California State University, Dominguez Hills is a public university located in the South Bay region of Los Angeles County and was founded in 1960. The university is part of the 23 school California State University system. It offers 107 types of Bachelor's degrees, 45 different Master's degrees, and 17 types of teaching credentials. The university does not confer Doctoral degrees.For the 2011–2012 academic year, the university had a total enrollment of 13,899 students comprising 11,069 undergraduates and 2,830 post baccalaureates . Wikipedia.
News Article | May 4, 2017
Danny Bakewell, Sr., founder and chairman of The Bakewell Company, one of the largest African American commercial real estate development groups in the western United States, will receive a California State University honorary Doctor of Humane Letters from California State University, Dominguez Hills (CSUDH) during its 2017 commencement. CSUDH will hold two college-based commencement ceremonies for its 4,500 graduating seniors on Friday, May 19. Bakewell will be awarded the honorary degree at the 9 a.m. ceremony for the College of Business Administration and Public Policy, and the College of Health, Human Services, and Nursing, where he will also provide the keynote address. Deborah Flint, CEO for Los Angeles World Airports, will provide the keynote address at the 4 p.m. ceremony for CSUDH’s College of Arts and Humanities, College of Education, and College of Natural and Behavioral Sciences. Honorary doctorates are given by the CSU Board of Trustees in the name of the California State University and in the name of the campus conferring them. Since the first CSU honorary degree was awarded to then-President John F. Kennedy in 1963, the 23 CSU campuses have awarded such honors to 502 distinguished individuals who have demonstrated excellence in areas that benefit humanity, CSU campuses, the state, nation and/or world. CSUDH has bestowed honorary doctorates to such renowned individuals as artist and social activist Forest Whitaker, former Secretary of Housing and Urban Development Henry Cisneros, radio commentator Tavis Smiley, and Boys Choir of Harlem founder Walter Turnball, along with notable leaders and business people in the South Bay of Los Angeles, including former Toyota Chairman Yukiyasu Togo, and former Carson Mayor Gil Smith. As head of the Bakewell Company, Bakewell has led multi-million-dollar revitalization efforts in many underserved communities in the Los Angeles regions. He is also chairman of Bakewell Media, which owns the oldest west coast African American-owned newspapers, the Los Angeles Sentinel, the LA Watts Times, as well as WBOK radio station in New Orleans. His annual event Taste of Soul, which is presented by the Los Angeles Sentinel has been dubbed “Los Angeles’ largest street festival.” Bakewell’s commitment to L.A.’s African American community began in the 1960s as a community organizer. In the 1970s he co-founded L.A.-based community development organization the Brotherhood Crusade. In his 35 years leading the organization, the Brotherhood Crusade drew to become one of the largest non-profit organizations in Southern California. It annually distributes more than $65 million in grants and technical support to local non-profits in the African American community of South Los Angeles. Bakewell is a three-time NAACP Image Award winner and a Southern Christian Leadership Martin Luther King, Jr Award recipient. He has been inducted into the International Civil Rights Walk of Fame, and has received numerous other awards, including JFK Profiles in Courage Award from the Democratic Party, the U.S. Congressional Black Caucus Adam Clayton Powell Award, and the Roy Wilkins Award. In 2015, CSUDH awarded Bakewell its Community Builder Award for his exemplary citizenship and contributions that have greatly impacted the region. About California State University, Dominguez Hills California State University, Dominguez Hills, centrally located in the greater Los Angeles South Bay region, is a model urban university with a wide range of academic programming, providing accessible, high quality, and transformative education to students aspiring to succeed and thrive in a complex, global society. Since 1960, CSU Dominguez Hills has served a diverse community of learners and educators collaborating to change lives and communities for the better. A national model and laboratory for student success, the university offers a proven path to opportunity and social equity, advancing a college-focused culture in the communities it serves while providing vital resources of knowledge, talent, and leadership to the greater Los Angeles region and beyond. Today, CSU Dominguez Hills boasts over 100,000 alumni – doctors, scientists, engineers, educators, entrepreneurs – who are leaders in education, health, technology, entertainment, public service, and business, making a difference in their fields, in people’s lives, and in their communities. For more information, visit http://www.csudh.edu.
McGlynn T.P.,California State University, Dominguez Hills
Annual Review of Entomology | Year: 2012
Social insect colonies are typically mobile entities, moving nests from one location to another throughout the life of a colony. The majority of social insect speciesants, bees, wasps, and termiteshave likely adopted the habit of relocating nests periodically. The syndromes of nest relocation include legionary nomadism, unstable nesting, intrinsic nest relocation, and adventitious nest relocation. The emergence of nest movement is a functional response to a broad range of potential selective forces, including colony growth, competition, foraging efficiency, microclimate, nest deterioration, nest quality, parasitism, predation, and seasonality. Considering the great taxonomic and geographic distribution of nest movements, assumptions regarding the nesting biology of social insects should be reevaluated, including our understanding of population genetics, life-history evolution, and the role of competition in structuring communities. © 2012 by Annual Reviews. All rights reserved.
