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Welcome to New Faculty

Carla Bundrick-Benejam Phuong Tran Judith Kildow Earth Systems Science and Policy Mathematics and Earth Systems Science and Policy Statistics

The wonderful collaborative work of I bring to CSUMB years of interdisciplinary faculty and administration to address teaching experience in science and policy and the student learning outcomes at this look forward to helping students of science and university has given a fresh new Natalie Zayas technology (and social sciences) to understand dimension to my teaching. I hope to Earth System Science and Policy political processes and policy outcomes so that give back to CSUMB my best efforts as they can become effective agents of change, an instructor, and to give to my stu­ particularly for the environment. I also bring dents the gift of enthusiasm for lifelong with me my research program, The National learning. Ocean Economics Project, (www. oceaneconomics.org) that could be a foundation for many research projects for our students.

Burke Pease School of Business Dan Tian Information William Martin Kevin Raskoff Technology and School of Business Earth Systems Science and Policy Communications Design

As a visiting professor from Cal Poly I come from many years at the Mon­ Tuyen Nguyen Pomona, my goal is to extend I am excited to be part of terey Bay Aquarium Research Institute CSUMB's collaborative partnership with the CSUMB community. Mathematics and (MBARI) where my research efforts Cal Poly Pomona by creating a hospi­ My goal is to help students focused on the ecolog and taxonomy tality management area of emphasis develop a broad under­ of deep-sea jellyfish. I also have a for students in the School of Business. standing of the software strong interest in K-12 science educa­ We'll greatly expanding the internship and network industry so tion and teacher training, having been program in the local hospitality indus­ that they can use technol­ involved with both for over ten years. try and emphasize the integration of ogy effectively. work and learning. A hospitality man­ agement program at CCUMB will em­ phasize those topics most central to the local area's economy. Robert Cotant, Interdisciplinary Simmons

I am very excited Degree Master of Arts to return to this Karen Dunn-Haley Lark university to serve the needs of stu­ Jeff Groah Faculty Mentor Program dents. Students Mathematics and Statistics Credit: with various back­ grounds encourage

me to develop new Photo teaching ways every semester in order to help them in learning math Nancy Wahl-Scheurich, and graduating School of Business with outstanding I bring a commitment to­ math skills. My principal passion is Mathematics, and wards helping first-generation sharing my love of this subject via new students adapt to the univer­ learning modalities while providing a sity environment. I also have high-quality education is my chief goal. a strong attachment to the Not pictured: I am also dedicated to a gender-equitable Tri-County area and a desire Teresa learning environment, and hope to help to help improve the lives of Arambula- CSUMB someday reach this goal. its residents. Greenfield

Page 2 FACULTY FOCUS Beginning My Carnegie Year By David Reichard Last spring, I was selected as a Before I applied to the Carnegie, I food-infused environment, we devel­ 2003-2004 Carnegie Scholar. In my became familiar with the scholarship oped our projects, learned about project, I will study how undergradu­ of teaching and learning through a innovative research methods, and ates learn about law, focusing on a 2001 teaching cooperative facilitated gleaned from the experiences of free speech course I will offer in the by Carnegie Scholars Gerald Shenk Carnegie scholars who completed or spring. There has been little and David Takacs, and made possi­ are completing their projects. When I research in this area and I am ble by Amy Driscoll and the Center for left Palo Alto, I was excited about excited about contributing to this Teaching, Learning and Assessment. getting my project underway. emerging area of the scholarship of Despite this stellar introduction, I had teaching and learning. Since I offer much to learn. This became very I am now working to fine-tune the many courses addressing legal clear to me after participating in a research design. During this coming issues, this project will immediately Carnegie Academy for the Scholar­ year, I look forward to sharing my impact my own practice. ship of Teaching and Learning experience as a Carnegie Scholar (CASTL) summer residency in June. with the CSUMB community. Moreover, I expect that researching whether students’ analysis of legal As the first leg of my Carnegie year, Read about the CASTL program at systems can translate into more this residency was a notable the Carnegie Foundation for the Ad­ sophisticated understanding of experience in my academic career, vancement of Teaching: http://www. decision-making in their communities bringing together 26 Carnegie Schol­ carnegiefoundation.org/CASTL/ will give my project a particular ars in my cohort from throughout the highered/scholars_program.htm a CSUMB spin! I am thrilled by that United States and the world. In an opportunity. engaging, nurturing, stimulating and

Writing Across The Disciplines

The Commission on Composition of the National Council of Teachers of English recently prepared this position paper to describe essential principles in the teaching of writing. The statement presents a useful way to think about situating writing in all academic areas here at CSUMB, not only in courses that have writing as subject. It’s design embraces our assets-based approach to learning.

