“The very fact that you have chosen to teach your own class is political—it’s radical—and it’s an idea that can spread like wildfire,” Kathy Emery, 63, says to a room of some twenty students. The students are of all ages. They are listening attentively to Emery’s words, which seem to command the respect of a seasoned professor, but they are not here only as students. Continue reading Radical Education: Experimental Education at SFSU
The halls of San Francisco State University’s Humanities building boast a vibrant, multicolored bulletin nested next to Room 302—a relic of the university’s rich history. The psychedelic tones of muted blues, pinks, and yellows call back to a different time; a time of social upheaval, free thought, challenging the status quo, and experimentation. The bulletin reads, in big letters: ‘Experimental College.’
“The students in the sixties were looking to understand themselves better,” says Kathy Emery, her small frame tucked into an office chair, legs crossed, intense eyes peering out from under silver tufts of hair and half-rimmed eyeglasses.
Room 302, her office, is almost vibrating behind her with the din of heated discourse between students. Somewhere mid-conversation she snaps back in her revolving chair—“when did this become a pub?” The room goes silent for a beat—“I guess so” one student chuckles, and the din resumes. Some of these students teach their own classes at San Francisco State. Some of them are in their early twenties.
She turns back and finishes, “it’s incredible. I’ve never seen it so busy,” she says, her slight grin betraying a sense of faux irritation. She enjoys it.
“Students were reacting to the social movement [of the sixties].” Kathy, a political science lecturer, is referring to the San Francisco State University strike of 1968.
“One of the demands was to create the ethnic studies, and that came out of their experience with ExCo.”
In November of 1968, the Third World Liberation Front, an amalgam of various minority groups on campus (including the Black Students Union, the Latin American Students Organization, and the Filipino-American Students Union) made national news by staging a five-month long strike, marked by clashes with police and civil strife on both sides, to protest the lack of representation in the curriculum on the university campus. The battle established the campus’s College of Ethnic Studies as we know it today.
The Experimental College, or “ExCo,” in its original incarnation was created and funded by students of SF State in 1965 with one radical idea in mind: a free education designed by the students, for the students. In what was a essentially a student-run micro-university within the university, students could design and teach other students anything they felt was lacking in the college’s curriculum. It was a platform for innovation and experimentation.
This past semester saw the revival of ExCO, a four-class pilot program designed by Kathy in tandem with SF State Sociology Professor Christopher Bettinger—who found an ad for the program put out by Kathy’s students on Craigslist—and Trevor Getz, the Chair of the History department on campus. The four classes being offered this semester included: a class on Noam Chomsky, a class analyzing the Syrian refugee crisis, a class on cybersecurity, and a class on social movements and digital technology. All classes grant an accredited unit to those who enroll, and were designed and taught by student teachers.
“What students need to learn about is not necessarily what teachers want to teach or what the academy thinks should be taught.” Kathy says.
“A lot of what’s being taught is taught in a way that’s inaccessible to the students in the class and the students can make it accessible.”
The idea is known as progressive pedagogy—that it is not what is being taught, but how it is being taught—or the idea that “student interest should drive the curriculum,” according to Kathy.
“You can use the platform for anything. You can teach funk music, math, etc. It’s a big experiment” says 32-year-old Political Science Major Raymond Larios.
Larios taught “Cybersecurity, World Affairs & Social Implications in the Digital World” this semester, a 1-unit class that he designed himself based on his research and reaction to the hacking of the 2016 American presidential election.
“The offerings here at SF State are very minimal. Since there weren’t a whole lot of offerings, I made this class [and] used the ExCo platform to offer students who were interested in [national security] studies.”
We’re sitting on wooden benches made out of tree stumps, outside of the Business building on campus, where Raymond teaches a class of five students, all minoring in international relations. Their ages range from 20 to 60 and over, according to Raymond.
Raymond explains the process of applying for your own class, from the inception of an idea, to the “on-boarding” process to prep and vet potential student professors. “I taught myself. I did my research, I read books, looked for media materials, teaching techniques…and brought this class to the platform.”
The application process begins in Kathy Emery’s class, “The Politics of Pedagogy,” where students are required to teach other students and learn the ins and outs of teaching. After, the applicant submits a writing sample, syllabus, and a letter elaborating on the “why and how.” After a thorough vetting process, in adherence with the program’s mission statement, the class is accredited and given the green light.
