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December Newsletter

  • si6304
  • Nov 27, 2024
  • 20 min read

Updated: Dec 4, 2024

The Student Scuttle is a newsletter written entirely by students, for students. We hope to create a more informed and connected student body.


Read about upcoming events on and off campus, resources available to students and student submissions.


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UPCOMING EVENTS

ON CAMPUS

  • Dec. 2nd

    • CSU/UC Apps for transfer students due


  • Dec. 5th

    • 4:30 PM potluck event; Research Symposium and Honors Club: The Research Symposium is a collaborative and interdisciplinary event taking place December 5th on the Aptos Campus geared towards supporting scholars to conduct their own research and gain experience presenting their findings with members of our campus community. Our club aims to assist members of any background in conducting comprehensive research across any academic discipline, additional career and research exploration, and connecting them to opportunities outside of Cabrillo (e.g. internships, REUs). We strive to supplement research efforts and foster collaboration among peers, enabling them to work together on projects, share valuable information, and offer mutual support. 

  • Dec. 3rd-4th

    • Standing Tall Student Club Holiday Craft Fair, at the Stroke and Disability Learning Center

  • Dec. 5th

    • Pop- Up Gallery "Standing Tall" Presenting the work of the following student groups, at the Stroke and Disability Center:

      -SDLC Speech and Language

      -SDLC Ceramics

      -Cabrillo Art Photography

      -Cabrillo Communication

  • Dec. 5th

    • Standing Tall Project at SDLC Rising Scholars- Low Riders show

  • Dec. 12th

    • Stroke and Disability Center is hosting a SDLC Holiday Party


VAPA Events

Dec. 4th








OFF CAMPUS

Recurring Events


Sundays: Grateful Sundays with Mike Harle @ Felton Music Hall

Mondays: Comedy Night @ Rosie McCann’s

Tuesdays: $5 Movie Night @  Santa Cruz Cinema

Wednesdays: Hump Day Special (Half Priced) @ Boardwalk Bowl

Thursdays: Trivia Night @ 11th Hour

Fridays: Club 2000 Night @ The Blue Lagoon

Saturday: Karaoke Night @ The Catalyst


  • Veteran Holiday Celebration



    December 7th, 5:00pm- 9:00 pm, Tres Pueblos VTW Post 7263, 2259 7th Ave. Santa Cruz 95062: Holiday dinner with appetizers, main course and dessert, chance to win prizes, raffle tickets can be purchased for an assortment of prizes; 7- nights in Tulum, Children’s E-Bike, overnight get aways, sailing excursions, fine dining and more


  • Holiday Craft and Gift Fair


  • December 6th and 7th, Santa Cruz County Fairgrounds, 12PM to 9PM. The Harvest, Crosetti, and Fine Art buildings will once again be filled with great handmade crafts and gift ideas for this holiday. Come join us for what has become the official start of the holiday season here in the Pajaro Valley. Bring your family and friends to find one-of-a-kind special holiday gifts for everyone on your list. With three big buildings to shop, you will find crafts, gifts, antiques, collectibles, toys, and much more. Many of our crafters have been with us for several years. Great food favorites will be available in the Heritage Holiday Kitchens for your enjoyment. Bring the family for a great shopping experience, enjoy great food for dinner and walk through HOLIDAY LIGHTS throughout the Fairgrounds. A perfect Family Holiday Celebration!



  • CLICK HERE for tickets!


  • Holiday Parade


    • December 7th, Downtown Santa Cruz, 10AM to 12 PM. The traditional holiday parade is the official kickoff for the winter holidays celebration and the annual tradition of highlighting Santa Cruz County schools, youth based organizations and local nonprofits.  Each year, the Downtown Santa Cruz Holiday Parade draws 1,200 participants and over 3,000 spectators. Rain or Shine!


  • Winter on the Wharf


    • December 14th, from 2 PM to 5 PM, Come enjoy holiday decorations, Wharf specials and see Santa arrive on the Wharf by a vintage fire engine!

      Take photos with Santa from 2:30PM-4:30PM!

      Checkout Wharf Business Specials!

      Play in the snow area with Elsa and Anna from Disney’s Frozen!

      Enjoy custom balloon designs from Lee Balloons!


