Center for Teaching and Learning
PEDAGOGY ENHANCEMENT AWARDS PROGRAM
Project Title:
Enhancing Science Methods Field Experiences Through
Integration of Digital Technology
Submitted by:
Name:
David Jelinek
Department: Teacher Education
Award year:
2001-2002
Abstract/Summary of finding (will be posted on the CTL website):
(No more than 250 words)
This project focused on the redesign of the lab component of Science Methods, EDTE
306A, into a field experience component using videos and inquiry groups. Grant
activities included the development of a series of learning modules combining video case
studies in science education from the Annenberg Foundation and videotaping science
teaching in the classroom. Each student teacher was required to view the science case
studies and respond to questions leading toward inquiry-based reflective practice. This
was followed with videotaping of science teaching in the student-teaching assignment,
self-reflecting using an inquiry-based protocol, then participating in a peer review
process.
Hitherto students had conducted field experiences with little technological support
and shortcomings included a careful recording and reporting of those experiences,
consequently limiting collegial and instructor feedback. The technological integration
overcame some of those shortcomings, though the grant activities also pointed out serious
“learning curve” issues to consider when integrating technology into instruction.
For example, it was anticipated that the redesigned course would provide training in
digital videography, data transfer, editing and finished productions. In reality the
technology was not readily accessible and the instructional time to orient students to all
these technological processes would detract from the main pedagogical focus -- inquirybased dialogue to improve one’s practice. Thus the high-tech version was replaced with
basic videotapes and a VCR with editing capabilities. Finished products were rough but
served the immediate purpose.
On a long term basis, however, there is still great potential to develop this process
into a more technologically sophisticated endeavor. External funding is being explored
to develop an infrastructure that would allow digital data entry and transcription to be
completed by a technician, then entered into a user-friendly program where the taped and
transcribed sessions could be easily accessed. In light of SB2042,the new teacher
credentialing law that required videotape reflections, this could be an invaluable tool.
Center for Teaching and Learning
PEDAGOGY ENHANCEMENT AWARDS PROGRAM
Project Title:
“Mapping Identities:” Interdisciplinary Museum Education
Submitted by:
Name:
Anna Wagner-Ott
Department: Art
Award year:
2001-2002
Abstract/Summary of finding (will be posted on the CTL website):
(No more than 250 words)
CSUS art historian Elaine O’Brien and art educator Anna Wagner-Ott developed an
innovative interactive program for CSUS art education students and Sacramento
High School teachers and students. CSUS art education students became familiar
with artist Deborah Lefkowitz’s contemporary installation, Light Chambers III, that
was on view at the CSUS Robert Else Gallery. Throughout the term, the
participants “read” the art works through critical and pedagogical lenses and
created art projects that investigated the aesthetic, psychological,
phenomenological, social and intercultural implications concerning the works.
Additionally, the CSUS art education students planned high school curriculum units
based on how installation artists challenge identity issues related to ethnicity, race
and community relations.
During the spring of 2002, the CSUS art education students implemented their
thematic curriculum unit called “Journeys of Discoveries” at Mira Loma High
School. The high school art students worked on installation artworks that arose
from metaphorical contextual associations for “rivers,” “vessels,” “rocks,” “signs,”
and “postcards.” At Encina High School, the students created installations
associated with “Passages.” Additionally, the two high schools encouraged their
students to explore the works of Lefkowitz, through critical and pedagogical lenses.
On the 12th of April, during the CSUS Festival of the Arts, the high school art
students from Encina and Mira Loma visited the CSUS campus. Deborah
Lefkowitz met with these students and gave a slide talk. Additionally, the high
school students’ culminating artworks were installed in the Kadema Hall courtyard
(beside the CSUS Else Gallery) during the Festival of the Arts week from April 713. This installation then moved to Encina Art Gallery from May 2 – May 10.
