Zicasso’s Italy in Vogue tour gives guests exclusive access to the biggest brands and chicest hideaways in Milan, Florence, and Rome. 
Koreatown-inspired cuisine is coming to the Strip.
Possessing a spirited design inspired by muscle cars of the 1960s, the two-door hellion is frightfully fun behind the wheel.
This academic year, Cal State Fullerton expanded its Guardian Scholars program by providing support to about 40 foster youth on top of the 47 in the program. The new entrants receive all the services offered program participants — life-skills workshops, community enrichment activities, counseling and access to a student lounge and computer lab — with the exception of a full scholarship.
RELATED ARTICLE: Only 3% of former foster children graduate college. Here’s how universities are working to change that
“After researching the CSUF foster youth population who were not in the Guardian Scholars program, we learned that many were struggling to succeed in college,” said Yajayra Tovar, assistant director of the Center for Scholars, which oversees the program.
In addition, 23 students from the two groups participated in a three-day summer program to ease the transition to college. Activities included a student panel, self-identity workshop and introduction to campus resources. Students received gifts from Orangewood Foundation, OC United, Together We Rise and Bed Bath & Beyond, including bedding, pillows towels, hampers, bikes and gift cards.
To apply
The 2018-19 Guardian Scholars application is due March 2. Apply online.
Information: 657-278-3458 or scholars@fullerton.edu
The program depends partly on donations, which can be made online.
By the numbers
1998: Program started at Cal State Fullerton
3: Students in first year
130-plus: Guardian scholars who have received degrees
15: Students who joined in fall 2017, a record number
97 percent: Retention, persistence and graduation rate
Most aspiring teachers likely aim to be the free-spirited Ms. Frizzle from “The Magic School Bus” rather than Miss Othmar wahwahwah-ing in “Peanuts.”
Students instinctively recognize an inspirational teacher, whether on screen or in the classroom.
Two local researchers — one from Cal State Fullerton and one from Chapman University — recently delved into what exactly creates that magic mixture that results in students learning best. In particular, they looked at which messages, both verbal and nonverbal, make students perceive teachers as authentic or inauthentic.
“By teaching authentically, teachers may create more meaningful experiences and deeper learning for all students in a variety of settings and across disciplines,” said the duo in a study recently published in the National Communication Association’s journal, Communication Education.
Zac Johnson, assistant professor in human communication studies at Cal State Fullerton, and Sara LaBelle, assistant professor in communication at Chapman, found that students perceived authentic teachers as approachable, passionate, attentive, capable and knowledgeable. They perceived inauthentic teachers, on the other hand, as unapproachable, lacking passion, inattentive, incapable and disrespectful.
The two researchers, who both received their doctorates from West Virginia University, said that while their field has worked to provide teachers with effective teaching behaviors — such as immediacy and self-disclosure — it has overlooked the idiosyncrasies of individual teachers in enacting such behaviors in a way perceived as authentic by students.
The duo built on existing research showing that increased authenticity is associated with increases in favorable interpersonal outcomes in a variety of contexts, such as relationships and the workplace. They figured it’s likely that in the classroom, the way teachers demonstrate authenticity may affect teacher-student communication and relationships.
But research on that has been bogged down by how tricky it is to assess whether a teacher is really being authentic. Instead of trying to do that, Johnson and LaBelle investigated whether and how students perceive authentic or inauthentic messages from their teachers.
They did this by recruiting 297 undergraduate students at a private mid-size university and providing them with a description of authentic teachers as those who are genuine, self-aware and defined by themselves rather than by others’ expectations as well as bringing parts of themselves into interactions with students.
“When a teacher is being authentic,” the description read, “you might also get the sense that they critically reflect on themselves, their relationships with students and their own teaching.”
The students were then asked to reflect on college professors they considered authentic and tell what those teachers did or said to create that impression. They were also given a description of teacher inauthenticity and asked the same question.