Student Resources


RISING SCHOLARS: STOP THE STIGMA


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The Guardian Scholars Program provides additional academic, financial and emotional support to students affected by the foster care system. 

The Rising Scholars Program provides additional support to students who have been formerly incarcerated. 

The department of Extended Opportunity Programs and Services (EOPS) provides academic counseling, priority registration, book vouchers, meal cards, school supplies and more to full time students who qualify to benefit from these services. 

Student Health Services provides a variety of additional support to students, including mental health counseling, treatment and testing for minor illness and injuries, immunizations and vaccines, and a variety of other community resources.


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Cabrillo recently hosted a Stop The Stigma event which featured a realistic jail cell simulation and a panel of students who have been negatively impacted by the justice system. The Guardian Scholars program, Rising Scholars program, The Department of Extended Opportunity Programs and Services (EOPS) and Student Health Services provided student support and information about their programs, which provide additional resources to marginalized students in the interest of equity. 


The Rising Scholars Program provides support to students who have been formerly incarcerated or otherwise negatively affected by the judiciary system. The criminal justice system perpetuates systemic inequities that disproportionately affect marginalized communities, often leading to a cycle of disadvantage. Individuals with a criminal record may face significant barriers to accessing education due to social stigmatization, restrictions on federal financial aid, and exclusionary admission policies. An estimated 70% of colleges require applicants to disclose their criminal history either through self-disclosure or background checks, which can significantly hinder educational opportunities for individuals with a criminal record. Some studies estimate a dropout rate three times higher for applicants with a criminal record compared to those without. Similarly, rejection rates among individuals who complete their applications are 12-13% higher for those disclosing convictions. 


Beyond admissions, the stigma of a criminal record can create ongoing barriers in higher education. For example, financial aid eligibility can be impacted by certain types of convictions, and even the perception of being unwelcome in educational environments discourages pursuit of higher education. These barriers contribute to poverty, recidivism, and reduced societal integration, further perpetuating inequality and undermining public safety. By excluding individuals from educational and economic opportunities, the criminal justice system exacerbates social stratification and hinders efforts toward equity and rehabilitation.


Equity is an integral part of the institution of community colleges, and is emphasized in Cabrillo’s mission statement: “We are a welcoming community college dedicated to providing an equitable, high-quality education. We are committed to helping students meet their career, academic and life goals, guiding them in becoming culturally responsive leaders, effective communicators and critical thinkers. We work to promote economic liberation and social justice, eradicate structural racism and foster inclusivity by cultivating an environment of innovative teaching practices, support services and learning opportunities for all students, especially those from historically marginalized communities.” 


These programs, among others, are a wonderful example of how Cabrillo increases equity on campus in a way that has a profound impact on students. The Rising Scholars program provides marginalized students with the support they need to be able to excel at Cabrillo, rather than being held back by past experiences. As Kyndra Imperial, a student involved in the Rising Scholars program at Cabrillo, stated on the panel of the Stop The Stigma event, “my past does not define me today.” The importance of these programs to our campus cannot be understated. Below you can read a student submission from Brian Sellen about overcoming adversity in his life and discovering new opportunities at Cabrillo.


Article by Emma Spath


Student Submission: “Second Chances” by Brian Sellen

A Second Chance: Overcoming Adversity and Finding Purpose Growing up on the gritty streets of California, I was no stranger to hardships. Yet,

nothing could have prepared me for the 13 year prison sentence that would eventually transform my life. As I sat in my cell, the weight of my crimes and the endless stretch of time ahead felt like an unbelievable burden to bear. There were many challenges in this world inside of a world, from the initial shock of adjusting to the prison environment, to isolation, deprivation, and a daily threat of violence. Through this chaos it was necessary to remain hopeful and I found that flicker of hope ignited even brighter through the passing of the 2014 Prison Realignment Act, also known aB 109. This is my journey of self-discovery, redemption, and the resilience of the human spirit.


Adjusting to the California Prison environment was a harsh traumatic life changing experience. The freedom I once knew and the rigid confinement of prison life was at times overwhelming. Prison really started to shape another view for me in regards to the world we take for granted. Do you realize what a privilege it is to walk to the kitchen and open your refrigerator? Do you undervalue the closing and locking the door to use the restroom in private? This experience left me with feelings of loneliness, despair, and an overall sense of disconnection from society. How do I survive when I’m trapped in a cage like an animal at the zoo? Am I this ‘Manimal’ that I am starting to feel like, or is this part of the punishment? I had to dig deep. I had to survive.


