California State University, Northridge
Liberal Studies 300: Gateway Experience for Pre-Credential Students
Fall 2010
Gateway Website: <http://www.csun.edu/liberalstudies/gateway.html>
Instructor: Dr. Ian Barnard (http://www.csun.edu/~ib5991)
Office Hours in ST 834: T 3:30-4:30 p.m., TR 1:15-1:45 p.m., and by appointment
Email Office Hours: ian.barnard@csun.edu
Introduction
Welcome! This course is an introduction to the academic and professional requirements
for a Liberal Studies pre-credential major. It engages you with an overview of the nature
of the subject matter areas represented in Liberal Studies and the connections between
academic disciplines and the California Content Standards. Within this context, you will
develop and build on skills and strategies for lifelong learning. The course focuses on
the elements required for success in integrating subject matter knowledge from multiple
disciplines in preparation for a career in teaching. You will deepen your understanding
of the required subject matter areas (English language arts, mathematics, science,
history/social science, child development, visual and performing arts, health, and physical
education) in the context both of their university-based curriculum and of the Academic
Content Standards and State Curriculum Frameworks for grades K-6. You will also learn
and practice research and technology skills required for teachers.
Student Learning Outcomes
You will
1. discover more about your own learning practices
2. expand your intellectual curiosity
3. explore the role(s) of a liberal arts education for informed participation in society
4. learn skills and strategies for university success
5. learn strategies for self-reflection and self-examination
6. understand that disciplines have specific ways of constructing knowledge
7. understand the connections among subject matter coursework, the California
Content Standards, and disciplines
8. develop your understanding of pedagogical content knowledge
9. integrate knowledge across the subject matter areas.
Required Texts
(Texts marked * are available for purchase or rent at the Matador Bookstore)
1. Course Readings. (Available for purchase at ASAP or for download at the
Gateway website)
2. Keats, Ezra Jack. Peter’s Chair. *
3. Lowry, Lois. The Giver. *
4. Ma, Liping. Knowing and Teaching Elementary Mathematics. 2nd ed. *
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Grade Distribution
1. 4 Subject Matter Assignments (10 % each):
2. Research Project:
3. Final Reflection:
4. Other Assignments, Participation, and Attendance
40%
20%
15%
25%
A+
A
AB+
B
BC+
C
CD+
D
DF
9993- 90- 87- 83- 80- 77- 73- 70- 67- 63- 60- 0100% 98% 92% 89% 86% 82% 79% 76% 72% 69% 66% 62% 59%
The Subject Matter Assignments allow you to more fully consider issues raised in
readings and classroom discussions and demonstrate technological competence. If
you turn in any of these assignments late without prior permission from me, I will
lower the assignment grade by one letter grade for each week or part of a week that
the assignment is late. You will receive a specific prompt for each assignment.
The Research Project will take you through the research process, from developing a topic
to constructing an argument. The project is designed to help you hone your skills in
all the stages of the research process (e.g., framing a topic, library and online research
skills, finding and evaluating sources, writing an annotated bibliography and detailed
outline, citation), no matter what your experience or level of proficiency is when you
begin the course. The research project should prepare you to be an effective
researcher both in your work as a student and as a future teacher. If you turn in either
the annotated bibliography or the outline late without prior permission from me, I will
lower the grade for that assignment one letter grade for each week or part of a week
that the assignment is late. See the Gateway website for further information about the
research project.
The Final Reflective Essay serves as the final examination and will allow you to
synthesize materials from across the disciplines and throughout the course.
Other Assignments, Participation, and Attendance include participation in class
discussions and other in-class activities, group presentations, homework assignments,
self-directed activities – most of them web-based – that cut across the subject areas,
internet searches, Moodle discussion posts, a tentative thesis for your research
project, and research exercises. I will evaluate these assignments on a credit/no credit
basis--in class we’ll discuss criteria for earning credit on them. I do not award credit
for late assignments. Since this is a discussion-based course, I expect you to
read/view all assigned texts carefully and critically, and participate vigorously in class
discussions, including small group activities and online activities. Obviously you
need to be prepared for class in order to participate effectively, and you cannot
participate effectively if you miss class, arrive late for class, or leave class early. I
expect you to attend all class meetings. If you miss more than four in-person class
meetings, your final course grade will be adversely affected due to your inability to
participate effectively in the class. Each tardy counts as half an absence.
How to Post Assignments on Moodle:
1) On the CSUN home page click on “myNORTHRIDGE PORTAL” and then select
“Moodle”
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2) Log onto Moodle and then select this class
It’s your job to check that you have posted correctly.
Note that Moodle email is sent to your CSUN email account. If you don’t check this
account, be sure to forward your CSUN email.
Course Policies
1. Disability Issues: Please see me early in the semester if you require academic
accommodations based on a documented disability.
2. Email: I usually acknowledge all email messages within 24 hours. If you email
me but don’t get a response, I haven’t received your email. Feel free to email me
concerning any questions you have about the course or about your work. Be sure
to include a salutation, signature, and appropriate subject heading in your email
message. Do not email your assignments to me for feedback; I’d be happy to
discuss your work with you in person.
3. Recording Of Classes: I do not allow recording of class sessions without my
permission.
4. Plagiarism: Plagiarism is a contested and context-specific topic. We will discuss
effective ways of using sources and issues around plagiarism in class.
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Tentative Schedule
INTRODUCTIONS/FRAMEWORKS /CONNECTIONS
Tuesday, 8/24/10
 introduction to the course
 discuss syllabus
 in-class writing
 introduction to California Standards
 working with Moodle
 Standards poll
Homework:
 browse the California Standards
for grades K-6
 post a paragraph on Moodle in
which you comment on what
you find interesting, surprising,
problematic, or pleasing about
the Standards. Refer to at least
two different subject areas and
make specific references to the
Standards you are discussing.
Due: 11 a.m. on 8/26/10
Thursday, 8/26/10
 discuss Standards
 YouTube introductions
 watch and discuss short film or video
 discussion topics: perspectives and
disciplines
Homework:
 respond to at least three
colleagues’ Moodle posts by
11:59 p.m. on 8/27/10; each
response should ask questions
about and/or critique and/or
comment on and/or further
develop your colleagues’
observations. Engage your
colleagues; don’t write empty
responses. Don’t respond to the
same colleagues as everyone
else
Tuesday, 8/31/10
 discuss Moodle responses
 assign Content Standards collaborative
presentations
 introduction to Montaigne and hooks
 Calvin and Hobbes
 discussion topics: critical thinking;
what does it mean to be an “educated”
person? what is the value of a
“liberal” education? why teach? lifelong learning strategies
 discuss reading strategies
Homework:
 read articles by Montaigne and
hooks
Thursday, 9/2/10
Homework:
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

