Center for Teaching and Learning
PEDAGOGY ENHANCEMENT AWARDS PROGRAM
Project Title: A Student-Centered Experiential Learning Model for Conference
Planning.
Submitted by:
Name:
Dr. Beth Kivel & Dr. Katherine Pinch______
Department:
Recreation & Leisure Studies______
Award year:
2004-2005____________
Abstract/Summary of finding (will be posted on the CTL website):
(No more than 250 words)
The purpose of this project was to work with undergraduate and graduate
students to convene a national teaching institute for the Society of Park and
Recreation Educators during January 2005. More than 125 people from across
the United States and England attended this three-day event. During the fall of
2004, we recruited students who needed service learning hours from RLS 139, a
conference and meeting planning course and RLS 032, a leadership course.
These students helped with conference planning and worked at the conference.
A core group of graduate and senior students enrolled in directed study credit
and participated in every level of planning, implementation and evaluation. They
coordinated the student planning committees and oversaw students working at
the conference. Both groups of students were instrumental in making the
conference a success. Overall evaluations of the conference indicated that
participants were most impressed by the students – their hard work, their
enthusiasm and their willingness to assist them. Students evaluated the learning
experience through direct and continuing feedback about what worked and what
did not work in terms of the planning and implementation process and through a
reflective paper about their experiences of working on the conference. What was
most effective in terms of “teaching” students about conference planning was that
(a) attention to detail is critical; (b) people must be flexible to deal with the
unexpected; and (c) clear communication is necessary for success. Clearly, this
conference provided students with an opportunity to “learn by doing.” Once the
conference concluded, three students worked on a conference planning manual
specific to the SPRE Teaching Institute. We are close to completing the final
touches to the manual that will be given to the next university taking on this
conference in 2007.
Note: Please return this form as soon as possible to the CTL Office, mail zip (6084) or
email ctl@csus.edu. Your full report (Video, cd, etc.) due by September 16, 2005.
Center for Teaching and Learning
Pedagogy Enhancement Awards Program
ABSTRACT/SUMMARY OF FINDINGS
Project Title:
Native California eGuide and Mobile Classroom Outreach
Project
Submitted by:
Terri Castaneda
Anthropology Department & Museum
Award year:
2004-2005
Abstract/Summary of Findings (will be posted on the CTL website):
(No more than 250 words)
This project, which integrates objects from the Anthropology Museum with
archival documents reflecting the colonial and post-colonial experience of Native
Californians, includes both electronic (eGuide) and traditional outreach trunk (Mobile
Classroom) components. A graduate seminar, Ethnohistory and the Politics of Identity in
Native California, served as the platform for eGuide production.
In preparation for the project, students were introduced to ethnohistory, Native
California history and society, theories of identity formation, and a variety of research
methodologies and epistemological frameworks developed by ethnohistorians,
indigenous scholars, and cultural anthropologists. Students learned about primary source
materials through handouts from the Pacific Regional Branches of the National Archives
and through field trips to the California History Room, California Indian Library
Collection, and Government Publications Section at the State Library. In addition to
these materials, students also worked with photocopied documents from NARA in
Washington, D.C., the California State Archives, and Yosemite National Park. For the
purposes of this project, students were divided into three groups, each of which toured the
Anthropology Museum’s repository before deciding upon a theme for their eGuide and
outreach trunk. Themes had to 1) address both historical and contemporary issues and 2)
facilitate incorporation of at least 10 objects and 10 documents. Titled Acorn, Basketry
and Games, the eGuides (which will be uploaded to the Museum’s webpage once editing
is complete) incorporate digitized documents and images which span the period of 1850
to 2004 and greatly enhance the pedagogical value of the museum collections they are
intended to help contextualize.
Note: Please return this form as soon as possible to the CTL Office, mail zip (6084) or
email ctl@csus.edu. Your full report (Video, cd, etc.) is due by September 16, 2005.