“It looks like any other class and it doesn’t at the same time,” Raymond explains.
Anthony Drobnick, a 19-year-old international relations minor in Raymond’s class says it’s a different experience.
“For me the biggest change from a traditional class is that in ExCo students play a bigger role in shaping what we’re going to be learning about.”
He continues “I still feel like I can get a good education [from traditional classes] but here in ExCo I feel like I’m playing a more active role in driving the conversation and really participating in my own education in ways that I don’t get from a traditional classroom.”
Through the ExCo program Drobnick could theoretically apply for his own class next semester. “I could definitely see myself teaching in the Experimental College in the future. I really like the idea of just having those dialogues with students. I’ve done tutoring with students before and I just see this as a scaled-up version of that.”
Esvin Diaz, a 21-year-old international relations minor, is also in Raymond’s class. He shares a similar experience with Drobnick. “Both my experiences with community college and in SF State have been similar where teachers control what we’re going to be learning. In ExCo you are able to contribute more than you are in other classes.”
Other students are using the ExCo platform in different ways. Alisar Mustafa, a political science major in her early twenties, taught a class on the Syrian Refugee Crisis this semester. Mustafa lived the first fourteen years of her life in Syria and called the ExCo program the “perfect opportunity to educate people about the Syrian Refugee Crisis. She said “I believe education is the first step to combat ignorance and suggest solutions to the issue.”
Mustafa opened up about the challenges of teaching her own class. “The hardest part was that my topic was very dense and complicated. Many times I did not know the answer to very intricate questions. However, I found myself learning so much more in depth about the topic because I had to find answers to all these questions which further illustrates how ExCo serves both the learning of the educator and the students.”
She finished “ExCo destroys the imaginary wall we, as students, have between us and the education system. The wall of the ‘can’t dos,’ the ‘I’m not qualified,’ and the ‘I don’t have the credentials.’”
Kathy has made a career based on the shortcomings of the educational system and alternative methods of teaching. With a BA in History from Mt. Holyoke College, an all-female liberal arts college in Massachusetts, and a PhD in Education from UC Davis, Kathy came to SF State in 2007, inspired by the idea of the Mississippi Freedom Schools, whose goal was to “create active agents of social change”. She created a class called “The Politics of Pedagogy” based on the university’s archives of the Experimental College of the sixties and the California Labor School’s archives. Students in her class wanted to design their own freedom schools, but the program never formally gained “traction” she explains, as it “wasn’t the right time.”
However, there are certain issues the ExCo platform may have to deal with in the future.
“I was thinking the other day, what if i wanted to teach a class on growing cannabis? It would be problematic.” Raymond says.
Schools funded through federal money would have to grapple with that, but Kathy rejected the notion, saying that it would be up to the university to decide, as with any other issue.
Raymond also explained that some professors had been “a little negative in their approach [to ExCo],” but clarified “I have no accreditation to teach, so I don’t purport to do what teachers here who got a PhD or a Masters do. On the contrary, I’m just using everything I’ve learned and facilitating it to others.”
Kathy responded “it challenges the idea of what a teacher is.” She continued “I see it as supplementary. The way teachers teach here is very different form the way students will teach. It’s not competition. It’s different. The university, by its nature doesn’t respond quickly to what’s going on in society. That’s the problem with getting a PhD: by the time you get it the world has changed.”
Kathy explained her process and the potential pitfalls of the ExCo program. “I embed students teaching other students in my class in a small way. I’m there in the classroom teaching them how to teach each other and not just throwing someone into a classroom and saying ‘teach’ without having any experience.”
She concluded “they need structural support while they teach. They’re going to have problems in their classes and they need someone experienced to talk to. it remains to be seen if I can get enough structural support set up for them next semester so that it’ll be successful.”
Raymond summed up the program by saying “here the students have come and taught themselves something but at the same time have made a change to the institution.”
Some of the ExCo classes—among the twenty-four— being offered next semester include “Antifascist History and Tactics,” “Conspiracies! Overtly Covert,” “Funk! A Revolutionary State of Mind,” “A History of Activism in Sports: From Jackie Robinson to Colin Kaepernick,” and “How to Relationship 101: Love and Intersectionality.”
