Long Beach State students, professors and high school teachers come together to demonstrate physics experiments and walk away knowing more about the field and their colleagues.

It’s just one program in PhysTEC, the nationwide Physics Teacher Education Coalition that started in 2001 with a goal to instate teachers with physics degrees at U.S. high schools.

This comes in response to the growing number of students enrolling in physics courses. According to the Task Force on Teacher Education in Physics, high schools have trouble filling physics teacher positions, let alone hiring qualified teachers.

PhysTEC at CSULB began in 2007.

The program has thrived in the Department of Physics and Astronomy under the care of advisers and professors Laura Henriques, Galen Pickett and Chuhee Kwon, as well as the investment of CSULB’s physics faculty.

Henriques explained that the program is so ingrained in the department that the faculty will tell students that being a high school

“

Illustration by Paris Barraza

physics teacher is not only a career option; it’s a good one.

“We don’t recognize how unusual that is at universities,” Henriques said. “Physics faculty traditionally want their students to go on to PhDs or go work in industry and to really say to somebody, you’re a strong physics student you would be an awesome physics teacher, that’s a big deal.”

Beyond Demo Days, PhysTEC at CSULB has developed two classes in the undergraduate physics program for students interested in pursuing teaching. After taking these classes, students are then qualified to be learning assistants for the department.

Henriques explained that the learning assistant positions, which include tutoring, are “lowstakes” opportunities for students to try their hand at teaching.

This helps learning assistants like Tiberius Rheaume, a fifthyear double major in physics and Japanese, recognize how much they understand and areas they can improve on. The learning assistant program, he said, is designed around helping the “tutors learn to be tutors.”

Teaching physics can be difficult even for those well-versed in the subject.

Rheaume said professors studying this subject often explain concepts at a level that they assume their students are at. As tutors, Rheaume and his peers need to determine what students do understand and build upon concepts from there.

“I’ve learned a lot from the program,” Rheaume said. “Not just about physics, but also about education, about teaching strategies, about mental models, about even different kinds of questions that you should be asking your students and the people that you’re helping so that you can help them help themselves.”

When Rheaume was in high school, he took a university level physics course. There, the professor explained a problem that could be solved differently and yield the same answer.

It captured Rheaume’s attention, who saw these measurable concepts as interconnected rules for the universe. Rheaume, who already enjoyed games with clearly defined rules, suddenly saw the

world as something with predictability.

“For me, studying physics is like looking at the universe as a giant board game,” Rheaume said.

“I just haven’t figured out all the rules yet, but I want to figure out how to play it.”

Emmanuel Guardado, a thirdyear physics major, always knew that he wanted to major in the sciences, but it wasn’t until he took Advanced Placement Physics in high school when he realized that physics was the subject for him.

His teacher engaged with the class, making the subject fun.

When Guardado began to understand the material, it only made his experience better.

Guardado has been part of PhysTEC for about a year. He first learned about the program after enrolling in one of the two teaching-based classes called Exploring Physics Teaching.

While Guardado’s goal is to do research and teach at a university level, he said that the program has helped physics majors look into teaching at the high school or community college levels.

“I’ve always wondered, ‘Oh,

maybe I could do a better job at teaching and maybe make more students realize how good physics is’...Aside from doing research, like, ‘Oh, maybe I could go through [the teaching] route and maybe change some students’ perspectives,’” Guardado said.

CSULB’s PhysTEC is a member of The 5+ Club, which recognizes institutions that have graduated five or more physics teachers in an academic year.

Some alumni from the department include Justin Fournier, who teaches at Cypress High School and Shawn Kirby, who teaches physics at Palm Springs High School and participates in the Demo Days.

But for the many students part of PhysTEC that are not actively pursuing a career in teaching, they still walk away with something important.

“In any job you do, you’re going to have to communicate with people, you’re going to have to work and mentor and teach people, and having a sense of how to do that clearly is a wonderful skill,” Henriques said.

I’ve always wondered, ‘Oh, maybe I could do a better job at teaching and maybe make more students realize how good physics is.’

- Emmanuel Guardado, a third-year physics major

”

12 GRAD SCHOOL

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Is master’s the new bachelor’s?

By Giselle Ormeno Assistant Special Projects Editor

I

’ve always been a planner.

From a young age, my mom and I for fun would create vision boards of what we wanted our future to look like. My usual vision boards had everything from how I wanted my wedding to be to the career and school I wanted to attend.

When I got accepted to Long Beach State as a transfer student, I couldn’t believe that the vision board I created three years ago paid off.

Now attending Long Beach State, there are moments that I’m in class when I think about if my bachelor’s degree is enough to get a high-waging job.

The planner side of me kicked in and started to investigate everything I could about graduate school and obtaining a master’s degree.

I found that a lot more people are getting master’s degrees now than they were two decades ago.

The National Center for Education Statistics (NCES) reports that U.S. universities are on track to give out 800,000 master’s degrees this year, double the amount that was awarded in 2000.

