Project Reports & Papers

Final Report Table of Contents

Section I. Introduction and Overview
Overview
The College of Education at the University of Georgia
Purpose of this Report

Section II. Goals, Objectives, and Distinguishing Features
Goals and Objectives
Distinguishing Features
CTL Conceptual Framework
Workplace Connection
Broad-based Participation
Department Portfolios

Section III. Framework, Model, and Participant Definitions
The UGA Contextual Teaching and Learning Framework
Drawing from the Ohio State Framework
CTL Framework Development at UGA
CTL Framework Implementation at UGA
The Framework Revisited - End of Year 3
The CTL Curriculum Model
UGA Faculty Definitions of CTL
Meaningful Teaching and Learning
Linking Education and the Working World
Multifaceted Classrooms
Fostering Connections
UGA Preservice Teacher Definitions of CTL

Section IV. Professional Development of University Faculty
Faculty Tours of Local Business and Industry Sites
Impact of Tours on Faculty Participants
Faculty Workplace Internships
Framework Development
Faculty Involvement on Project Committees
Project-related Seminars and Workshops
Common Readings from CTL Literature
Collegial Networks
Dean's Forum
Overall Outcomes of CTL Faculty Professional Development

Section V. Who Participated?
CTL Faculty Members
CTL Preservice Student Participants
CTL Business and Industry Partners

Section VI. Applying CTL in the Classroom - Effects on Preservice Teacher Education at UGA
Effects on Programs, Curriculum, and Instruction - Faculty Perspective
Mid-project Formative Evaluation
Final Summative Evaluation
CTL as a Faculty Research Tool
Effects on Student Learning
Mid-project Student Evaluative Data
Final Summative Evaluation

Section VII. Lessons Learned, Challenges, and Reflections from the CTL Project
Lessons Learned
Framework: The Importance of Engaging Faculty in Theoretical Grounding of
CTL Prior to Implementation
Professional Development: The Importance of Community and Workplace Experience in
Faculty Understanding of Contextual Approaches
Preservice Teacher Development Model: The Reality of Program Change at Large
Research Universities - Cohort vs. Infusion Models
Sustainability: Increasing Impact by Involving Entire Departments in CTL Integration
into Programs and Courses
Project Design: Challenges of Broad-Based Faculty Involvement
Challenges
Reflections

List of Tables
Table 1. Overall CTL Project Goals at the University of Georgia
Table 2. CTL Program Objectives at the University of Georgia
Table 3. CTL Student Objectives at the University of Georgia
Table 4. CTL Faculty Objectives at the University of Georgia
Table 5. Relevant Theoretical Literature Base of CTL Framework at UGA
Table 6. Comparison of Traditional Assumptions and Practices with CTL
Table 7. Framework Principles of CTL at the University of Georgia
Table 8. UGA Operational Definitions of Key CTL Illustrative Approaches
Table 9. The CTL Curriculum Model at the University of Georgia
Table 10. List of CTL Committees and Their Duties
Table 11. UGA Faculty Involved with CTL
Table 12. CTL Core Courses
Table 13. CTL Disciplinary Courses
Table 14. CTL Faculty Internship Sites
Table 15. Student Enrollment in Core and Disciplinary CTL Courses
Table 16. Sites of CTL Business and Industry Tours
Table 17. CTL Faculty Survey Results, May 2000
Table 18. CTL Presentations and Publications by UGA Faculty
Table 19. Knowledge and Perceived Application of CTL of Sophomore-level Preservice Teacher Education Students
Table 20. Sample of CTL Classroom Activities Proposed by Sophomore-level Preservice Teacher Education Students

List of Figures
Figure 1. Continuum of Contexts & Settings for CTL
Figure 2. Theoretical Perspective on Continuum of Contexts and Settings for CTL