Agency: NSF | Branch: Standard Grant | Program: | Phase: RES IN NETWORKING TECH & SYS | Award Amount: 107.70K | Year: 2013
The research objective of this project is to create a framework to effectively preserve data generated in sensor network applications that operate in challenging environments. These applications include visual and acoustic sensor networks, ocean seismic or underwater sensor networks, and volcanic and glacial monitoring. In such challenging environments, the data uploading opportunities would be unpredictable and rare, making the network connectivity to the base station inherently intermittent and storing data inside the network necessary.
In particular, this project 1) Invents a series of energy- and storage-efficient data preservation algorithms to adaptively overcome all the key causes of data loss, including energy depletion, storage depletion, hardware failure of sensor nodes, and overall storage overflow in the entire network. The proposed data preservation techniques include distributing, redistributing, replicating, and aggregating the sensed data inside the network; 2) Takes a unified storage-energy optimization approach, in which storage space and battery energy, the two most stringent resources in sensor networks, are viewed as two sub-components of the same unified resource in the sensor network. The joint allocation of storage and energy is optimized for data preservation by exploiting their synergies via aforesaid data preservation techniques.
The outcomes of this project include basic architectures, theories, algorithms, and protocols for intermittently connected sensor networks. This project would have significant impact on many sensor network-based scientific applications, including natural disaster warning and climate change monitoring, many of which operate in challenging environments while generating large amounts of data over time. The PIs plan to develop graduate/undergraduate courses on interfacing algorithm design and sensor networks, thus educating students the importance of algorithmic thinking while exposing them the latest networking technologies.
Agency: NSF | Branch: Standard Grant | Program: | Phase: IRES | Award Amount: 249.92K | Year: 2013
The International Research Experiences for Students program trains twelve students to conduct research on climate change in Australia, in collaboration with the CSIRO Tropical Ecosystems Research Centre in the Northern Territory of Australia. Undergraduate and graduate students are conducting climate change research under the mentorship of CSIRO scientists.
The investigations conducted by the CSUDH-CSIRO collaboration use the living laboratory of the Northern Territory to test hypotheses on the relationships among fire frequency, fire intensity, climate change, and biodiversity. Investigations are evaluating how management regimes affect rates of carbon sequestration, changes in biodiversity and ecosystem services. Projects may be conducted at multiple sites throughout the Northern Territory, including the Kimberley, Tiwi Islands, western Arnhem land, and in the Darwin region, including the Territory Wildlife Park.
This project provides long-term immersive research experiences in an international setting that are designed to recruited talented students into graduate study emphasizing climate science, and commence the interest and ability to maintain and develop international collaborations. Most students will be members of groups underrepresented in the sciences, reflecting the student population at CSUDH.
Agency: NSF | Branch: Standard Grant | Program: | Phase: PALEOCLIMATE PROGRAM | Award Amount: 242.82K | Year: 2011
The researcher aims to develop millennial-length (1,000-2,000), absolute dated, and high resolution (inter-annual to sub-decadal) oxygen isotope records of speleothems from caves located in western, southern, and northern India. The goal of the research is to provide Indian summer monsoon (ISM) histories at the regional level that are analogous to the instrumental records from distinct macro-meteorological units.
The investigator notes that seasonal precipitation associated with the ISM tends to be dominated by two time scales of variability: (1) interannual variations which are attributed to slowly evolving external boundary conditions (e.g., tropical Pacific SST), and (2) intraseasonal oscillations (e.g., 10-20 and 30-60 day active-break cycles) which are driven by internal dynamics that modulate convection and propagation of embedded synoptic systems. There is no conclusive evidence to indicate which one of these two forcings is the dominant pacemaker of ISM variability on interannual and longer timescales.
The premise of the research is that existing instrumentally-calibrated and inter-annually resolved oxygen isotope speleothem records from central and northeast India supports the hypothesis that the internal forcing, which manifests in the form of chaotic rainfall variability during the monsoon season, is the dominant pacemaker of ISM variability.
On the basis of the current data, the research will test the working hypothesis that, on decadal and centennial timescale, systematic changes in the frequency characteristics of active-break cycles serve as a medium by which ISM responds to changes in the external boundary forcing.
The broader impacts involve a better understanding of Indian Monsoon dynamics and the support of undergraduates in the research effort from currently under-represented groups.