Whether it’s reading our article about using the N-word, listening to our End-Of-The-World podcast, or reporting fashion trends on campus, and learning workout routines on Instagram; we want you to know that we’re hustling for you, our multifaceted readers. Enjoy what we have to offer this semester.
Click on the link below to view the beautiful, first Issue of this semester.
When I first started my journalism journey back in 2012, many wondered what the hell I was going to be doing with the path I was on.
This field made no money, print was going extinct, and it seemed to be a dying industry.
But then, good ol’ Mr. Trump came along.
And now whenever I mention I’m a journalism major, it’s followed with a, “Good! We need more people like you, now more than ever.”
The thing is though, there’s always been people like me. Well reported information has always been there for people to absorb. Unfortunately ,it took a rude wake up call for the majority of people to realize how important we are, but hey, we’re here, and there’s no point of putting the blame on anyone now.
What matters is where we go from here.
How we document the truth and how it is delivered is something I’ve been thinking heavily on since I came into this position. So when I gathered my editorial team, I made sure to make it clear to them: we need a voice that’s personable, trustworthy, and relatable.
We’re millennials and so are our readers. We poke fun at how hard it is to find affordable housing while having good paying jobs with benefits, and yet, somehow turn up for march after march, fighting to make a change for future generations. We’re being accused of killing a different failing industry at least once a week, but making everyday changes within ourselves, hoping to positively influence society.
With this in mind, I wanted this issue to be strictly online.
I want to test our readers.
I want to take social media strategies, apply them, and see exactly what we get when our main goal is to not only inform, but to engage with them.
Gathering inspiration from Teen Vogue’s Editor in Chief Elaine Welteroth and Digital Director Phillip Picardi, I’m offering our readers more, too. Our students here at San Francisco State are so diverse.
You deserve more.
Whether it’s reading our article about using the N-word, listening to our End-Of-The-World podcast, or reporting fashion trends on campus, and learning workout routines on Instagram; we want you to know that we’re hustling for you, our multifaceted readers.
Enjoy what we have to offer this semester.
“This is why I think this is bullshit,” 19-year-old Vanessa R. Cuevas exclaims. “How can they threaten to deport people when this is the only country we’ve ever known?”
After President Trump’s recent order on September 5, 2017 to end DACA within six months, hundreds of thousands of DREAMers are scrambling to see what they can do to prevent deportation.
DACA, which stands for Deferred Action for Childhood Arrivals, is an Obama-era program which allows undocumented, young adults – who originally came to the U.S. as kids – to receive benefits such as safety from deportation and work permits. However, the fee that these DREAMers pay is roughly five hundred dollars out of pocket for every two years when their renewal is due. With that being said, there is a large misconception that U.S. taxpayers are paying for this program, but little do people know that DACA is actually a self-sustaining program, hence the large fee that they must pay.
In order to qualify for DACA, one must have/do the following: be younger than 31-years-old, came to the United States before your sixteenth birthday, lived continuously in the U.S. from June 2007 to the present, were physically present in the U.S. on June 15, 2012 and at the time of applying, came to the U.S. without documents or their lawful status expired as of June 15, 2012, are currently studying or graduated from high school, and have not been convicted of a felony or any misdemeanors.
San Francisco State University students and sisters Vanessa R. Cuevas and Jessica D. Cuevas came to the United States from Mexico alone when they were only three- and four-years-old. Since they are originally from Michoacán, they were put on an airplane to get closer to the border. There they were picked up by two ladies that would eventually take them across the border in their car. They reunited with their dad somewhere in Los Angeles and he brought them to the Bay Area. About a week later, their mom was brought over and they were all together. They settled in a home in Menlo Park, East Palo Alto and have been there ever since. They both currently work at a Cheesecake Factory near their home.
Vanessa is a third-year student with an undeclared major but plans to declare as a Political Science major. Jessica is a fourth-year Latina/o Studies major with minors in Education and Philosophy.
It was decided that Jessica, now 21-years-old, would wait for Vanessa so they could apply for DACA together. The process took around four to five months – they needed to have various documents on hand. Luckily, their mother saved all their childhood award certificates so that they were able to prove that they have been here since they were very young. When it was time for Jessica to start applying for college, she realized her options were very limited. Since she isn’t allowed to apply for FAFSA, she could not accept going to Sonoma State University. Instead, she waited until the very last day to accept her state-issued financial aid (CA Dream Act) because she didn’t get her acceptance to San Francisco State University earlier.