The Act of Writing from discovering the writer's own feel­ range of their composing powers. This Writing is a powerful instrument of ings, to persuading others to a course of classroom can also be the scene for thought. In the act of composing, writers action, recreating experience imagina­ learning in many academic areas, not learn about themselves and their world tively, reporting the results of only English. and communicate their insights to others. observation, and more. Writing confers the power to grow person­ Teachers in all academic areas who ally and to effect change in the world. Writing assignments should reflect this have not been trained to teach writing range of purposes. Student writers may need help in transforming their The act of writing is accomplished should have the opportunity to define classrooms into scenes for writing. through a process in which the writer and pursue writing aims that are imagines the audience, sets goals, important to them. Student writers The writing teacher should provide develops ideas, produces notes, drafts, should also have the opportunity to use leadership in explaining the impor­ and a revised text, and edits to meet the writing as an instrument of thought and tance of this transformation and in audience's expectations. As the process learning across the curriculum and in supplying resources to help bring unfolds, the writer may turn to any one of the world beyond school. it about. these activities at any time. We can teach students to write more effectively by The Scenes for Writing The Teachers of Writing encouraging them to make full use of the In the classroom where writing is Writing teachers should themselves many activities that comprise the act of especially valued, students should be be writers. Through experiencing the writing, not by focusing only on the final guided through the writing process; struggles and joys of writing, teachers written product and its strengths and encouraged to write for themselves and learn that their students will need weaknesses. for other students, as well as for the guidance and support throughout the teacher; and urged to make use of writing process, not merely comments The Purposes for Writing writing as a mode of learning, as well as on the written product. Furthermore, In composing, the writer uses language to a means of reporting on what has been writing teachers who write know that help an audience understand something learned. The classroom where writing is the writer knows about the world. The especially valued should be a place (con’t on page 8) specific purposes for writing vary widely, where students will develop the full