Agency: NSF | Branch: Standard Grant | Program: | Phase: IRES | Award Amount: 149.63K | Year: 2012
This three-year International Research Experiences for Students project will provide undergraduate students, graduate students, and K-12 teachers with an international collaborative research experience in a tropical rainforest setting. Under the joint mentorship of Terrence P. McGlynn of the California State University Dominguez Hills and several U.S. and international research partners, participants will spend eight summer weeks investigating contemporary hypotheses in the field of trophic interactions by addressing the transfer of energy and nutrients across trophic levels. Projects will address spatial heterogeneity in resources and the consequences for ecological processes at the community and ecosystem levels. These experiments will take place at La Selva Biological Reserve in Costa Rica, in cooperation with Dr. Deedra McClearn of the Organization for Tropical Studies. In each of the three years the participant cohorts will include at least one graduate student, several undergraduate students, and an inner-city teacher. Each cohort will also be joined by up to two research recruits, talented students from underrepresented groups who are unable to commit for a full summer, but who would benefit from exposure to scientific research. The goal of this activity is to train talented students from underrepresented groups to become field ecologists with experience in international settings. To accomplish this goal the senior investigators will mentor the students in their long-term tropical-field research projects, first during an eight-week session at the tropical rain forest field station. The students will then continue their research at their home institutions in a year-round mentored research experience.
Among the broader impacts of this IRES program are the promotion of international research collaborations; the creation of mentorships in the sciences for undergraduates from underrepresented groups; involvement of undergraduates from primarily undergraduate institutions in an active research environment with graduate students, postdoctoral researchers and faculty; and extensive field research experiences for minority undergraduates that should help increase the success of these students in graduate programs in the sciences. The project will also further research collaborations between U.S. and Costa Rican scientists and other international researchers pursuing ongoing projects in Costa Rica.
Agency: NSF | Branch: Continuing grant | Program: | Phase: LAW AND SOCIAL SCIENCES | Award Amount: 61.57K | Year: 2015
This research examines the causes and effects of changing punishment and incarceration practices, with a particular focus on the deepening divide between harsh, high-security prisons and more humane, low-security prisons. The research explores 1) when and how more punitive decisions in penal incarceration get made over less punitive ones, 2) how prisoners and staff experience the implementation of these decisions within different facilities, 3) whether and how penal consciousness differs across prison security levels, and 4) how punishment innovation develops through bottom-up, local-level decision-making. By developing a greater understanding of the factors that contribute to punishment innovation in models of incarceration and the effects of these innovations on prisoners and prison staff, this work will advance sociolegal and criminological understanding of penal exceptionalism, local-level prison innovation, and the experience of punishment. Findings will facilitate continued interchange of ideas that inform current U.S. policies and practices and contribute to a growing interest among policymakers in alternative incarceration models. Broader impacts include the training and education of undergraduate students and building an increasingly international community of punishment scholars.
The research design extends U.S.-focused work to Denmark, a nation often touted as a model of humane and limited incarceration. Known in the U.S. primarily for its open prisons--facilities free of perimeter fences and at least partially integrated with non-prison communities--Denmark has a long but largely unacknowledged history of solitary confinement. This study takes the design and opening of Denmarks newest, high-tech, maximum-security prison with a dedicated isolation wing as a starting point for examining the causes and effects of the deepening divide between harsh and humane punishment. Providing a detailed, localized analysis of punishment innovation and experience, and employing methods that include examination of government documents, analysis of news coverage, and interviews with key prison managers, architects, policymakers, prisoners, and prison staff, the project traces the inception, implementation, and impact of a particular punishment innovation.
Agency: NSF | Branch: Standard Grant | Program: | Phase: ROBERT NOYCE SCHOLARSHIP PGM | Award Amount: 960.00K | Year: 2013
California State University, Dominguez Hills is offering $10,000 scholarships to 30 juniors and seniors majoring in biology, chemistry, mathematics, or physics to become science-math teachers in high-need secondary schools in the Los Angeles Unified School District. Noyce scholarships are increasing the number of graduates from CSUDHs science-math credential program and offer financial incentives to attract students, a large percentage of whom are underrepresented minorities, into teaching because many low-income, first-generation college students face daunting economic barriers. While holding a job, they attempt a full course load in science-math, and many experience delays. Noyce scholarships ease their financial burden and enable them to complete their degrees without delays caused by financial hardship.
CSUDHs Noyce Phase I was successful in reducing the time to earn a degree for students who entered as juniors, meeting recruitment goals, retaining all scholars in the program, and providing high-quality teachers to low-income schools. Thus, the Noyce Phase II project retains the project structure with enhancements, which include 1) more focus on recruiting chemistry and physics majors due to the need in LAUSD, 2) mentoring by Noyce Phase I graduates, Noyce Master Teaching Fellows and Noyce seniors, 3) more structured clinical experiences for scholars in science-math teaching in CSUDHs innovative lab school and 4) pre-recruitment of interested freshmen and sophomores through creative partnerships with community colleges.
