Course number: ART 121 BFA Junior Seminar

Culturally Responsive • Active Listening • Self-Assessment for Accountability

Reflection on Instructional Change:

I tried to implement lots of learning from ACUE, such as 'skeleton notes,' 'think-pair group discussions,' and/or 'self-assessment surveys.' I was able to use a mix of 'think-pair' along with 'self-assessment surveys.'

I used the self-assessment survey to gauge how they are engaged with the course and how they apply the learning from the course into their practice by letting them reflect and write notes to move forward. It has been successful in helping them become accountable for their learning and transition from dependent learners to active learners. With the survey, I asked students to talk with their think-pair partner (I call this the buddy program), and after the bi-weekly survey, I led an in-class reflection activity. It worked very well, especially for this type of class—a seminar course rather than a studio activity course.

The CTL "Observe and Analyze" synchronous Zoom session with your colleagues was the most helpful because it made me engage with my peers and learn from the discussion, which helped me go back and complete my homework with a better understanding.

Evidence of Instructional Change

a screenshot
Students are discussing their assessment, especially what's working and what's not working	A screenshot of students reflecting on their learning.	One student's midterm shows a view from ART 121

Practice and Reflect on:

Course Syllabus 25 F_ART 121_Syllabus.pdf

Faculty Bio

Faculty Biography
	Rey Jeong is a multidisciplinary artist, scholar, and community organizer whose work relies on people power (demos/kratos, 民主). Through her social practice works, she explores themes of marginalization, diasporic memory, and healing, inviting undefined outcomes. She is an Assistant Professor of Studio Art at California State University, Sacramento.

this table supports my work
	This work was supported by: National Science Foundation Hispanic Serving Institution Project STEM Zone DUE 1832335 US Department of Education Hispanic Serving Institution Project Degree with a Purpose P031S210061 US Department of Education Hispanic Serving Institution Project STEM4Equity P031C210012 *Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the US Department of Education.