VOLUME 3, ISSUE l Page 3 Recent Faculty

Karen Davis (TAT) co-produced a Rob presented a teaching research lished by the Post-Contemporary broadcast-length documentary on the poster entitled "Dealing with Piaget: Interventions Series, Duke University life and work of seminal Nuyorican Analyzing Card Games for Understand­ Press (2003). Her chapter is titled " poet Piri Thomas, which screened at ing Concepts" at the APA National Domesticana: The Sensibility of the TriBeca Film Festival in NYC in Convention, Toronto, Canada. In sum­ Chican Rasquachismo.” May. The film airs on PBS in the mer 2003 he also published an article in spring of 2004. She also coordinated Academic Exchange Quarterly entitled Amalia’s article on the Filipino artist a CSU Summer Arts masterclass in "Analyzing Student Journals in a Carlos Villa appears in Fresh Talk, screenwriting at Fresno State Service-Learning Course." Daring Gazes: Conversations on Asian University in the month of July, American Art, edited by Elaine H. Kim, featuring such guest writers as Frances Payne Adler’s (HCom) new Margo Machida and Sharon Mizota, Pamela Wallace, the Academy Award book of poems, The Making of a Matriot: University of California Press, 2003. winning screenwriter of the film Poetry and Prose, 7997-2003 is just "Witness." being published by Red Hen Press in Amalia will be listed in Latinas in the Los Angeles. Adrienne Rich, Howard United States: An Historical Encyclope­ David Reichard (HCom) was Zinn, and Diana Garcia have endorsed dia, forthcoming from Indiana Univer­ selected by the Carnegie Academy the book. Fran will be reading at the sity Press in 2005. The Encyclopedia Scholarship of Teaching and Learn­ Cherry Center for the Arts in Carmel will document the history of Latin ing (CASTL) as a Carnegie Scholar (at 4th and Guadalupe) on Thursday American heritage women in the for 2003-2004. He was recognized evening, Nov. 13, with community shaping of the nation from the 16th for his work in history and law. (See activists Bill Monning and Michael century to the end of the 20th century. David’s article about his work on p 3.) Stamp. Also, of interest: in response to President Bush naming Sept. 11 'Patriot Rachele Kanigel (HCom) assistant Jim May (SITCD) is an invited Day,' the City of Santa Cruz recently professor of journalism and media participant at the Instituto Tech- issued a proclamation declaring Sept. analysis, published an article in the Au­ nologico y de Estudios Superiores de 10, 'Matriot Day.' gust issue of Reader's Digest, entitled Monterrey (Tec de Monterrey or Mon­ "EnTWINed," about the relationship terrey Tech) in Monterrey, Mexico, Kevin Raskoff (ESSP) has recently between a textile artist with Down's October 12-14. This international published “Foraging, Prey Capture, and syndrome and her twin sister. She also working session for selected leaders Gut Contents of the Mesopelagic published an article this summer about in distance education and knowledge Narcomedusa, Solmissus spp. breast cancer and obesity in Weight- systems will consider ways these can (Cnidaria: Hydrozoa)” in Marine Biology Watchers magazine. be applied in the Western (141,1088-1107, 2002). An article by Hemisphere. Dr. May will specifi­ Kevin and K. A., Sommer, F. A., Rachel spoke on a panel at the annual cally address "next best technology" Hamner, W. M., & K. Cross, K. (2003), meeting of the Association for or how to network and accomplish “Collection and Culture Techniques for Education in Journalism and Mass two-way distance learning with limited Gelatinous Zooplankton” appeared in Communication in Kansas City last resources, using multiple means of Biological Bulletin (204, 68-80) in 2003. summer. Her talk about small communication. The meeting aims And, with G. I. Matsumoto, D. J. journalism programs, was titled "If You to develop a consensus among Lindsay, D. J. he also published Build It, They Will Come.” experts on the major distance educa­ “Tiburonia Granrojo, n. sp., a tion possibilities and trends in order Mesopelagic Scyphomedusa from the Denise Smith (LS) presented two to prepare a concept paper and work Pacific Ocean representing the type of a poster sessions at the Hawaii Interna­ plan prior to an upcoming UN Summit. new subfamily (class Scyphozoa: order tional Conference in Education January Semaeostomae: family Ulmaridae: sub­ 3-6 ,2003: “Utilizing Individual Video Rob Weisskirch (LS) and Laurel family Tiburoniiae subfam” in the Language Samples and HyperStudio Murphy (CSUMB '02, ISSM) November issue of Marine Biology (143, Applications to Facilitate Pre-literacy presented a research poster at the 73-77, 2003). and Literacy Skills in Young Children American Psychological Association Ages 3 to 8” and “Using Multisensory Annual Convention in Toronto, About to be published in the Journal of Toys to Increase Pragmatic Communi­ Canada entitled, "Sensation Seeking the Marine Biological Association of the cation Skills in Young Children Ages 3- & Internet Activities, Music United Kingdom is Kevin’s article with G. 8 Diagnosed with Autism, Autistic Preference, and Personal Relation­ I. Matsumoto, “Stellamedusa ventana, a Spectrum and Pervasive Developmen­ ships among College Students." The new mesopelagic scyphomedusae from tal Disorders.” study was part of Laurel’s capstone Monterey Bay, CA representing a new project. An article based on the study subfamily, the Stellamedusinae.” At the European Applied Business Re­ has been accepted for publication search Conference in Venice, Italy, within the next year in the research Amalia Mesa-Bains (VPA) contributed June 9-16, Denise offered two presen­ journal Adolescence. Laurel Murphy a chapter to the recently published tations. “Technology Innovations and is currently a master's student in Critical Reader :Chican Feminisms Premature Births: Implications for Child Development at Tufts (edited by Gabriela F. Arrredondo, Aida School and Community Resources” University. Hurtado, Norma Klahn, Olga Najera- focused on significant delays in cogni­ Ramirez and Patricia Zavella) and pub­ tive, language, motor, and social devel-