The Noyce project is operating in cohorts, led by advisors from the colleges of Education and Natural and Behavioral Sciences. Scholars are attending monthly cohort meetings in conjunction with a lab school for peer and faculty support, advising, mentoring, information, and exposure to teaching experts. Through the cohorts, scholars are linked to academic resources, financial aid or other assistance they need. Nearly all Noyce scholars transition into the Transition to Teaching (TTT) accelerated teaching program, enabling them to earn their credential in one year while holding a full-time teaching position as a university intern in a high-need LAUSD school. TTT also provides substantial support in cohorts, leading to high retention. The Noyce Phase II project leverages 1) the innovative, federally funded TTT, accelerated credential program, 2) the NSF Noyce Master Teacher Fellows program and 3) the state-funded undergraduate recruiting program for science-math teachers. In combination, the Noyce, TTT and TEACH grants are providing three years of financial support during the last two undergraduate years and one year of post-baccalaureate teacher training. The evaluation is examining the impact of the Noyce Scholarship program on: 1) Phase I Noyce scholars in terms of their performance as teachers, their completion of the teaching requirement and their retention in the teaching profession; 2) The effectiveness of Phase II Noyce scholars as measured by their performance in the classroom; 3) The effectiveness of Phase II Noyce scholars as measured by their impact on student learning; and 4) Departments and the institution.
Agency: NSF | Branch: Continuing grant | Program: | Phase: ROBERT NOYCE SCHOLARSHIP PGM | Award Amount: 3.00M | Year: 2010
California State University, Dominguez Hills School of Education and College of Natural and Behavioral Sciences, Los Angeles Unified School Districts Local District 7 and Local District 8, and the Los Angeles Education Partnership are collaborating to recruit, train, support and retain 30 master science teachers of biology and chemistry in two cohorts of 15 each. The projects objectives are to: 1) increase content knowledge of participating fellows; 2) increase the pedagogical skills of participating fellows; 3) increase the leadership skills of participating fellows; 4) improve science teaching by mentees of the fellows; and 5) improve science achievement in participating schools. The Master Teaching Fellows receive $10,000 stipends annually for five years as they fulfill program requirements. These master teachers are improving science teaching and achievement in low-performing, hard-to-staff schools in high-poverty South Los Angeles including three high schools, five feeder middle and 10 feeder elementary schools that enroll more than 26,000 students, nearly all Latino or African American. Fellows support and mentor fellow teachers in their schools; support and mentor preservice teachers who are preparing to teach in high-need schools throughout LAUSD; mentor and model good teaching for undergraduate Noyce Scholars; broadly disseminate science knowledge and pedagogical strategies to district teachers through various professional development activities; and disseminate results of their long-term action research projects and inquiry-based lesson designs at local, regional and national conferences. Fellows each have an advising committee of experts to help develop and monitor the implementation of an individualized plan to meet the competencies in content, pedagogy and leadership. Fellows complete a three-semester sequence of new graduate-level courses designed for secondary teachers that combine content knowledge and teaching strategies to effectively correct misperceptions frequently encountered in assessments of secondary-level science students. Participation in a monthly professional learning community reinforces and expands pedagogical skills while providing training in inquiry-based lesson design, Lesson Study, action research, Cognitive Coaching and leadership skills. Fellows are becoming well prepared to mentor and train in-service and preservice teachers in existing programs in which the partners currently collaborate. In addition, Fellows participate in a summer research internship at a laboratory, take additional science coursework, conduct a long-term action research project, and present their work at local and national conferences.
Agency: NSF | Branch: Standard Grant | Program: | Phase: TUES-Type 2 Project | Award Amount: 68.78K | Year: 2012
SPIGOT, Supporting Pedagogical Innovation for a Generation Of Transformation, is providing intensive four-day workshops in Inquiry-Based Learning (IBL) in college mathematics. Led by experienced faculty developers and IBL practitioners, the SPIGOT workshops engage about 120 mathematics instructors from diverse institutions, especially early-career faculty, in one of three summer workshops. Workshops prepare instructors to implement research-based, student-centered approaches to teaching and learning. Conference-based mini-workshops serve as an on-ramp to the intensive workshops.
SPIGOTs design is informed by faculty-development literature and experience to address major obstacles to change. It draws upon existing infrastructure of the Academy of Inquiry-Based Learning to support participants long-term engagement with an active community of practice. As instructors adopt IBL in one or more courses, thousands of students experience potentially transformative mathematics education.
The evaluation-with-research study is gathering data on faculty response to the workshops and aspects of their local context that help or hinder implementation of an IBL course. Such data offer formative feedback to the workshop leaders and add to knowledge about how best to encourage faculty uptake of these proven methods. Dissemination of the study findings will target both mathematics educators and the broader STEM education community.