The two recently noticed that the program is taking longer than usual to send them their paperwork to renew everything.
“It’s making us nervous,” Vanessa explains.
“Usually they send us the letter by now.”
They explained their frustration with not knowing what will happen in the near future.
“We don’t know if we’ll we be working for four more months or two more years,” Jessica says. “My only options would be to not work or to work illegally.”
The girl’s’ parents have told them that no matter what happens they will just have to move forward.
Jesus Peraza, 20, Psychology Student at SFSU
“I hope ICE gets us,” 20-year-old Jesus Peraza says. “I don’t like living here.”
This is what Jesus once told his parents after living in the U.S. for a short while. He was originally born in Sonora, Mexico and came to the U.S. about twelve years ago. He lived alone with his mother and aunt until he was about five-years-old, when his mother married his now stepfather. They traveled to the U.S. with a tourist visa.
Jesus was told by his mother and stepfather that they were coming to the U.S. for about three months,and would eventually return to Mexico. However, once they got there, he realized that wasn’t true because his mother enrolled him in an elementary school in Paramount, California. It was there that he was able to learn English; his teachers took extra time to help him which made it easier for him to pick it up.
“Kids would bully me and call me names,” Jesus laughed, “but I didn’t know what they meant.”
Though the name-calling didn’t phase him, he still felt like an outcast therefore he devoted himself to school. The language barrier was just one reason for Jesus’ culture shock, along with food and the way people communicated. Christmas in the U.S. wasn’t the same and even until this day, Jesus despises Christmas because in Mexico he was able to celebrate with his large family.
Jesus, now 20-years-old and a third-year psychology major at SF State University, is currently a DACA recipient. He hopes to continue school after his bachelors degree in order to receive his masters degree.
After hearing about Trump’s decision, Jesus did not go to school that day because he realized that this decision not only affects him and others just like him, but also his parents. Luckily, he just recently renewed his DACA paperwork.
Since Jesus is undocumented and is under DACA, he is prohibited from leaving the country at any time. This has prevented him from studying abroad and traveling the world.
“Even though I have this program that somewhat protects me, I still feel restricted. I feel chained up to a system that doesn’t allow me to be completely free.”
He has friends that travel and it makes him feel stuck, or as he says “frozen.”
“I stopped picturing my life in Mexico a long time ago… so it’s scary to think that I may not have the ability to work, get married, have kids,” Jesus continues.
Now when walking around campus, he starts to worry if he’ll even be able to continue studying at SF State. He also describes that his immigrant and queer identities have been attacked since now President Trump began campaigning. “They might take DACA away from me, but they will never take away my education,” Jesus says confidently.
Although there are several ways to get approved for citizenship here in the U.S., marriage was not an option for 18-year-old, Maya F. Ochoa. Soon after President Trump announced the want to repeal the DACA program, Maya’s lawyer emailed her with the recommendation of getting married soon so she can apply for citizenship.
“I couldn’t believe she told me that because I’m only 18… I shouldn’t be having to think about that,” she says, still stunned.
Maya, a first-year Chinese language major at SF State University, came to the U.S. when she was only five-years-old. Originally from Guadalajara, Mexico, Maya, her brother, and mother also came with a visa on an airplane. They first established themselves in Whittier, California and her family continues to live there.
She is the first in her family to go to college.
In a non-marital attempt to get her U.S. citizenship, her father’s sister and her husband have offered to adopt her. However, she refuses because she would then have to change her last name and live with her new legal guardians.
Maya F. Ochoa, 18, Chinese Language Major, SFSU
At times, Maya questions if it is worth it to stay here and she sometimes considers going back but resents the idea of having to start her life over.
“I appreciate that my parents brought us here to have a better life,” Maya says slowly.
“And I’m not going to lie, we are more financially stable here than if we were to stay in Guadalajara, but I still feel trapped.”
Maya, just like Jesus, wishes she could travel and study abroad. With pursuing a bachelor’s degree in Chinese language, one part of learning a foreign language is the ability to use it in its country of origin, but Maya cannot leave the country.