Center for Teaching and Learning
Pedagogy Enhancement Awards Program
ABSTRACT/SUMMARY OF FINDINGS
Project Title: Building a Federal and State Standards Based Curriculum for
Physics 107, Conceptual Physics and Scientific Inquiry
Submitted by:
Name: Lynn M. Tashiro
Date: August 28, 2005
Department: Physics and Astronomy
Award year:
2004-2005
Abstract/Summary of Findings (will be posted on the CTL website):
(No more than 250 words)
The following project goals were chosen to help CSUS students meet new National and
State Standards and accreditation requirements for the preparation of new teachers.
Project Goals:
1. Modify the scope & sequence of Physics107 topics
2. Integrate Physics 107 content with science pedagogy
3. Integrate a multicultural perspective into Physics 107
Goal 1: Modify the scope and sequence: To more closely align P107 content with the K-8
California State Science Standards and the content of the California Subject Examination for
Teachers (CSET), topics in matter, heat, and buoyancy were replaced by topics in household
electricity, image formation, and color perception. Explicit connections between science and
societal issues were also integrated into the curriculum. Data compiled for March 2005 shows
that 86% of the Liberal Studies Majors and 96% of the Blended Multiple Subject Program
(BETEP) passed the Science subtest of the CSET compared to the statewide passage rate of
59% for the Science subtest. This is evidence that the CSUS science courses including P107
are preparing CSUS students to take and pass the CSET.
The integration of content and pedagogy was achieved by a collaborative project,
“Mission to Matter”. EDTE316 professor, Hui-Ju Huang and I led BETEP students through the
process of translating university level physics into lessons for 3rd and 5th grade students. The
lessons were taught to 60+ children who visited CSUS for a day of standards based science
instruction on matter. Photos of the event are shown below:
5th grade students and CSUS students investigate “matter”
Multicultural perspectives were integrated into the curriculum by an assignment, “diversity of
scientists”. Students examined their personal beliefs about scientists and gathered images and
short abstracts describing scientists from traditionally underrepresented groups that challenged
their beliefs. Results of this assignment including the drawing below were presented at the
11th Annual CSUS Multicultural Education Conference.
One CSUS student’s perception of scientists
Note: Please return this form as soon as possible to the CTL Office, mail zip (6084) or
email ctl@csus.edu.
Center for Teaching and Learning
Pedagogy Enhancement Awards Program
ABSTRACT/SUMMARY OF FINDINGS
Project Title:
“Discovering and Integrating Community Connections in an Urban
Teacher Education Center”
Submitted by:
Name:
Jana Noel
Tom Williams
Department: Teacher Education
Award year:
Fall, 2004
Abstract/Summary of Findings (will be posted on the CTL website):
(No more than 250 words)
An Urban Teacher Education Center (UTEC) was created in the Fall of 2004 to prepare
future educators for low income, highly diverse urban schools and communities. Courses
for UTEC are taught at Jedediah Smith School in the Sacramento City Unified School
District, with a focus on student and faculty involvement with urban communities. In
order to effectively facilitate the creation of this new center, a PEA grant was received to
identify community agencies and resources and to coordinate for student teachers the
opportunities to become involved in these connections as part of their UTEC program.
Following is a list of community connections that were discovered and that have become
integrated, at varying levels, into UTEC:
-
-
Family Resource Center, this is being created on the Jed Smith campus over the
Summer and Fall of 2005 as a collaboration between Jed Smith School and
UTEC;
Paul Robeson Acceleration Academy, an after-school tutoring/mentoring program
in the Seavey Circle housing complex;
Action Learning Systems, an after-school tutoring program at Jed Smith School;
New Helvetia social services complex;
River Oaks Head Start program;
Trinity Church, has adopted Jed Smith School;
Southside Park, recreation center;
New Helvetia Tenant Association;
Sacramento Works;
WIC Family Learning Center.
Additionally, connections are being made with community members to speak to
university classes, and UTEC is helping initiate a MESA (Math, Engineering, and
Science Achievement) program at the school.