Page 4 FACULTY FOCUS Scholarship opment and resources necessary to Natasha Oehlman (ASAP Writing Co­ City University. The project will be com­ address the academic, social, and ordinator) was voted to the board of the pleted in Spring 2004. adaptive skills essential for quality of life Association of Colleges for Tutoring and equal access. “Nanotechnology and Learning Assistance and is head Eve also conducted intensive presenta­ and the K-12 Math/Science Curricula: planner for next year’s conference of tion and business writing skills seminars Reorganization and Changes” centered this organization. Marc Oehlman for the VISTA volunteers for the on the changes necessary in our K-12 (ICST) was selected as webmaster for Monterey County Reads Project at the math/science curricula to increase the the organization. At the Spring confer­ Panetta Institute as part of their orienta­ number of engineers (especially ence, CSUMB ASAP tutors Jay tion and training in August 2003. women, Latinos, and African- Singh, Kimberly Rollions, Erin Americans) needed to continue these Justice, Jessica Holt, Sundy Eve continued her intensive workshops innovations in technology and to keep Sosavanh, and Girolamo Aliotti in public speaking skills development future jobs in nanotechnology in the US. presented a session titled “Tutors for the MA candidates in International Training Tutors.” Trade Policy at the Monterey Institute of Denise also made two presentations at International Studies (MlIS) this past the conference at of the Society for Stephanie Johnson staged the spring. She has taught intensive work­ Information Technology and Education lighting for a last April’s San Francisco shops for the graduate schools at MI IS in Albuquerque, New Mexico, March production of “OG” (directed by for over 8 years. a 25-29, 2003: “Multimedia Computer Rhodessa Jones) and Speak,’’(directed Applications and Fine- Motor Planning by Edros Cooper-Anifowoshe.) The New Vista Academic of Pre-writing and Writing Processes for San Francisco Chronicle reported that Children Ages 5-8” and “Building “Johnson’s lights add another layer of Program Computer Literacy in Young Children context to both pieces with an eloquent A new collaboration has as its goal to (Grades K-1) Who Are Field-sensitive selection of slides, ranging from develop and offer undergraduate-level Learners.” slave-ship diagrams and portraits—of Service Learning Institute courses in jazz greats and local folk—to pictures conjunction with the Ameri- Linda Bynoe (LS) and Denise Smith of war protests, Iraqi refugees and Corps*VISTA program. Linking the are working on an article “Multicultural headlines.” Leon & Sylvia Panetta Institute for Community Partners: Resources for Public Policy in partnership with Ameri- Teachers in Grade 6-8.” They present Dan Shapiro (ESSP) has recently Corps*VISTA, Monterey County multicultural community partners as published (with Virginia S. Lee, Marcia Reads, and California State University, seamless unions which form a recipro­ Mentkowski, Cheryl E. Drout, Susan Monterey Bay, the project is the na­ cal alliance between students, parents, McGury Sharon J. Hamilton) “The tion’s first under-graduate Ameri- schools and community to assure that Evolution and Uses of a Framework for Corps*VlSTA project. Student will be­ students are appropriately depicted in Placing Student Learning at the Center come AmeriCorps*VISTA members, the curriculum and can envision them­ of Institutions of Higher Education,” in giving them the practical skills needed selves as successful future citizens in Assessment Update-. 15(3), 2003. to achieve a high standard of conduct in public service. and out of school. Another of Dan’s articles, “Facilitating Holistic Curriculum Development,” Jennifer Colby (LS and SLI) is direct­ appears in Assessment and Evaluation The program curriculum will fulfill ma­ ing a project with Lois Robin called in Higher Education-. 28(4), 2003. jor-specific learning outcomes in ma­ “Rumme Living River: The Pajaro River jors across campus and will offer stu­ Watershed Experience.” This multime­ Hongde Hu and math major students dents the option of fulfilling their upper- dia exhibition scheduled for the Pajaro Patrick Finch, Jonathan Offi, and division Service Learning and Senior Capstone requirements through the Valley Gallery, Watsonville and Gavilan Kimberly Takacs were selected to College, Gilroy in 2004 received a grant participate in the international VISTA experience. Students may also choose to apply this work towards a from the California Council for the Mathematical Contest in Modeling last minor in Service Learning. Humanities: California Stories Fund. February. The contest attracts diverse With many collaborators, children and students and faculty advisors from over adults of the watershed are taking 600 institutions around the world. The Students will receive extensive training photographs and interviewing river open-ended modeling problem required in oral communication, English compo­ neighbors for a "River of Photos" and the CSUMB team to determine the sition, Spanish language, multimedia stories that will be combined size, location, and number of card­ cultural diversity and sensitivity, leadership skills, self-reflection, group with art works in the galleries and board boxes needed to cushion a stunt learning, and action-based research, a available in a DVD and on the web site person’s fall using different combined mmpublishing.com/pajaroriver. Teach­ weights and different jump heights. ers and Liberal Studies students are CSUMB’s team received an honorable invited to a workshop in San Juan mention for their solutions. Bautista on September 27th sponsored Your Recent Scholarship by CSUMB's Watershed Institute. Eve Connell(Business and H Com) is Faculty Focus invites you to send news of Contact Dr. Colby about how to partici­ currently writing and editing 500 read­ your recent publications, creative activi­ pate and visit the exhibit in 2004. ing comprehension passages for a jun­ ties, pedagogical innovations and other ior high school and high school level scholarly work, [email protected] English textbook project with Hiroshima