Days seemed like months and hours seemed like days during the moments of violence as well as the intimidation glares that followed. The climate in this environment was thick with fear and mistrust. I learned early on how to navigate my way through this dangerous social hierarchy by being aware of my surroundings and to develop strategies necessary to protect myself. Basic needs were not always met and when they were they were scarce. The prison food was poor, and access to essential items like clothing and hygiene products were limited, not to mention toilet paper. These were the main contributors to a sense of feeling hopeless and degraded.


Every aspect of my life was controlled, from where I ate, to whom I ate with, from where I slept to when I used the restroom. This constant surveillance and many restrictions was psychologically draining. Loss of freedoms coupled with isolation from the outside world, including family and the few friends that remained left me feeling hopeless at times.


Prison society is a separate world with its own set of rules, written and often unwritten. Learning how to coexist with inmates from diverse backgrounds and experiences inside a steel concrete cage can seem impossible to thrive in, but I found a way. My exposure to this environment led me to a deeper connection as well as understanding of human nature, and our potential for both good and evil. I learned the importance of being compassionate towards another human being despite their background, charges and or circumstances. There were times when my personal boundaries were pushed beyond its limits which necessitated growth to overcome adversity as I was forged through this fire. Many don’t make it out of this concrete tomb, it’s an endless revolving door to recidivism, however this wasn’t the case for me.


Year after year, I began to refine myself to be the best version of “self” I could possibly be. As I navigated the challenges of incarceration, I discovered an unexpected passion for law. The intricacies of the legal system intrigued me, and I began to immerse myself in reading legal texts and case law. I searched not just to understand the laws that governed my life, but also the powerful stories of individuals who had walked similar paths. This newfound interest ignited a flame within- a desire to advocate for justice, not just for me, but to help others navigate their struggles with the law.


During this time, I learned about significant reforms like the 2014 California Realignment Act, officially known as AB 109. This landmark legislation, aimed to address the overwhelming issue in California by “shifting the responsibility for managing non-violent felons from the state prison to local counties.” This transformation approach not only reduced the prison population, but also emphasized rehabilitation, with a focus on “enhancing public safety through the effective supervision of offenders.” Once I began to understand and grasp these changes it deepend my appreciation for the complexities of the Criminal Justice system and reinforced my commitment to becoming a voice for those who may have felt unheard.


Thanks to AB 109, I was granted an early release due to no major rule violations as well as my classification as a non-violent offender. The bill stated “individuals convicted of non-serious, non-violent, and non-sexual offenses” would be eligible for re-classification, which allowed me to step back into society with a renewed sense of purpose. The changes brought about by this realignment gave me hope, showing that even systems bound by rigid structures could evolve to embrace compassion and second chances. This unexpected pivotal chapter of my life helped to reshape the way I viewed humanity and it is here where I discovered the resilience of the human spirit.


As I continue to change statistics, through my own journey, I see how education, self- improvement, and finding ways to lift one another can transform one’s life, despite the harsh realities of prison life. This collective spirit of resilience inspires me, as I reflect back, and embrace this potential for change and growth, even in the most challenging circumstances. Time lost can never be regained, and I take all this in as a lesson not a loss.


As I move forward, I carry with me this training I learned within those walls- the dire need for human connection, importance of empathy towards others, the transforming power of knowledge and education, and the unwavering strength of the human spirit. I am now committed to using this experience as a lifeline to reach others, and educate for justice as well as support individuals on their own personal journeys, proving that even in the darkest of times, transformation is possible. My mission statement has now become, “If you can reach one, you can teach one!” This is my rewritten story.


Submission by Brian Sellen

Know Your Rights Seminar


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The Know Your Rights Workshop will be a series that discusses the services and programs for undocumented students to navigate the experience of being in community college. With the new presidency taking place, there is a lot of fear surrounding this topic. They provide and detail a range of services, and have been working with Cabrillo for four years to help students navigate the scary and particular world surrounding immigration topics, for yourself or your family. The workshop aims to provide a safe space allowing for conversation on this, where they answer questions and allow students to share their experience. These services consider the needs of the whole community, while allowing being adaptable to individual cases. The meetings are confidential, with respect for everyone in the room. 


