Two Spartans Receive Emmys

By Pat Lopes Harris, Media Relations Director

At least two graduates of the School of Journalism and Mass Communications received Emmys at the National Academy Television Arts and Sciences 41st Annual Northern California Area Awards June 9. Mike Anderson, Photojournalism ‘10, won in the video essay (one camera only) category. His entry featured people with extraordinary jobs including a Google doodler, a crane operator, and an astronomer. Anderson’s stories air on NBC Bay Area, where he works as a web producer. Broadcast journalism alumnus and Comcast SportsNet Bay Area personality Brodie Brazil won in the on camera talent program host/moderator/reporter category. Also up for an Emmy was Brazil’s short documentary on the Spartans 1941 football team, which was in Honolulu for a game against the University of Hawaii when the Japanese attacked Pearl Harbor.

View Anderson’s composite (video examples of his work).

View Brazil’s composite.

View “They Came for Football.”

New York Times: Judo Legend Yosh Uchida Celebrates 66th Year, 2012 Olympian

Sports of The Times: For 66 Years, a Force for Judo in the United States

Published by the New York Times April 1, 2012.

New York Times: Judo Legend Yosh Uchida Celebrates 66th Year Coaching, Including a 2012 Olympian

Kevin Johnson, a junior in the SJSU Department of Journalism and Mass Communications, helped shoot and edit this three-minute New York Times clip on Coach Uchida.

By WILLIAM C. RHODEN

Yoshihiro Uchida celebrated his 92nd birthday on Sunday.

Even more impressive is that for 66 of his years, Uchida has been coaching judo at San Jose State University. He built the program into a national power and has almost single-handedly elevated the stature and visibility of judo in the United States.

Uchida, a Japanese-American, has also been a model of determination and has had a knack for transforming obstacles into opportunity and using an opponent’s momentum to his advantage.

Last month Uchida watched proudly as San Jose State hosted the national collegiate judo championships and his Spartans won their 45th championship in 51 years. This summer, one of his athletes, Marti Malloy, will represent the United States at the Olympics in London.

As important as judo has been to Uchida, his life has been framed by other events. While he served in the United States Army during World War II, his family was sent to American internment camps. Because of his heritage, he struggled to find work after the war, but he eventually founded successful businesses. And he has never quit working or coaching.

“I thought that when I got to be 65, I’d start getting Medicaid, Medicare and all that,” he said during a recent interview in his office. “I thought, Well, that would be the end. But when I got to be 65, I felt great. I feel that if I just retire and do nothing, my whole life would start to shrink.”

Uchida was born April 1, 1920, in Calexico, Calif., the third of five children. He grew up in Garden Grove, helping grow strawberries and tomatoes. At 10 he learned judo, part of a traditional method for Japanese parents in America to instill their culture in young men.

In 1940, Uchida enrolled at San Jose State, where he studied chemical engineering and was student-coach of the physical education department’s judo program. After the attack on Pearl Harbor, he was drafted into the Army, where he served in the medical corps as a laboratory technician.

For a generation of Japanese-Americans, the American dream disintegrated on Feb. 19, 1942. President Franklin D. Roosevelt signed Executive Order 9066, which led to the removal of about 110,000 Japanese and Japanese-Americans from the West Coast during the war. Uchida’s parents were incarcerated at a camp in Arizona; his brothers were sent to the Tule Lake Relocation Center in Northern California; his sister and her husband were sent to an internment camp in Idaho.

Reminders of that have never left. In fact, the building on campus that now houses the judo dojo — renamed Yoshihiro Uchida Hall in 1997 — was a processing center for internment camps.

“It was upsetting and confusing,” Uchida said. “You’re an American citizen, drafted into the Army. You’re in basic training, and your parents are in an internment camp. You really did get angry.”

Like African-American soldiers serving during World War II, American-born Japanese who were United States citizens — Nisei — served in segregated units where they were subjected to much of the same racist treatment.

Uchida recalled an episode in 1942 at Camp Crowder in Missouri when a burly white soldier confronted a group of Nisei and referred to them as Japs. Uchida, who stood 5 feet 5 inches, took offense and challenged the soldier. A scuffle ensued, and Uchida took down the stunned soldier with a judo throw.  “I was a hero in the barracks,” he said.

After four years of service, Uchida returned to San Jose State and earned a degree in biological science. He also resumed teaching and taught judo to police candidates.

Most of the candidates were World War II veterans attending college under the G.I. Bill of Rights. Many had taken a mongrelized form of self-defense in the service. “They had no interest in a Japanese-American teaching them anything,” Uchida said. “They were big and arrogant.”