Center for Teaching and Learning
Pedagogy Enhancement Awards Program
ABSTRACT/SUMMARY OF FINDINGS
Project Title: Shakespeare & Company: Teacher Training, Assistant Directing,
Developing Curriculum
Submitted by:
Name:
Gina Kaufmann
Department: Theatre and Dance
Award year:
2004/2005
Abstract/Summary of Findings (will be posted on the CTL Website)
I completed the Teacher Training Program with Shakespeare & Company in
Lenox, Massachusetts during two weeks in January, 2004 and three weeks in
June 2004. The training included Linklater voice work, Alexander and
Feldenkrais movement work, Elizabethan dance, and, most importantly, text work
with Artistic Director Tina Packer. By the end of June I was coaching actors on
scene work under the guidance of a Shakespeare & Company text teacher.
What is unique about Shakespeare & Company’s approach to actor training is the
complete integration of physical, vocal, psychological, and intellectual
approaches. I observed all actor/participants make enormous progress during
each month-long intensive, which I first attended myself as an actor in June,
2003. My goal as a teacher was to gain as great an understanding as possible of
all aspects of the work so that I could begin to incorporate some of their
techniques into my Shakespeare course at CSUS.
Shakespeare & Company trains actors in an intensive situation, working from
8:15 a.m. to 10:00 p.m. six days per week. My challenge in developing my own
Shakespeare acting course for the spring semester, 2005, was to incorporate the
basic principles of the training and the intersection of exercises from this
intensive environment into a semester-long two-day-a-week course. I focused
primarily on personal connection to the text, Linklater voice work as a means to
creating freedom and ease with the language and with the mechanics of vocal
production, and practical tools for the rhetorical analysis of Shakespeare’s
language.
Note: Please return this form as soon as possible to the CTL Office, mail zip (6084) or
email ctl@csus.edu. Your full report (Video, cd, etc.) is due by September 17, 2004.
Center for Teaching and Learning
PEDAGOGY ENHANCEMENT AWARDS PROGRAM
Project Title:
_________Technology in Nursing_______________
Submitted by:
Name:
__Debra Brady and Tanya Altmann___
Department: ___Division of Nursing____________
Award year:
____2004-2005 academic year_____________________
Abstract/Summary of finding (will be posted on the CTL website):
(No more than 250 words)
The nation’s need for technologically competent nurses has never been higher. New
information is generated at a rate of more than 5 exabytes/yeari. Technological
competence is the key to obtaining licensure as a Registered Nurse, ensuring patient
safety and clinical competence, and adequately preparing for professional practice. In
order to accomplish this with limited time and resources, this pedagogy award was used
to create the following technology enhancements to the CSUS nursing program.
 Online information and instruction video on PDA use for students and faculty
 Web-enhancing specific courses and materials to reduce seat-time and
increase technology proficiency (N11 and N123)
 Three intravenous pump demonstration videos posted on WebCT for
instruction and review
 Transition of four N123 tests to NCLEX style format on WebCT
 Coordinated use of UCDMC patient simulator lab and development of case
scenario enhancing student assessment and skills
 Facilitated access and coordinated training of students’ use of electronic
medical records at UCDMC
 Dissemination of findings from award projects includes one published article,
publishing of the abstract of this article on a PDA national listserve, and
acceptance to present at a international professional conference
 Evaluation of the project is ongoing, however initial results indicate that the
technology changes are improving student learning (as indicated by students
through survey) and have improved NCLEX pass rate (one semester).
Disappointingly, students in one entry level nursing course indicated strongly
their dislike for web-enhanced courses. Continued evaluation of technological
changes is on-going.
Note: Please return this form as soon as possible to the CTL Office, mail zip (6084) or
email ctl@csus.edu. Your full report (Video, cd, etc.) due by September 16, 2005.
Executive Summary: How much information? 2003. UC Bereley’s School of Information Mangement and
Stystems. Herald/www/research/projects/how-much-info-2-3/execsum.htm. October 27, 2003
i