FACULTY FOCUS Page 5 Welcome to New Faculty By Amy Driscoll

Fifteen participants attended New In lieu of the usual pre-post assessment Albright, Marsha Moroh, Dorothy Faculty Orientation August 12- 15, by the participants, faculty were asked Lloyd, Barbara Mossberg, Ray Gon­ representing the following colleges: to submit syllabi or other course materi­ zales and the entire ASAP staff, and College of Professional Studies (4), als that were developed after the orien­ Amy Driscoll. Bill Robnett College of Science, Media, Arts and tation. Their evidence represents in­ demonstrated cutlery skills with his Technology (10), and College of sightful examples of faculty work and spectacular fruit displays and Ray Undergraduate Programs (1). reflects influences of specific aspects of Gonzales brought his famous beans the orientation. Follow-up interviews and chorizo. Faculty and staff from across the and other forms of evidence collection campus provided information, experi­ will be conducted at intervals during the Faculty participating included Divi­ ences, and support to new faculty. Ap­ 2003-2004 academic year. sion of Science and Environmental preciation is expressed to Eleanor Policy faculty Natalie Zayas, Funk, Annette March, llene Judith Kildow, Carla Bundrick- Feinman, Renee Perry, Valerie Benejam, and Kevin Raskoff. Brown, Sya Buryn, Pam Motoike, New Mathematics and Statistics Laura Lee Lienck, Swarup Wood, Department faculty included Blanca Campbell, Cindy Lopez, Phuong Tran, Tuyen Nguyen, Christine Limesand, Sharon and Jeff Groah. The School of Anderson, Bobbi Bonace, Ursula Business new members Burke Borg, Toni Uribe, and Wes Pease, Nancy Wahl-Scheurich, Scheibly for dynamic contributions § and William Martin attended. Dan that truly welcomed and informed | Tian joined from SITCD. Teresa new faculty about our CSUMB 55 Arambula-Greenfield from community. <5 Teacher Education, Robert Cotant from Interdisciplinary Degree Laura Lienk coordinated our con­ Master of Arts Program and Karen sistently memorable community trip Dunn-Haley, Faculty Mentor and was joined by community Coordinator also participated. members Wayne Green, Sergio Sanchez, Cindy Rogers, Ann Members of the planning and Velasquez, Dale McCormick, Terry Due to budget constraints, the funding coordination committee are also to be Baumgart and Tony Acosta as she for new faculty orientation was limited. acknowledged and thanked: Bill introduced the political, historical, However, with support from Academic Robnett, Mike Albright, Troy economic, environmental, and social Affairs, and the generosity of many Challenger, Mary Roberts, Dennis perspectives and descriptions of some individuals across campus, new faculty Hungridge, Seth Pollack, Stacey were hosted graciously during the of our neighboring communities. New Malone, and Amy Driscoll. n faculty visited local community sites at orientation. Many thanks go to the Alisal Healthy Start, The Citizenship following individuals and units for hospi­ Project and downtown Salinas. tality support: Bill Robnett, Mike