Center for Teaching and Learning
PEDAGOGY ENHANCEMENT AWARDS PROGRAM
Project Title:
Inquiry Strategies in Educational Foundations Courses
Submitted by:
Name:
Jana Noel
Department: Teacher Education
Award year:
2002
Abstract/Summary of finding (will be posted on the CTL website):
(No more than 250 words)
The fields of Educational Foundations – philosophy, history, anthropology, among others
– are often considered by students to be unrelated to their lives as future teachers in K-12
schools. The overall goal for this project was to create innovative strategies, with the
assistance of my students, designed to more closely link the theoretical fields of
Educational Foundations to the daily practices of teachers in schools and in communities.
The outcome was a series of questions, activities, reflections, and projects that enabled
students to make these connections. My course assignments now include the following:
1) in-class activities, 2) reflective writings, 3) observation forms, and 4) group
ethnographic study. These assignments have been created to enable students to
understand personally how the Educational Foundations are applied to contemporary
schools and communities. I am pleased to note that students, for the first time, indicated
on their course evaluation forms that the course tied well to real life.
Center for Teaching and Learning
PEDAGOGY ENHANCEMENT AWARDS PROGRAM
Project Title:
An approach to comprehensive advising as well as personal
and career development for pre-nursing students.
Submitted by:
Name:
Bonnie Raingruber
Department: Nursing
Award year: 2000-2001
Abstract/Summary of finding (will be posted on the CTL website):
(No more than 250 words)
A freshman seminar course was offered and evaluated for the first time within nursing. A
web-site for the course was established, presentations by nurses and university personnel
were held, and comprehensive advising sessions were completed. Students read articles
published by C.S.U.S. faculty members and met individually with instructors to establish
mentoring relationships. Poetry readings were used to acquaint students to realities of
health care delivery and human service systems. A phenomenological investigation of
student comments was accepted for publication in Nursing Leadership Forum. This
article titled, “Freshman Seminars: Do they help pre-nursing students adjust to college
life?” summarized that students develop a sense of belonging during a freshman seminar
course. Students reported that three major challenges confronted them as they
transitioned from high school to college. These challenges were to 'make the space on
campus my own', 'get used to the way things are done in college', and 'reflect and get a
sense of who I really am.' In the beginning of the semester, students described a sense of
being physically lost on an unfamiliar campus. Students coped with this 'lost' feeling by
exploring and making the space on campus their own. Students also spoke of the
disorientation they felt when they realized how different high school and college classes
are. They detailed how the freshman seminar helped them “get used to the way things
are done in college”. Finally, students spoke of learning more about themselves by
reflecting on their own beliefs, thoughts, and values during written class assignments.
Center for Teaching and Learning
PEDAGOGY ENHANCEMENT AWARDS PROGRAM
Project Title:
Policy Case Study Manual
Submitted by:
Name:
Lynn B. Cooper
Department: Social Work
Award year: 2000-2001
Abstract/Summary of finding (will be posted on the CTL website):
(No more than 250 words)
The case manual is designed for use in SWRK 251 Advanced Generalist Policy. The
eight cases studies enable students to understand how policies impact agencies and
communities, and how to influence the decision-making and implementation processes
surrounding social policies. The manual provides students with specific cases and related
exercises in which to explore the multiplicity of issues involved in social policies. Each
of the cases encourages students to probe and question from inside of a particular
situation or circumstance. The cases are designed to provide 'real life' experience based
on opportunities for learning. Developing more sophisticated skills in decision-making,
conflict resolution, critical thinking and distinguishing between core and overlapping
issues. The cases look at community based policy actions, agency policy making,
regulatory policies, conflict resolution, policy initiatives and program development,
public-private contracting and evaluation. There are eight cases in the manual. Each case
has identified learning objectives and activities. The cases include: a study of the
grassroots efforts in South Central Los Angeles to reduce alcohol and tobacco abuse;
implementation of a new drug and alcohol treatment model in Sacramento County; a
hiring dilemma in a community based mental health center; examining accountability in
California's Adoption Assistance Program; designing a social service program for two
different communities experiencing significant changes and challenges; and privatepublic contracting for social welfare services. A video produced for Frontline is used for
one of the case studies.