The students identified behaviors or messages employed by teachers they considered authentic and provided examples of typical actions, which the researchers broke down like this:
Approachable
- Telling personal stories and making jokes
- Talking to students before and after class
- Reminding students of availability outside of class
Passionate
- Being excited about content or teaching
- Enthusiasm for content and teaching
Attentive
- Listening
- Providing feedback and/or counseling (i.e., career or personal)
- Knowing student names
- Checking for understanding and general well-being
Capable
- Being prompt and organized
- Detailed syllabi, assignments, and expectations
Knowledgeable
They did the same with behaviors and messages that signaled inauthentic teaching:
Unapproachable
- Failing to offer office hours
- Ignoring students outside of class
- Not offering personal experience or stories
- Not attempting to develop relationships with students
Lack of passion
- No interest in teaching or content
- Seeming bored
Inattentive
- Avoiding questions
- Not knowing students’ names
- Does not offer help
- Played favorites
- Does not ask for feedback
Incapable
- Unclear, unorganized, and unprepared
- Did not explain assignments
- Unfamiliar with material
- Reading from PowerPoint slides or book
Disrespect
- Rude and/or dismissive
- Authoritarian
For example, one student liked that a teacher asked the class, “Anyone go to Vegas this last weekend? Every time I get back from Vegas I’m not feeling too hot.” This student said teachers were approachable through “literally just any insinuation that they’re people too rather than having some smoke screen of professionalism.” Other students mentioned they liked hearing about professors’ own college experiences.
An example of an attentive teacher was one who asks students whether they have heard from a student who missed class due to illness and emails the student afterward to ask how they are. A knowledgeable professor talks “not from the book but from their own thoughts,” responded one student.
The researchers are intrigued that these perceptions of authenticity might boost understanding of effective instruction and lead to some practical implications.
But their findings raise a Catch-22 type of question, they point out: Can teachers apply the identified authentic behaviors inauthentically? Johnson and LaBelle warn that being authentic isn’t merely practicing effective teaching behaviors.
“In their actions and words, authentic teachers communicated to students that they were valued and important parts of the learning process,” they said. Such messages can lead to meaningful personal development for students, such as that conveyed by a student who wrote about one teacher: “He pushed us … to help us grow. He cared about the curriculum but just as much as he cared for his students.”
If instructors can demonstrate authenticity toward students, they said, students will reap benefits. At-risk students in particular are positively impacted by faculty and staff whom they perceive as authentic, previous research has shown.
The researchers recommend teachers demonstrate authenticity by:
- Using time before and after class to talk with students
- Employing activities in class that allow students to share their experiences as they relate to class content to learn about the students and their experiences
- Viewing teaching as an opportunity for dialogue between themselves and students
“Our participants made it clear that a teacher’s effort to view themselves and their students as individuals had a lasting impact,” wrote Johnson and LaBelle.
Here are homebuying highlights for Coto De Caza and Dove Canyon from ReportsOnHousing for October.
This house-hunting report tracks listing, buying and selling of existing detached and attached residences in the community. Analysis includes October trends based on closed sales: sale counts; average price vs. average list price; high and low price paid in the month; average cost per square foot and average size; plus, based on broker listing networks stats on Nov. 30 the “market time” metric comparing supply of listings to new escrows opened in past 30 days.
In Coto De Caza …
1. Sales: 19 sold vs. 21 a year ago.
2. Average sales price: $1,313,079 that ranked No. 6 out of 46 Orange County markets tracked and was down 0.2 percent in a year.
3. Compared to list: Sellers got 96.9 percent of what they typically asked for, ranking No. 41 of the 46 markets.
4. Range: High sale of $2,725,000 vs. the $600,000 low.
5. Sizing: On average, buyers paid $351 per square foot on a 3,738 square-foot residence. This pricing metric was off 1.1 percent in a year.
6. Market speed: 109 days, listing to escrow opened vs. 170 days a year ago and 123 days two years ago.
In Dove Canyon …
7. Sales: 3 sold vs. 5 a year ago.
8. Average sales price: $812,167 that ranked No. 19 out of 46 Orange County markets tracked and was down -12.2 percent in a year.
9. Compared to list: Sellers got 97.9 percent of what they typically asked for, ranking No. 32 of the 46 markets.
10. Range: High sale of $890,000 vs. the $706,500 low.
11. Sizing: On average, buyers paid $350 per square foot on a 2,321 square-foot residence. This pricing metric was up 22.3 percent in a year.