New Integrated Studies Program By Armando Arias Beginning this Fall semester, I am pleased to begin serving as the Dr. Arias bring his founding vision to realize its promise, new Director of the Integrated Studies Special Major. The new which is at the heart of the CSUMB mission and core val­ major was created to provide an academic degree mechanism that ues. The program “provides students the opportunity to strengthens our capacity to fulfill the Vision Statement by facilitat­ link, join, compare, and integrate diverse units of knowl­ ing the development of educational programs which are edge from across the curriculum,” she said. responsive to regional and state needs, student-centered, interdis­ ciplinary in scope, and innovative in nature. The ISSM program is I practice an integrated paradigm for looking at teaching expected to do this by allowing students and faculty to design and learning and I plan to further promote integrated think­ specialized degree programs with concentrations in at least two ing in my new capacity as the Director of the ISSM. For separate disciplines which cannot be accommodated within the those students who feel that the available majors do not existing academic structure and set of degree choices available at meet their academic goals nor their personal visions, the the university. new major will provide the appropriate “degree vehicle” for those students to follow individual pursuits. n Dean Mossberg (CAHSS), who also wrote the ISSM catalog description, has said, “It is an honor for the ISSM program to have

Page 6 FACULTY FOCUS ULR Learning Communities Analyze Student Evidence In Summer Work Sessions By Amy Driscoll This is not your typical “how I spent my varied written examples. The Science practice opportunities in ULR summer vacation” article but instead a ULR experimented with a review of alter­ courses celebration and acknowledgement of native evidence—posters—and enjoyed 6. Need to develop ways to document faculty learning communities engaged in the novelty and challenge of their review non-written examples of student very productive and insightful work process. evidence for the review/analysis sessions. A total of 34 faculty partici­ process pated in the summer work sessions: 11 tenure track faculty and 23 temporary Funding for the summer work came from faculty. Those faculty represented seven two sources: from the university and ULR learning communities: Democratic from the assessment grant from the Participation, Ethics, EngCom, Math, Atlantic Philanthropies. The combined Science, Language (Japanese), and funding enabled larger groups of faculty U. S. Histories. to participate in those larger groups, the insights were expansive in terms of Members of each of the seven learning perspectives and expertise. communities reviewed and analyzed rep­ c:<0 resentative samples of student work for 2 When I observed the groups at work, I the following purposes: .S saw a real spirit of learning community 1. to determine whether students are and a sharing of expertise and achieving the ULR outcomes, experience. Informal comments from 2. to locate examples of criteria in those faculty who participated were student work, positive, enthusiastic, and reflective. 3. to examine student work for insights Many faculty communicated with the that inform pedagogy and Center for weeks after their review work curriculum, and ESSP Faculty Jon Detka, Yong Lao, Swarup with descriptions of revised syllabi and Wood, Carla Bundrick-Benejam and Josina Makua, 4. to examine student evidence for Assessment Associate course materials. The following implications that direct improvement feedback was typical: of the ULR’s. The major recommendations that “Thank you for the opportunity to partici­ I facilitated the work sessions, assisted emerged from the summer work of the 7 pate in the review. I learned so much by Assessment Associates Josina ULR learning communities included the and woke up this morning with outcomes Makau, Annette March, Swarup Wood, following: in my head! My table is now covered Betty McEady, and Brian Simmons. with course stuff and I have a list with 1. Revision of both outcomes and crite­ each outcome and assignments listed Each ULR community devoted almost ria for some of the ULR’s below each that will be for practice and two full days to the review/analysis work. 2. An indepth review of the level of lead up to assessment of that outcome. Evidence included research papers, achievement required for 100 and I’ve built in two opportunities for students reflections, midterm and final exams, 200 level courses to get it as well. Everyone’s feedback annotated bibliographies, group projects, 3. Need to orient all faculty teaching helped me see some areas to work on book and article reviews, and other ULR courses of the importance of more with the students as well. I also including outcomes, criteria, and feel like I have a much better under­ standards in syllabus standing of the outcomes. Too bad this 4. Need to align coursework with out­ couldn’t be done with each new person The Edible Tao comes and criteria (all faculty) as they come aboard - it really made 5. Need to develop scaffolding and things much clearer.” (Natalie Zayas, By bobbibonace ESSP) n

Ruth Pennington Page of Human Performance and Wellness The Monterey stories from The Edible Tao feature the Turk­ Education published two books this summer. She collected food ish, Greek, Italian, Filipino, and Portuguese food festivals as memoirs she has written for the Coast Weekly and humorous well as stories about India’s Clay Oven, Stammtisch, Barn essays into The Edible Tao: Munching My Way Toward Enlight­ Thai, Orient Express, and the Orient Restaurants. enment. Her culinary adventures began when her mother’s fa­ vorite thing to make for dinner was reservations. In Eating Soup with Chopsticks: Sweet Sixteen in Japan, Ruth describes her discoveries as a high school exchange The Edible Tao recounts Ruth’s learning how to cook during the student Japan eating Japanese food, discovering fine art, seven years she lived in Paris and traveled throughout Europe, and experiencing first love. during lean years when she came back to the U.S. from Europe, from memories of traveling to China in high school and living in The Edible Tao is currently available in bookstores. Eating Japan as an exchange student, and exploring Monterey’s own Soup with Chopsticks will be available online in several culinary offerings. months. n

