Center for Teaching and Learning
Pedagogy Enhancement Awards Program
ABSTRACT/SUMMARY OF FINDINGS
Project Title:
Linking Children’s Play Patterns to Hmong Culture and Tradition
Submitted by:
Name:
Joan Neide & Pamela Milchrist
Department:
Award year:
Kinesiology and Health Science
2003/2004 Academic Year
Abstract/Summary of Findings (will be posted on the CTL website):
(No more than 250 words)
During the summer of 2002 and 2003, natural play patterns of Hmong children in Thailand and
China were observed, video taped, and analyzed. With the assistance of the Media Center, a
DVD and PowerPoint presentation were created. The purpose of this DVD was to provide a
window of understanding of the play patterns of Hmong children in South East Asia. By
understanding and appreciating their play pattern, it was hoped that parents, teachers, and other
children might deal more effectively and humanistically with important differences and similarities
in the Hmong culture.
The goal of the project sponsored by Pedagogy Enhancement Award Programs was to work
collaboratively with the campus community, the Hmong community, and the public school
administrators and teachers to disseminate information on Hmong children’s play patterns that
provide insights into the traditional Hmong culture and tradition.
The DVD was presented at both state and national level Hmong conferences. The overall
response by the Hmong community to the DVD and presentation was overwhelming. The Hmong
community revealed multiple uses for the DVD. Most importantly, many Hmong mentioned that
the DVD can and should be used in community centers as well as home for children to view their
heritage through the games and activities their parents played while they grew up in Asia and
South East Asia.
The DVD was also presented at a local high school and several elementary schools. The overall
response by administrators and educators in the local and national community has also been very
positive. At the high school level, the presentation of the DVD provided a spring board into a
major multicultural written assignment for the students. At the elementary level workshops were
presented to the children. The workshops demonstrated and taught selected Hmong games as
well as a discussion on cultural concepts and activities were held after the games were
completed.
At the college level, the DVD and PowerPoint presentation was presented to Movement
Education classes. Students in these classes are liberal studies and child development students
and most plan to teach at the elementary school in the future. The DVD and PowerPoint
presentation also was presented to the CSUS campus through a reception sponsored by the
Office of Global Education.
The completion and presentation of the DVD, “Linking Children’s Play Patterns to Hmong Culture”
has been a unique way to introduce to students and teachers the richness of Hmong traditions
and culture, as well as, a validation for the Hmong community. It is our hope that the DVD will
provide a source of pride for Hmong children as well as help them integrate their cultural values
into their daily learning activities they experience in the school environment. Additionally, nonHmong children can learn to appreciate and experience the complexity of the Hmong culture
through understanding and participating in activities that are unique to Hmong culture.
Center for Teaching and Learning
Pedagogy Enhancement Awards Program
ABSTRACT/SUMMARY OF FINDINGS
Project Title: Integrating Computer Technology with Physics for Future K-8
Teachers
________________________________________________
Submitted by:
Name:
Lynn M. Tashiro
_____________________________________
Department: Physics and Astronomy
_____________________________________
Award year:
Academic Year 2002-2003
________________________________________________
Abstract/Summary of Findings (will be posted on the CTL website):
(No more than 250 words)
This project successfully integrated computer technology into the teaching and
learning in Physics 107, Conceptual Physics and Scientific Inquiry. Physics107 is the
new 4-unit physics course for the multiple subject blended credential program for future
K-8 teachers. The following project goals were chosen to meet the California Teacher
Credentialing Commission (CTC) Standards for the use of computer-based technology in
the classroom (Standard 24.5). The project goals were:
1. To use computer simulations & software to build students’ conceptual understanding.
2. To enable students to use computers to create multimedia projects that effectively
communicate scientific findings and present the process of scientific inquiry.
3. To use computers to link science content in Physics 107 to curriculum & instruction
content in the Science Methods course EDTE306.
Classroom instruction using computer simulations of a longitudinal wave, and atomic
motion were used to build conceptual understanding of sound waves and heat transfer.
Computers were also used to collect and analyze data on sound waves and the motion of
falling objects.
Inquiry investigations required students to create multimedia presentations to
communicate scientific findings. Project templates enabled students to create course work
that was professional in appearance, rich in science content, and illustrative of reflective
learning.
The “linking” of the Physics 107 course and the EDTE306 courses was begun by the
use of webCT to manage and present part of Physics 107. As EDTE306 is modified to
integrate a field component a link to K-8 classrooms will also be needed.