discuss readings
assign Subject Matter Assignment:
Education


work on your Subject Matter
Assignment: Education
read your assigned Content
Standards
Tuesday, 9/7/10
 continue discussion of Montaigne and
hooks
 meet with Content Standards
presentation collaborators
 assign Research Project and topics
Homework:
 post a draft of your Subject
Matter Assignment: Education
on Moodle by 11 a.m. on 9/8/10
 read your group members’ drafts
by 11 a.m. on 9/9/10
 bring your laptop to class or
print out your group members’
drafts
 bring your Visual and
Performing Arts Content
Standards to class
Thursday, 9/9/10
 workshops on Subject Matter
Assignment: Education
 work on Research Paper topics and
research strategies
 read Visual and Performing Arts
Content Standards
Homework:
 complete Research Exercise A
and bring artifact to class
 bring a work of art to class
 post your revised Subject Matter
Assignment: Education on
Moodle by 11 a.m. on 9/14/10
VISUAL AND PERFORMING ARTS
Tuesday, 9/14/10
 collaborative presentation on Visual
and Performing Arts Content
Standards
 museum walk
 discussion topics: what is art? the
creation of meaning in art; critical
thinking in the arts
 assign Subject Matter Assignment:
Visual and Performing Arts
Homework:
 complete Research Exercise B
and bring your quiz summaries
to class
 bring an arts review to class
Thursday, 9/16/10
 view and discuss performance
 discuss sample arts reviews
Homework:
 work on research for your
Research Project
 post your tentative research
question and rationale on
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
Moodle by 11 a..m. on 9/20/10;
respond to two colleagues by 11
a.m. on 9/21/10 (each response
should consist of a series of at
least four questions; do not
respond to the same colleagues
as everyone else)
Bring your laptop to class or a
copy of Eisner’s article
Tuesday, 9/21/10
Homework:
 in-class reading: Eisner, “Three Rs Are
 read English Language Arts
Essential, but Don't Forget the A -- the
Content Standards
Arts”
 discussion topic: why is art an
important part of the curriculum?
ENGLISH LANGUAGE ARTS
Thursday, 9/23/10
 collaborative presentation on English
Language Arts Content Standards
 discussion topics: introduction to
literary analysis; why study/read
literature? English anxiety
 poetry
 introduction to readings for next week
and Subject Matter Assignment:
English Language Arts
Homework:
 read The Giver
Tuesday, 9/28/10
 discuss The Giver
Homework:
 complete Research Exercise C
and bring your evaluations to
class
 bring Peter’s Chair to class
Thursday, 9/30/10
 continue discussion of The Giver
 introduction to picture books
 read and discuss Peter’s Chair
Homework:
 read articles by Morrison,
Martin, and Baker
 post Subject Matter Assignment:
English Language Arts on
Moodle. Post position paper by
11 a.m. on 10/4/10; respond to at
least three colleagues by 11 a.m.
on 10/5/10 (don’t respond to the
7
same colleagues as everyone
else)
Tuesday, 10/5/10
 discuss composition
 discuss readings
 punctuation exercise
Homework:
 read Mathematics Content
Standards
MATHEMATICS
Thursday, 10/7/10
 collaborative presentation on
Mathematics Content Standards
 discussion topics: Math anxiety; Math
in everyday life
 The Math Curse
 Math diagnostic
Homework:
 read assigned chapters from Ma
Tuesday, 10/12/10
 discuss reading
 discussion topic: profound
understanding
 assign collaborative Ma presentations
 mid-semester evaluations of course
Homework:
 read assigned chapters from Ma
 post your tentative thesis for
your Research Project on
Moodle by 11 a.m. on 10/14/10
Thursday, 10/14/10
 discuss reading
 work on collaborative Ma
presentations
 individual conferences on tentative
theses for Research Project
Homework:
 work on collaborative Ma
presentations
Tuesday, 10/19/10
 collaborative Ma presentations
 individual conferences on tentative
theses for Research Project
Homework:
 read Science Content Standards
 read Sciences reading (details to
follow)
SCIENCE
Thursday, 10/21/10
 collaborative presentation on Science
Content Standards
 discussion topics: what is science?
Homework:
 work on research for your
Research Project
 read Science reading (details to
8