Maya explains the reasons why people from all over the world, not just Latin America, come to the U.S. to escape horrible conditions in their own countries, such as war in the Middle East, government corruption in Venezuela, gangs in El Salvador, and drug cartels in Mexico.
“The government does not understand [these situations],” she said firmly.
“But if the script was flipped, they wouldn’t like to be treated the way they are treating us.”
One idea that Vanessa, Jessica, Jesus, and Maya came up with was the idea of not continuing school. This consideration did not come to their heads because they simply do not want to continue fulfilling the “American Dream,” but because they are not sure that they will be able to. Sure, they can continue and finish school but the same questions these four ask themselves is similar to “what will I be able to do with my degree?” and “will I even be able to find a job because I am an immigrant?”
Though the future of these young dreamers is currently in the state of unknown, they continue to study with the hopes of prospering and growing in this country because the U.S. is the country they call home.
Robert Arriaga, 26, Sociology Major SFSU
After a cold San Francisco summer, San Francisco State is brought back to life at the end of August. Another semester begins as the campus welcomes a new set of faces. As many students rush from one building to another, using their wonted shortcuts to get to their common classrooms, some find themselves in unfamiliar territory. These new students face a new academic standard with new peers and new surroundings. Some settle in quickly while others never gain traction in the flurry of SF State and San Francisco.
SF State eagerly welcomes its new students, but the problems a new student encounters in a new school, and city, are overlooked by the administration and the students themselves.
Alexa Uekert started her freshman year in the fall of 2014. At the ripe age of eighteen, she moved from her home in Chino Hills, a small city found in San Bernardino County, to the 14 floor of the nearly overwhelming Towers at Centennial Square. Her excitement did not radiate like the other freshmen joining her. She toured a few schools during her spring break of her senior year of high school, but quickly had an aversion to SF State once she saw it in person.
“I started crying,” shared Uekert, laughing at her reaction to her first university.
“It wasn’t what I expected, but it was the only California school I got into.”
She already had a game plan in mind for her college career: move away to a school that she loved and graduate within four years.
CollegeBoard reported that from 2008 to 2011 only twelve percent of students graduated with a bachelor’s degree within four years. For Uekert, these statistics were not helping her plan become a reality.
Graphic by Kiana Fillius, via Infogram.com
Her experience at SF State’s orientation did not help calm her nerves either, although that is one of the goals for the event.
“I went to the orientation and was stressed about getting the schedule together. My friend Jake was there and I told him ‘I can’t do this. I’m going to have a panic attack,’” Uekert remembers.
With the help of her friend and another freshman she met at orientation, she started to relax and finish the taxing event on a happier note, although the feeling of uneasiness still lingered.
During her first semester at SF State, it became harder and harder to ignore her lack of a strong mental state. Laurene Domínguez, a clinical counselor at SF State’s Counseling and Psychological Center, encounters many students that struggle with transition to college life. The biggest issues she comes across in her office is anxiety and depression. She explained that the severity of these issues depend on how prepared people are when they start their college career. Without a solid support system, students find themselves struggling to balance their personal lives and their academics.
“It is hard to separate yourself from what’s going on and it can affect your ability to study,” Domínguez explains.
While her mental state weakened, Uekert’s disdain for the school grew stronger. She went into her first semester with an undeclared major, hoping she would eventually be accepted into the impacted nursing program. Her hopes were not high because of the small acceptance rate into the program, initiating a fear that she would not graduate in four years.
In high school, she was heavily active in school events and loved to show school spirit, but once at SF State she struggled to come by that type of atmosphere. She treasured dancing, but was unable to find a dancing team on campus, which pushed her to minor in dance so she would not lose touch with the art she treasured.
Half way through her first semester she visited her boyfriend at his school, Grand Canyon University in Phoenix, Arizona, and immediately felt at ease.
“It was my ideal picture of college. The people didn’t seem as warm and welcoming at SF State as they did here,” Uekert says.
During her short visit, she experienced the school spirit she sought and found a dance team that reached her expectations. She felt that Grand Canyon University was where she was supposed to be and quickly began to plan her next three and half years at GCU. As the fall semester of 2014 ended, so did Uekert’s relationship with SF State. She moved back home and never returned to the busy campus.
Even though she was relieved to leave school, she went home with her head held low.
“I went through a really hard time when I went home,” shared Uekert.
“I was disappointed in myself.”