Center for Teaching and Learning
Pedagogy Enhancement Awards Program
ABSTRACT/SUMMARY OF FINDINGS
Project Title: “Developing a Course on the History of American Immigration”_
Submitted by:
Name:
___ Patrick Ettinger________________
Department: ____History__________________________
Award year:
___2003-2004_________________
Abstract/Summary of Findings (will be posted on the CTL website):
(No more than 250 words)
The purpose of this project was to assist me in developing a new upper-division
history department course on the history of immigration to the United States.
During the fall 2003 semester, I devoted myself to reading recent literature on the
historiography of American immigration history, identifying potential textbooks,
monographs, primary source documents, and novels for use in the course. The
heart of the work was intellectual. Using the time provided through the PEA, I
engaged in readings that complemented my existing expertise on Chinese and
Mexican immigration and allowed me to deepen my expertise in early-nineteenth
century and post-1965 immigration. In addition, I also spent time examining
immigration history syllabi from other institutions, investigating potential Web
resources for class use, and crafting a tentative course syllabus.
In the spring of 2004, I finalized the course syllabus for “American Immigration
History,” and I am teaching the course during the fall 2004 semester. The course
employs a mix of texts to guide students into the complexities of American
immigration history. Students will read historical monographs as well as
immigrants’ letters, memoirs, oral histories, and diaries. As part of the course
requirements, each student will conduct a one- to two-hour, tape-recorded oral
history interview with someone who has immigrated to the United States and who
can speak, from their own life experiences, about the immigration experience.
Copies of the completed oral history interview tapes will be deposited at the
CSUS University Archives and made available to future researchers.
Center for Teaching and Learning
Pedagogy Enhancement Awards Program
ABSTRACT/SUMMARY OF FINDINGS
USING CLIENT SIMULATIONS TO ENHANCE SOCIAL S0CIAL WORK
PRACTICE SKILLS
________________________________________________
Project Title:
Submitted by:
Name:
Joan Dworkin, Division of Social Work
Brennan Murphy, Dept of Theatre and Dance
Award year:
2003-2004
Abstract/Summary of Findings (will be posted on the CTL website):
(No more than 250 words)
The purpose of the project was to demonstrate the use of simulated clients using student actors-intraining, for teaching social work practice to second year social work graduate students. The project was a
joint venture between the Division of Social Work and the Theatre Department. Simulated clients provided
a proxy for an "in vivo" experience, in a safe environment that allows the student the freedom to try
practice techniques without fear of "harming" the client. Classmates participated in the process by
observing and providing comment. Students compared different strategies using the "standardized client."
The standardized clients provided feedback to the students.
Five student actors were selected by Professor Murphy at the end of fall 2003 and hired by
Professor Dworkin, Division of Social Work for Spring 2004. Each actor simulated two clients. Fourteen
social work students in the final semester of a three year weekend program and in the second semester of
their advanced social work practice course participated. Each student was assigned a case to interview. In
some cases more than one student interviewed the same client, thus offering the opportunity to compare
different styles. The student actor repeated the client scenario in those cases.
An evaluation was completed using a written survey instrument self-administered by students in
the class and a separate survey administered to the acting students. Results of the project will be shared
with faculty in the Division of Social Work. For further dissemination of the results of this endeavor, a
paper proposal, USING THEATRE STUDENTS AS CLIENT SIMULATORS TO TEACH SOCIAL
WORK PRACTICE SKILLS, was submitted in April 2004 for presentation at the Annual Program Meeting
of the Council on Social Work Education in February 2005 to report on the results of the project.
Students in this class were extremely enthusiastic about the project as indicated by informal
comments and the results of the survey. In fact, the positive response was beyond expectation. This was
due in part to the excellent character portrayal by the student actors. The strong desire of this class to
enhance their clinical skills also contributed to the success.
Findings from the self-administered survey indicate that the majority of social work students
strongly agreed that simulations are effective in learning practice skills and would have liked them earlier;
are more effective than case studies in learning to work with diverse backgrounds, self awareness/selfreflection and identifying their own practice style; and equally or less effective in learning multilevel
practice and working with different practice methods and theories. The majority of acting students either
agreed or strongly agreed that the vignettes were suitable for developing the character, the environment was
conducive to presenting the character, the time allotted was sufficient, and the contribution to social work
education was fulfilling, and the experience provided a useful learning opportunity.
The project could have used another semester. This would have allowed more time to take
advantage of the videotaped material in addition to the live simulation and possibly would have allowed
each student to have more than one interviewing opportunity.