Michael T. Nietzel, a senior contributor to Forbes, wrote that

a master’s degree is the new entry credential for various occupations and professions. Gone are the days that just having a bachelor’s degree would get you a job as a social worker or a teacher.

It seems like society is forcing my generation to work harder to get the same job that previous generations got with just their bachelor’s degree.

It’s disheartening, but I’m not surprised.

Still, I continue with the motions of going to school and working, and pretend that everything will be better. It’s the reason why I find solace in making vision boards because I can control how I want my future to be.

The truth is that I feel anxious, nervous and at times depressed because I feel that I live in a society where I can control anything.

However, I’m forcing myself to see the brighter side of this situation. Overall getting a master’s degree brings higher earnings for workers over their lifetime.

The NCES reports that by 2027 there will be an even bigger projected increase in people getting master’s degrees. Women will surpass their male counterparts by more than 200,000 awarded master’s degrees.

These statistics give me hope that the future can be better. It does alleviate the pressure I feel when thinking about what’s next after I get my bachelor’s degree.

Is the master’s the new bachelor’s?

Yes and no.

I think there are many things

you can still accomplish with a bachelor’s degree. Still, the number of folks going to graduate school is increasing, and if you want to be ahead of the curve, you might need to go to graduate school.

With the pandemic, universities like the University of Southern California offer virtual workshops through Zoom for prospective students who want

to learn more about what grad school can offer.

Recently, I attended a workshop for USC Anneberg’s Global Communication master’s program to find out more about the courses and life as a graduate student. I was conflicted about going and wasn’t going to attend because I still have one year at the Beach.

Curiosity got the better of me,

and I attended. Surprisingly enough, I enjoyed myself. At the end of the workshop I found myself leaning toward the decision to attend grad school.

I know it’s highly competitive to get into most graduate programs. The cost of attending worries me to no avail. The cons outweigh the pros when I think about getting a master’s degree, but I still want to try.

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GRAD SCHOOL 15

An 11-hour flight to a graduate degree Why this student has looked into a graduate degree program in the United Kingdom.

By Celeste Huecias Assistant Arts & Life Editor

F

or as long as I can remember, I have always wanted to spend time in London. The idea sparked in my head at a young age. Whenever I was asked if I could travel anywhere, London was my first pick.

At first, all I wanted was to visit—to walk the beautiful streets, look at Big Ben, ride the London Eye and try a good cup of English tea.

As I got older, and as my obsession with One Direction began, I fantasized about more than a visit.

I wanted a life there.

This seemed impossible for most of my life, considering I had never been out of the country until 16. It wasn’t until my second year at Long Beach State when I realized traveling to Europe and the United Kingdomwas completely attainable.

Almost everyone had told me to study abroad if I got the chance and I didn’t realize how much it would affect my future.

That summer, I went on a short-term study abroad trip to Italy and it was magical.

This trip taught me how to do everything on my own. I went everywhere you could imagine while in Italy, and even went to Switzerland for a day. During my time there, I wanted to go

to any country I could but in a four-and-a-half week time span plus school, time was limited.

Nevertheless, I came home itching for the next trip. I looked at what was being offered for study abroad in my third year but decided to do a winter course with newly transferred friends in my fourth and final year.

But COVID-19 had other plans. The next trip I was supposed to go on was Amsterdam, but that quickly became a figment of my imagination more than a reality.

Quarantine began, and it was heartbreaking to know that my last chance at study abroad was being ripped away and replaced with breakout rooms and Zoom lectures. But that mindset fled quickly after returning to work and making a new friend, Ethan.

He told me that he wasn’t kidding when he said he goes to school in Ireland. All I could think after weeks of him bringing up school and what it was like was, “Is this really a possibility? Can I brave that step and go to school out there?”

The answer to my question remained unclear because my mind was fogged with hopes of the pandemic ending soon and always hearing that people in journalism tend to go back to school after working in the field.

But as summer came to an end and I was ready to start my last year at CSULB, the question remained, “Can I do this?”

After some research and a Zoom meeting with faculty in the study abroad office, I decided yes.

I am going to apply to get my graduate degree in London, England.

Many other factors helped this decision, other than the pure passion and desire I had to continue school and live in the place I always wanted to. The first one is that most graduate programs in the UK are one year for a full-time student compared to two years here in the U.S. Another was to take into factor is price range. Every university in both the U.K. and the U.S. vary. If you want to attend a public school in the U.S., the cost will look a lot less than in the U.K., especially London, England.

But if you are looking to attend a private school here, just know that tuition, room and board abroad will still be less expensive.

There are many differences in studying here versus internationally, but in my mind, the positives outweigh the negatives. A degree is a degree, and if I can get the opportunity to study at an amazing school, in a place I have always loved for only one year of my life, then life is looking pretty good.

As I continue my journey to applying to different schools in London and navigating life amidst a pandemic, one thing that I always remind myself is how quickly our youth flees from us.

We will soon all be in our 30s and 40s navigating life as a homeowner, spouse or parent.

Now is the time to follow your heart’s desires, to start a business, pick up a new hobby, backpack across the world or in my case get that graduate degree in London.

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