She spent her second semester of freshman year taking online classes through GCU and taking her mother to appointments for chemotherapy.
Three months later, Teresa Hernandez entered the SF State campus to begin her freshman year for the fall 2015 semester. After moving from wine and barbecue rich Santa Maria, California, the university’s environment overwhelmed eighteen-year-old Hernandez.
“I did not know what to expect and I had trouble making friends during my freshmen year,” Hernandez says.
Unlike her, Hernandez’s roommate attended SF State with her two best friends, causing Hernandez to feel lonelier.
Majoring in business, she struggled through her freshman year, but continued to push through with help of her family.
“I probably wouldn’t be here without my family’s support,” Hernandez says, who kept in constant contact with her family during her first year at SF State.
Teresa Hernandez (Right), with her friend Liliana Chavez
As her sophomore year rolled around, she finally found a sense of belonging in her new sorority. Phi Gamma Chi introduced her to a group of girls that quickly became her best friends and helped her grow more comfortable with the school. While Hernandez struggled with the campus, she never had any complaints about the city. San Francisco made it easier for her to make friends and invite people to different places for a fun day or night.
Hernandez still attends SF State, finally enjoying her life on and off campus. The third-year considers the sisters in her sorority as her second family. Looking back on her freshmen year, she wishes SF State offered a few more welcome days that were not as intimidating as the ones they hold.
Now twenty-one-years-old, Uekert is excited to graduate from GCU in the spring of next year, allowing her to stay on schedule with her four-year-plan.
“I still love the city.” shared Uekert, explaining that San Francisco itself was not a reason she left.
Like Hernandez, she wishes SF State would offer ways for students who do not live in San Francisco to get connected on campus because that was her largest problem while she was there.
San Francisco solaced Uekert and Hernandez, but it did not affect every student in that way. The city is a distraction, causing some students to lose their academic focus. Jason Jacobson, the director of undergraduate advising center, calls San Francisco a double-edged sword.
“SF is an amazing city with a lot to do. It is really exciting and can pull students from their studies,” Jacobson explains.
Although he understands the distractions of the city, he also understands that the city offers several opportunities for students to supplement their academic learning. He urges students to find the balance of fun and responsibility through the help of resources available on SF State’s campus.
A feeling of disconnect can lead to loneliness for new students, which can also lead to more serious issues. While mental health plays a large role in a student’s decision to leave, struggling with the fast pace of college can discourage students from moving forward with their academics.
If SF State students are struggling with their mental health, they can reach out to the Counseling and Psychological Services in room 208 of the Student Services Building. Students who are facing difficulties with their studies can seek help at the Undergraduate Advising Center in room 211 of the Administration building.
Everyday, thousands of students from across the Bay Area commute to San Francisco State University. For a university that is consistently known for its commuters, you’d think the school’s administration would strike a deal with San Francisco’s public transit. Fear not, they finally have!
We want to make our students commute cheaper and more convenient. We want to make life in this city better.
Last Spring, SF State’s Associated Students Organization, a student run government, along with SF State administrators, State Senator Scott Wiener, Nick Josefowitz, a member of Bay Area Rapid Transit’s board and the Gator Pass Project team, negotiated with the San Francisco Municipal Transportation Agency (SFMTA) and the Bay Area Rapid Transit (BART) in order for SF State students to receive a Gator Pass. A Gator Pass, similar to a Clipper card, gives students access to unlimited rides on Muni and discounted rides on BART.
Once negotiated, students at SF State voted on the proposition. More than half of student voters supported the proposition in May of 2016, leaving the Gator Pass Project Team about a year to negotiate with transit agencies, design the layout, and print 30,000 Gator Passes.
SFSU students patiently waiting for the Muni to open its doors. In San Francisco, CA. On Monday September 25, 2017.
(Golden Gate Magazine/Cristabell Fierros)
“Technically if you look at our timeline, we had about a year and three months to complete all 30,000 cards,” John Gates, Director of Fiscal Operations at SF State, says.
“A lot of that time was consumed by negotiating and coordinating between the different transit agencies. The process of actually making, printing, and delivering the specialized and customized Clipper Card, took six months alone. We had to move quickly.”