One of the services discussed and provided was the Community Action Board Immigration Project. Located in Watsonville, you can find a link to their website here. Their mission is to partner with the community to eliminate poverty and create social change through advocacy and essential services. The list of services they provide goes on for quite a bit. To name a few, they offer immigration and legal consultations, naturalization to US citizenship, family-based petitions, temporary protected status, renewals for Green Cards, DACA and work permits, and so much more. All of their services are either free or at a low cost. 


Another resource is the Find Your Ally project. They are related to the Community Action Board, and offer free immigration legal services for students, staff and faculty. They offer basic immigration legal assistance and education and outreach to the community. Their main goal is to connect trusted legal service providers with individuals in need to assess their unique case and plan for the future. They give priority to students, faculty and staff. They offer education webinars, family preparedness and child safety plans, and public charge information. To book an appointment, you can find their website here. 


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At the workshop, many flyers were handed out with loads of information. For families that worry about using public benefits, a list was provided on government programs that would not affect your immigration status or chance of getting a green card. Included in the list was Medicaid and other health care (except long term institutional care), the Children's Health Insurance Program (CHIP), COVID testing, treatment and vaccines as well as pandemic economic impact payments (stimulus checks). Programs such as SNAP food assistance, WIC, free or reduced school lunches or food banks/ free meals will not affect your immigration status either. Earned income and child tax credits, Public Housing or Section 8 and shelters will not affect one's immigration status. 


Another flyer detailed a public charge, and if one would apply to an individual. A public charge is a test that some people must pass, which looks at whether they are likely to depend primarily on the government for support in the future. The immigration officials will look at a person's situation, including age, income, health, education or skills and family. There are only two kinds of public benefits considered in the public charge test, the first is cash assistance programs that provide on-going payments. (For example, SSI or TANF) The second is long-term institutional care at government expense. (For example a nursing home) To know if a public charge would apply to you, you need to know if you are applying for a family based green card. If you are already in the process of applying for a program like TPS, U or T Visa, Asylum or Refugee status or Special Immigrant Juvenile Status, a public charge will not apply to you. But if you are applying for the family based green card, a public charge may apply. If you are planning on applying for any of the programs listed above, contact a knowledgeable immigration attorney from the links listed above, prior to doing so. For more information on these resources, click here.   You can get a free personalized screening from this link. 

The workshop was not a lecture, but more of a safe place to have a conversation. If you have any worries regarding any of these topics, I highly recommend attending the next one they host. There are people that want to help you! And while this is a very scary time, there are safe spaces with safe people who want to help. The details of the next workshop are currently unknown, but The Scuttle will provide those when accessible. 




The Ethics Bowl




“The Association for Practical and Professional Ethics Intercollegiate Ethics Bowl®, also known as the APPE IEB® is a unique, collaborative experience for undergraduate students that provides valuable educational experience in practical and professional ethics.


Teams spend months analyzing and preparing for regional and national competitions to demonstrate who has thought most deeply and presented their arguments most clearly regarding cases drawn from today's most pressing issues. Students develop ethical understanding of complex, ambiguous, and difficult to resolve issues, as well as key virtues associated with democratic deliberation.


 In advance of competition, each team receives a set of cases created to explore a variety of topics within practical and professional ethics. Cases are written by Case Writing Committees and are drawn from areas such as: the classroom (e.g., cheating or plagiarism), personal relationships (e.g., dating or friendship), professional ethics (e.g., engineering, law, medicine), or social and political ethics (e.g., free speech, gun control).

Teams prepare an analysis of each case. During each competition match, a case is selected and a moderator poses questions based on that case. These questions seek to delve deeper into the multiple ethical dimensions of the case. A panel of judges probes the teams for further justifications and evaluates answers. Rating criteria are based on intelligibility, focus on ethically relevant considerations, avoidance of ethical irrelevance, and deliberative thoughtfulness.


 In the Ethics Bowl, students flex their burgeoning intellectual muscles by participating in group discussions. The small group setting with an audience of peers encourages intellectual interaction. Students teach each other, identify and rectify their own factual and interpretive errors, and thereby use strategies that maximize collaborative learning.  Pedagogical research has shown that students learn, and retain, more when the relevance of instructional content to “real life” is clear. The Ethics Bowl reflects best practices in learning by encouraging the application of ethical theory to lived moral dilemmas. 