what is the scientific method?
discuss reading
follow)
Tuesday, 10/26/10
 assign Subject Matter Assignment:
Science
 science experiment or case study
Homework:
 complete Research Exercise D
and bring your self-assessment
sheet and one result page to class
(stapled together)
 bring the sources for your
Research Project to class
Thursday, 10/28/10
 PowerPoint tips and video
 discuss mid-semester evaluations of
course
 work on Research Project (use of
sources and Works Cited)
 review prompt for annotated
bibliography for Research Project
Homework:
 read History-Social Science
Content Standards
 post your Subject Matter
Assignment: Science on Moodle
by 11 a.m. on 11/2/10
HISTORY-SOCIAL SCIENCE
Tuesday, 11/2/10
 collaborative presentation on HistorySocial Science Content Standards
 discussion topic: how we know what
we know in the social sciences
 map activity (?)
Homework:
 read “Why History Matters”
 bring three copies of your
annotated bibliography draft to
class
Thursday, 11/4/10
 discuss reading
 workshops on annotated bibliographies
Homework:
 read Jamestown materials (?)
 post your annotated bibliography
on Moodle by 11.a .m. on
11/9/10
Tuesday, 11/9/10
 Jamestown activities (?)
 work on Subject Matter Assignment:
Visual and Performing Arts
Homework:
 post your Subject Matter
Assignment: Visual and
Performing Arts on Moodle by
11 a.m. on 11/15/10
 review prompt for Research
Project
 work on your Research Project
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Thursday, 11/11/10
Holiday
Tuesday, 11/16/10
 work on Research Project (outline,
introduction, conclusion)
Homework:
 read Health and Physical
Education Content Standards
HEALTH AND PHYSICAL EDUCATION
Thursday, 11/18/10
Homework:
 collaborative presentation on Health
 dress for PE!
and Physical Education Content
 work on your Research Project
Standards
 discussion topics: why is PE
important? principles of “New PE” the
relationship between physical wellbeing and learning; competition,
marginalization, and discrimination
 watch and discuss No More Dodgeball
Tuesday, 11/23/10
 Pathogen Attack game
 debriefing
 discussion topic: critical thinking in
health decisions
 introduction to case study
Homework:
 read case study
 complete Research Exercise E
and bring printout to class
Thursday, 11/25/10
Holiday
Tuesday, 11/30/10
 discuss case study
 course evaluation
Homework:
 post a draft of your Research
Project on Moodle by 11 a.m. on
12/1/10
 read your group members’ drafts
by 11 a.m. on 12/2/10
 bring your laptop to class or
print out your group members’
drafts
SYNTHESIS
Thursday, 12/2/10
 group workshops on Research Project
Homework:
 post your revised Research
10




apply Research Exercise E to Research
Project drafts
discuss Research Project presentations
course synthesis/rupture
discussion questions: knowledge,
interpretation, and meaning across the
disciplines; applying critical thinking
and creativity to problem-solving;
what does it mean to be an “educated”
person?; life-long learning strategies
Tuesday, 12/7/10
 party?
 Research Project presentations
 assign final reflection


Project on Moodle by 11 a.m. on
12/7/10 (introduction, outline,
conclusion, and annotated
bibliography)
prepare for your Research
Project presentation
bring party supplies?
Homework:
 post your final reflection on
Moodle by 11 a.m. on 12/14/10