Page 7 FACULTY FOCUS (Vision...con’t from page 1) were reminded to more carefully plan Several responders commented that it group processes in their own classes. would have been useful to address ac­ Participants reported new awareness tivities for specific disciplines. A few of their own values and of connections Staff and administrators expressed similar colleagues reported feeling discon­ to the values of their colleagues and of applications and a desire to “explore the nected from the activity and its pur­ the campus. For many, the telling of experience with staff members for team pose. Others expressed dissatisfaction family stories created a stronger sense building in the future. that their own deeply held values did of community and a reminder of not appear in the composite list. the community that exists here at CSUMB. The overall feedback speaks to the effectiveness of the Many responders reported using pedagogy in building a learn­ the pedagogy in their classes ing community and the impor- during the first weeks of the new c tance of such a learning com- semester and many who already ■| munity at CSUMB. use similar strategies in their co classroom and work settings 53 Much appreciation to Amalia commented that the event § Mesa-Bains for sharing her inspired them to rethink or refine expertise and wisdom with their pedagogy. us. Thanks to the facilitators for the day Donaldo Uriosto, Comments were threaded with Seth Pollack, Rina Ben- appreciations for the practicality mayor, John Wu, Valerie and relevance of the activity, and Landau, Rafael Gomez, for new awareness of each other as Pam Baker, bobbie bonace, Renee resources. Their comments indicated strong interest Perry, Liz Meador, and Betty in continuing to build on institutional cul­ McEady. Appreciations go also to the Appreciations were also expressed for ture with comfort and support for the kind staff of the World Theater and to Troy the smooth and well organized proc­ of conversations that occurred during the Challenger and Dennis Hundridge, esses and prompts used throughout morning. Stacey Malone and Rose Pasibe. n the simulation. Some participants

The Means of Writing Instruction Read Faculty Focus Online Students learn to write by writing. Guidance in the writing process and discussion of the students' own work should be http://csumb.edu/academic/centers.tla the central means of writing instruction. Students should be encouraged to comment on each other's writing, as well as receiving frequent, prompt, individualized attention from the (Writing Across Disciplines con’t from page 3) teacher. Reading what others have written, speaking about effective comments do not focus on pointing out errors, but go one's responses to their writing, and listening to the on to the more productive task of encouraging revision, which responses of others are important activities in the writing will help student writers to develop their ideas and to achieve classroom. Textbooks and other instructional resources greater clarity and honesty. should be of secondary importance.

Writing teachers should be familiar with the current state of our The evaluation of students' progress in writing should begin knowledge about composition. They should know about the with the students' own written work. Writing ability cannot be nature of the composing process; the relationship between adequately assessed by tests and other formal evaluation reading and writing; the functions of writing in the world of alone. Students should be given the opportunity to work; the value of the classical rhetorical tradition; and more. demonstrate their writ­ Writing teachers should use this knowledge in their teaching, ing ability in work aimed contribute to it in their scholarly activities, and participate in the at various professional organizations that are impor­ purposes. Students Faculty Focus tant sources of this knowledge. should also be regrets the omis­ encouraged to develop sion of Rafael The knowledgeable writing teacher can the critical ability to Center for Teaching, Learning and Assessment Gomez from the more persuasively lead colleagues in other evaluate their own work, Director: Amy Driscoll Faculty Associate: Annette March list of members of academic areas to increased attention to so they can become Faculty Focus Editor: Annette March the WASC Educa­ writing in their classes. The knowledgeable effective, independent Faculty Focus Edit Assist: Stacey Malone tional Effective­ teacher can also work more effectively with writers in the world California State University Monterey Bay beyond school. n 100 Campus Center, Building 10 ness Team in the parents and administrators to promote Seaside, CA 93955 last (April 03) good writing instruction. Phone: 831-582-4539 issue. Fax: 831-582-4545

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