12. Market speed: 84 days, listing to escrow opened vs. 83 days a year ago and 73 days two years ago.
Compare these patterns to five October trends we saw in all of Orange County …
13. Sales: 2,553 sold vs. 2,575 a year ago.
14. Average sales price: $868,090, up 10.4 percent in a year.
15. Compared to list: 98.4 percent.
16. Sizing: On average, buyers paid $464 per square foot — up 9.7 percent in a year — on a 1,870 square-foot residence.
17. Market speed, as of Nov. 30: 62 days vs. 73 days a year ago and 75 days two years ago.
DID YOU SEE …
Southern California population grows at fastest pace since 2014
Southern California housing takes nation’s largest bite of local paychecks
Southern California homes overvalued? Appraisers suggest yes
What bums out employees at Orange County’s top workplaces
Julien Dossena stuck to his pre-season tradition of taking the label’s spirit into easier territory for a broader audience, building a lightweight, stretchable and stylish collection.
He toned down the disco vibe of recent collections a notch, but, ever-imaginative, brought in new sources of shine. Set at an angle, vertical stripes added a layer of sophistication to a body-hugging Ziggy Stardust-inspired Lurex pantsuit. A long, navy-blue knit dress projected a different kind of metallic stripe, paint roller-style this time, with a grunge effect.
And a flowing, black crepe de chine skirt with matching top was laden with a thick layer of shimmery gray fabric paint with a rubbery feel, as if the pieces had been dipped into a pot of gooey, plastic silver.
The French designer embellished a series of fitted, see-through dresses, skirts and trousers in solid black or light peach, with small metal studs, intended for layering. Using fabrics like jersey in his quest to create a bridge between dressing for evenings and daytime all at once, he also employed silver mesh, a mainstay of the label, to fashion one of the more elegant pieces: a spiraled skirt with a slit and no lining.
“I hate lining because it adds weight, it’s
Follow WWD on Twitter or become a fan on Facebook.Read More…
Victor Glemaud focused on making his pre-fall lineup of knits into a complete collection. “I feel like in previous seasons maybe it felt more like items,” Glemaud said during a preview. “Here’s a really a full offering of things to wear all day.” A sporty undercurrent coursed through bright color-blocked takes on varsity sweaters and tipped dresses that felt tennis-inspired. For the office, there were polo shirts, cardigans and thick, slim skirts with a pleated hem. On the more street side of things, there was a crop top, and skirts, sweaters and a pair of biker shorts with peek-a-boo slashes. Finally, three curve-hugging solid, floor-length merino knit dresses with open backs were straight up sexy.
Follow WWD on Twitter or become a fan on Facebook.Read More…
Phillip Lim bought a station wagon. He’s taken with country living and used his fall men’s collection to ponder the clothes one wears to do the most mundane things, like lounging around the farmhouse or taking a quick trip to the market — that unassuming “dad” gear that’s been infiltrating runways and department stores of late.
“It’s about living in pajamas and sweatpants and never wanting to change,” said Lim, who did what he does best: rethink classic pieces and imbue them with humor.
The collection was a lesson in layering for (stylish) dummies. Looks that appeared to be comprised of three or four garments were actually one piece Lim had cleverly constructed. Bubble coats featured knit sleeves, men’s sleep shirts included double collars, and mock turtlenecks peeked out of other tops. Many of the items were also reversible.
“It’s a very tricky thing,” Lim said of layering. “You never want to come across as trying too hard. Men’s clothes have to be functional.”
He succeeded in making the garments not look too overwrought.
Lim also tinkered with fabrications. He used bonded Neoprene to produce a more tailored sweatpants and cotton instead of nylon for puffer jackets. More literal references came through in the graphics, which
Follow WWD on Twitter or become a fan on Facebook.Read More…
Influencers have a new way to up their earning power: getting pregnant.
As evidenced by a surplus of babies and toddlers populating the Instagram photos, videos and branded content of leading content creators, coupled with a number of them revealing pregnancies late last year, a new era in the ever-evolving social media landscape is taking shape. Influencers of all types are using their clout to redefine what it means to be a mother today. This group doesn’t fit into the traditional “mommy blogger” mold, nor do they want to. They are creating a new type of hybrid influencer who can forge a connection with their audience and create a dialogue about motherhood in a way that a celebrity never could — while at the same time collaborating with some of the largest global fashion and beauty brands.
Just look at Chiara Ferragni, Leandra Medine and Arielle Charnas, who revealed pregnancies in rapid succession this past October, November and December, respectively.
Ferragni’s Instagram post from Oct. 28 in which she told followers she was having a baby with fiancé Fedez, an Italian rapper, has racked up 1.1 million likes and nearly 30,000 comments to date. In the post, she wrote “Hey guys…We’re gonna be parents
Follow WWD on Twitter or become a fan on Facebook.
Read More…