The communal and analytical aspects of ethics are embodied by the Ethics Bowl's group-centered approach to deliberation and by participants' interaction with the judges who recognize similar values and actions as appropriate (or not). This convergence of judgment about the nature and quality of ethical reasoning on difficult issues among individuals from diverse walks of life reinforces students' sense of ethical standards as relevant, shared, and important to professional performance.


Skills students learn through the process of preparing to debate and actually debating are simultaneously relevant to their present academic and future professional lives.  Participants research and analyze ethical dilemmas drawn from a wide range of areas: environmental ethics, biomedical ethics, business ethics, institutional ethics, personal ethics, etc. The goal is to resolve and justify the resolutions of these dilemmas.  These activities make clear that theoretical ethical concepts and procedures have practical utility.  Academics want students to be conversant with major philosophical theoretical conceptions (e.g., Utilitarianism, Kantianism) and to understand how to apply those conceptions to actual moral problems. The professional community, on the other hand, seeks professionals who see themselves as members of a community with shared values and virtues, and who are able to manage or resolve concrete moral dilemmas that arise in the professional arena.  Through the debating process, students master theory, apply it to practical moral problems, and do so as members of a community with shared values and virtues.  For students, debating bridges the world of study and the world of work.”

- Professor Michael B. Jordan


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Ethics Bowl is one of many programs which is in danger of not being offered as a result of the budget pressure Cabrillo is facing.



Math 4


Math 4 is the last foundational math class that community colleges have to offer, and the state just passed a bill to cut it. Cutting Math 4 will be the third foundational math class community colleges have gotten rid of. Entry level classes provided by community colleges are vital to the growth of each student and their success in this school. “Losing those classes hurt.” Paul Graham, a physics professor at Cabrillo said with remorse,  “Losing Math-4, I think, is absolutely devastating.”  The removal of this class reinscribes the structural racism Cabrillo claims to disavow by widening the gap between students and their educational goals that disadvantaged students already face.


Cabrillo College's mission statement details to the public that we are determined to be all inclusive, eradicate structural racism, and cultivate an environment that caters towards historically marginalized students. As a community college and a Hispanic Serving Institution (HSI) it is our duty to do everything in our power to ensure this is the reality of our school. Cabrillo maintains dedication to this statement with course materials highlighting systemic injustices and promoting programs dedicated to providing resources for marginalized individuals. 


 Foundational learning and the upkeep of these classes provides an equitable stance for every student to be allowed the opportunity to flourish in the higher level math classes. When the removal of fundamental classes begins, the removal of opportunities for disenfranchised students follows. The removal of such resources for marginalized students exacerbates systematic issues such as the allowing the students with means to already be at the place a disenfranchised student has to climb to. This limits the accessibility of education at community colleges, which are intended to increase said opportunity and equity.


Prior to this class being the final fundamental course, pre-COVID, there was Math 152 and 252, other foundational math classes that got cut due to a high failure rate. The cutting of those classes created a cycle, and removing Math 4 perpetuates it. This ultimately means that the students who don’t have an adequate mathematical background, typically marginalized students, would have an even harder time getting their leg in the door of the STEM department. 


The faculty and students in the math department were in despair about this change. Any removal of foundational math is already a major injustice to the students trying to integrate into the STEM program. Paul Graham insists Math-4 is the most important math class available to students, and he reiterates this claim any chance provided. While there tends to be a high repetition rate, this doesn’t mean it’s not a necessary class, if anything the opposite is true. The state's choice to eliminate Math 4 looks at data that reflects how marginalized students' high repetition rate is correlated to another cause, in which they detail racialization occurs.


According to many math professors, without taking Math 4, Calculus is nearly impossible. Though an initial analysis of this data may compel one to believe the decision to remove math 4 is a good one, after further analysis it becomes clear that this would effectively limit the opportunities for students rather than increase student success outcomes. EdSource, California's Newsroom Focused on Education said it best, “calculus prerequisites such as trigonometry, college algebra or precalculus somehow represent inequitable roadblocks, rather than what they actually are: the building blocks to STEM success.” At first glance, the data seems to support the decision, however when one takes into account the long term effects of not having fundamental math under you belt when pursuing a math career, it is clear how valuable Math 4 is. 