In May of 2017, Gates and the team printed 23,000 cards in order to distribute them as quickly as possible. They wanted to hand the cards off to students before the start of summer. They chose to do this in order to minimize the amount of time students spent in lines. By providing students with more opportunities to pick up their cards, the lines shortened, saving students time.
SF State is one of the last universities in the Bay Area to implement discounted transit fares for students. University of San Francisco has been discounting their students Muni rides since 2001, while UC Berkeley followed in 2006. However, SF State is the first university to score a deal with BART.
The deal negotiated with Bart gives students a 25 percent discount on rides arriving at the Daly City Bart Station.
SFSU student’s tapping their Gator Pass on the Muni in San Francisco, CA.
On Monday September 25, 2017. (Golden Gate Magazine/Cristabell Fierros)
Muni is the only form of public transportation that is provided to students at the University of San Francisco. UC Berkeley also only provides AC Transit, Berkeley’s form of public transit, for students.
Associated Students, administrators, Wiener, and The Gator Pass Project Team knew that without BART, students wouldn’t have voted for the proposition. According to a study done by the university, nearly 20 percent of SF State students use BART when commuting to school.
“We want to make our students commute cheaper and more convenient. We want to make life in this city better.” Alexander Kozulin explains. He is the project manager and the brains behind the Gator Pass.
“Reducing the university’s carbon footprint. By implementing the Gator Pass, we’re definitely doing that,” Gates added as an additional goal of the Gator Pass.
So, all of this seems too good to be true. What’s the catch?
Not only are all enrolled students required to pay a one-hundred eighty-dollar fee per semester, but the pass only works during Fall and Spring semesters, leaving Winter and Summer student commuters empty handed. The fee has caused frustration among students who don’t use public transportation as a way to get to school.
“I would say the feedback from students has been overwhelmingly positive because of the unlimited rides on Muni and the discounted rates on Bart,” Gates says.
“There are some students who don’t take public transportation and are like ‘hey why do I have to pay this $180 fee?’. The fee is to benefit the university as a whole, not to buy out transit passes,” concluded Gates.
Gates, along with his fellow Gator Pass team members, took into account that some students wouldn’t be using public transportation. They came up with the one hundred eighty dollar fee after considering those factors.
While some students see the Gator Pass as a buy out, the majority of SF State students are enjoying it. The Gator Pass allows students to use their passes throughout the city. So whether or not students are using it to get to school, they’re still able to use Gator Passes around the city as long as school is in session.
“I use the Gator Pass to get to work in the Marina a couple times a week,” says Juliette Leite, a twenty-one-year-old senior, studying communications at SF State.
“It’s nice that students are able to use their Gator Pass throughout the city. It makes the fee totally worth it.”
Leite is right about the Gator Pass saving students money. In fact, it saves students one hundred and fifteen dollars each semester. That’s if students are using Muni seven days a week. The 2017-2018-fall semester is approximately seventeen weeks long equaling to one hundred and eighteen days. If students rode on Muni everyday without the Gator Pass, they’d be spending close to three hundred dollars each semester.
University of San Francisco and UC Berkeley also provide their students with a similar deal. Both University of San Francisco and UC Berkeley issue their students stickers to put on their ID cards indicating free transportation. SF State, however, uses a Clipper card which students scan when riding Muni. SF State is the first university in the Bay Area to partner with Clipper.
The Gator Pass Program team, along with Alexander Kozulin and John Gates, worked extremely hard over the course of a year in order to get the Gator Pass up and running.
“Alexander does this thing where when he’s worried about something he like pulls the hair on top of his head. I thought he was gonna go bald there for a couple months,” Gate continues as the room laughs.
SF State, administration, Nick Josefowitz, the Gator Pass Program Team, Kozulin and Gates went above and beyond to make sure are SF State students were well taken care of and that their needs were met.
“It’s a great feeling having this completed. There’s still work to be done. We’re thinking about the next steps. ” concluded Gates.
Thanks to everyone’s help, SF State students are sitting pretty on public transit.
There is no question that politics and ideas concerning our new president have been the main topic of conversation of millions of Americans. You hear the opinions of people in your classes, overhear it during your commute to school or work, on social media, and even during award shows.
The November election was the first presidential election in which millennials made up the same proportion of the U.S. voting-age population as the baby boomers according to an analysis of U.S. census data from the Pew Research Center. Both generations are roughly 31 percent of the overall electorate. It’s understandable since there is now a lot at stake like the fate of immigration, international relations, contraception, and other important social issues. There is a lot citizens have to be outraged about, a lot to fight for and fight against.
Protests are not only growing nation-wide but globally. Take the Women’s March, for example. A total of one hundred thirty-seven cities outside the U.S. were in support of the march back in January, protesting various issues such as women’s right, reproductive reform, LGBTQ rights, and more.
I attended the protest in San Francisco back in November the day after Trump won the presidency. Thousands of people were in attendance. SFPD was there to monitor our demonstration that started from Powell street, through the Mission districts and all the way back to City Hall at Civic Center. Intersections were blocked. Cars that passed by honked their horns in solidarity. It was a peaceful protest, but no one there had peace of mind concerning our new president.
It was a beautiful event, nevertheless. The streets surged with a mass of people as representatives of the true United States– one that accepts and respects all genders, religions, and race– all came together in positivity.
We chanted for equality.
We chanted for human lives.
We chanted for love. We smiled, laughed, hugged, and commended each other on clever slogans and signs like “Pussy Grabs Back”.
It was a sea of love and determination, and as much diversity as you could possibly dream up, all moving as a unit towards a common goal—to bring awareness to some of the social and political issues the government should be addressing to accurately represent the public.
“That’s the power of peaceful protest. That’s our First Amendment right–our right to freedom of speech that is enshrined in our Constitution,” says Ana Brazaityte, a San Francisco artist based in the Mission and avid protest attendee, “This doesn’t go for this particular protest alone, but for all protests that have sparked and spread like wildfire all around the world.”
We are living in a new sort of America where activism gets a rebrand: “Protests are the new brunch!” It shows up on protest signs, tweets and is even the title of the January 30 episode of Jon Favreau & Co’s podcast “Pod Save America,” where Guardian reporter Sabrina Siddiqui explains that for a lot of young people protesting has become the new normal. For example, more than half a million joined the Women’s March in Washington DC in what was thought to be the largest inauguration protest ever, dwarfing the 20,000 when George W. Bush took office in 2001 and the 60,000 who protested against the Vietnam war before Richard Nixon re-took office in 1973. Instead of gathering with like-minded people having bottomless mimosas, we are gathering to call-out the bottomless injustice.
Not only people who oppose these protests, but also the government especially as well, should be taking this these countless protests not as another trend but as a massive gathering of people showing concern about the state the country and even the world is in.
No matter what cause you are fighting for in these protests, the issue doesn’t necessarily have to relate to you personally. The protests at the airport, for example—you don’t have to be an immigrant to be able to empathize with people being detained for hours with no access to counsel, their rights being completely violated–people who are coming into the country legally with proper documents but are still being detained. Just like in the women’s march, you don’t have to be a women to recognize and stand up to the fact that the rights of women have been under attack for ages.
Some wonder if these protests are even effective to create social and political change. An analysis by economists from Harvard University and Stockholm University found that protests do in fact have a major influence on politics. Research shows that protest don’t work because big crowds send a signal to policy-makers—rather, it’s because protests get people politically activated. Larger turnout for the initial protest had lasting effects on voting, political contributions, ideology, and future participation in the Tea Party movement.
“There is not enough data to correlate that knowledge of protests lead to tangible change,” says Argie Hill, a student at UC Berkeley and another avid demonstrator who has attended about 50 to 60 protests.
“As a person with marginalized identities I always question the motives of protesters. If they couldn’t see my humanity before, I sincerely doubt they see it now. But numbers lead to tangible change and as such, protests are important, however, organizing is the key.”
Though it might seem that way, Protesting is not a fad. New protesters might have been distracted or uninterested in the past when other people have been in the fight for a long time before picketing became popular. It’s a valid argument to criticize new protests, but no matter how long you have been protesting—whether you’re just starting now or have been doing so your whole life—it’s all part of a movement toward a better future. Americans are waking up and expressing the outrage they always knew they had, but felt they never had the courage to express.
“In many ways it’s intrinsic to a capitalist system to reform itself with the life blood of the working class and adapt to challenges against the status quo,” says Hill.
There’s definitely a lot more work to be done and protesting is just one of the first steps to eventually make a difference. “Protesting is war. We are not really fighting to be heard, we are fighting to exist,” says Hill.