The removal of Math 4 is directly stemming from bill AB1705, as it details, mainly students of color are failing this class. For example, the success rate for students in developmental math courses across California’s community colleges hovered around 50% for Black and Latinx students, compared to a success rate of approximately 60-65% for White and Asian students. The research provided in this data report has been recalled not only due to discrepancies in the research itself, but to a huge misinterpretation of the data. This class illuminates how students need more than anything, a better understanding in the groundwork of how math works in order to excel in a math or STEM centered career. To cite an article by EdSource, the largest California's Independent Newsroom Focused on Education, “This will disproportionately affect underrepresented minorities and eliminate the “second chance” for students who didn’t develop sufficient math skills in high school. And that’s a lot of students. Data from the RP Group report show that between fall 2012 and spring 2020, over 68% of STEM majors were enrolled into foundational prerequisites (25,584 students).” EdSource is trying to get the reader to take a step back and remember the purpose behind community colleges.

Bill AB1705 comes from the state, as they had run this data report previously discussed in order to assess how vital Math 4 is to students, and to ensure community colleges are upholding their equitable standing. and there is currently a bill being written from the Faculty Association of California Community Colleges that will be brought up during the legislative session this year to reimplant Math-4. This issue is much bigger than Cabrillo college, but as the #1 community college in California, we have an impactful voice. A representative of the Student Senate brought this issue to Cabrillo’s president, Matt Wetstein, who expressed his intention to support Math-4 at a legislative level by writing a letter supporting the implementation of it. 


The state choosing to remove this class seems to be due to a misinterpretation of data that has been recalled due to falsities, and a pressure for budget cutting. (To read more about the budget cuts, check out our article in the October Newsletter!) When combining the two, the outcome tends to be a rushed decision with an easy way out.  

Students of Cabrillo have a responsibility to let our voices be clearly heard, and doing what we can to ensure the future of students who attend our school is monumental in the process of moving forward as a community. We must prioritize any student who doesn’t fall into the academic pipeline that is now going to only allow students to start at high level math, and change the system from within. Your voice matters, it’s all about speaking to the right people. Taking advantage of the Math Learning Center and the rest of the STEM professors is a great place to start, as these are the people who care and want to help. At Cabrillo, we have a very active faculty, who care about their students and what they have to say, so talking to a professor is always a good start. Another great resource for students is the Student Senate. There are meetings every Thursday in the Welcome Center that all are allowed to attend and voice concerns.  Members represent student voices of students at Cabrillo and communicate student interests with the administration. There are people who care and student input is one of the most valuable tools used by the administration to make decisions like this one.


Editorial by Olivia McCloskey







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I watch the autumn leaves glide down and accumulate on the sidewalk

So delicate they are, more fragile than a nearly broken heart

Crisp and golden brown, on a gloomy day they glow

And that’s when I realized they’d be swept out of existence


This notion prompts me to pick one up

stem in hand, I admire it’s intricacy, it’s frail figure and withering veins

A crow flys overhead and gives a sorrowful caw

That’s when the howling wind ripped it from my fingertips


Poem by Andrew Richmond



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Comics by Andre Albanese


Any and all student submissions are welcome and should be sent to olmcclos@cabrillo.edu or emspath@cabrillo.edu



 
 
 

3 Comments

Gabriella Noack
Gabriella Noack
Dec 10, 2024

And finally thank you Brian Sellen; I have never met you but your article is a privilege to read. I am so happy that students like you attend Cabrillo College to change the world and empower others. I wish you the utmost success in you academic career!

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Gabriella Noack
Gabriella Noack
Dec 10, 2024

Also congratulations Cabrillo College on making it to the Ethics Bowl Nationals!

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Gabriella Noack
Gabriella Noack
Dec 10, 2024

Thank you Olivia for such a riveting article on math 4. As a student who in high school had little faith in my intelligence due to mental health barriers as well as misogynistic prejudice at the hands of peers and teachers, I didn't believe I could achieve success in any STEM programs. For this reason I didn't even see them as an option in college. In the end luckily I found my passion to be in the humanities and ended up transferring to a UC with an AA in Sociology, but still my heart aches when I think back to myself as a young girl who didn't believe in herself and didn't even consider taking math classes in college because…

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