On the first day of class, one student, a veteran and a San Jose State football player, confronted Uchida. “He asked me what I thought I could teach him and said that he used people like me for bayonet practice,” Uchida said. “He said, ‘What would you do if I did this?’ ”

The veteran picked Uchida up, dangled him and swung him around. “The class thought it was funny,” Uchida said. “I just dumped him, in front of the whole class; the class was just shocked. I turned around and said, ‘O.K. fellas, this is judo.’ There wasn’t trouble after that.”

After graduating in 1947, Uchida remained the San Jose State coach, a part-time position. However, he had difficulty finding employment in a hospital despite his degree and his extensive experience as a lab technician in the Army. One prospective employer, Uchida said, told him, “You might be able to do the work, but we’re not hiring any Japs.”

Uchida protested that he had worked with thousands of veterans during the war. “I was told: ‘That was because you were in the military. Here, we have all these civilians, and you would be touching them — and they wouldn’t want that.’ I was real discouraged.”

Fortunately, a friend who was a supervisor for the county had a friend at O’Connor Hospital and arranged for Uchida to be hired as a lab technician in the emergency room, where he worked the overnight shift. Uchida eventually became a lab supervisor at San Jose Hospital.

His passion remained judo, and his crusade was to help establish it as a sport sanctioned by the Amateur Athletic Union, which, with the help and influence of Henry Stone, the judo and wrestling coach at California, came about in 1953.

That year, San Jose State sponsored the first nationwide A.A.U. championships. In 1962, Uchida organized the first national collegiate judo championships, which San Jose State won. (Judo is still not sanctioned by the N.C.A.A.) He and Stone helped judo become an Olympic event, and Uchida was the coach of the United States’ first Olympic judo team, which competed at the 1964 Summer Games in Tokyo and won a bronze medal.

As a Japanese-American, “to be elevated to coach an American Olympic team was something you never dreamed of,” Uchida said.

“This for me was one of the greatest things,” he added. “Nobody had ever heard of such a thing.”

Judo was not enough to sustain Uchida and his young family, however. Unable to get a home loan because of insufficient income, Uchida, who was still teaching judo, went into business on his own. He bought a failing medical laboratory from an acquaintance in 1957 for $3,000, putting $75 down and paying the balance in increments. Using friendships and connections with doctors he had worked with, Uchida turned the business into a profitable venture. Part of the profits kept San Jose State judo afloat.

During the next three decades, Uchida bought 40 laboratories. In 1989, he sold his business to Unilab for $30 million. He and 78 investors later began the San Jose Nihonmachi Corporation. They built a sprawling $80 million complex of housing and commercial units in San Jose’s Japantown, converting an eyesore into an impressive community.

After more than nine decades of living, Uchida said, chief among the many lessons he has learned is that if you have a cause or a mission, determination alone is not sufficient to see it through.

Uchida uses the internment camps as an example of what can happen to the uninvolved. He recalled how Japanese-Americans were scapegoated and stereotyped and became the target of unfounded suspicions.

“People would come up with all kinds of accusations and things that were not true,” he said. “But we were not politically involved enough to be able to stop that. You have to be politically involved and know what’s going on. If you’re not politically involved, things happen and there’s nothing you can do about it.”

Uchida added: “Sometimes, you get kicked around. But if you believe in it, just keep pushing ahead. You might have to find out how to get there by going backward and then coming back again.

“But if you don’t get involved,” he said, “you won’t live long.”

Professor Creates Engaging Online Learning Environment

Dr. Michael Stephens at his desk, with three monitors behind him.

Dr. Michael Stephens (SLIS image)

By Dr. Michael Stephens, Assistant Professor, School of Library and Information Science

(Editor’s note: The sage on the stage in giant lecture halls is giving way to a collaborative, hyperconnected world. SJSU’s School of Library and Information Science is at the forefront of online learning. We asked an instructor to share his experiences. You can also read more from a student’s perspective.)

I’ve been teaching online and hybrid courses for a few years, but joining SJSU’s School of Library and Information Science (SLIS) last summer led to full time, fully online teaching. Some dismiss online classes as ineffective, text-based “correspondence” style endeavors. I believe it all depends on the caliber of the online experience. Are the classes just ported over from face-to-face syllabi and entirely text-based? Or do they transform learning and inspire students?

I was drawn to online instruction because of the potential for using interactive technologies and social tools to extend my “classroom” beyond four walls and immerse my students in the environments they’ll encounter in future jobs.  I teach courses that explore new service models in libraries, as well as transformative learning, where I encourage my students to design instructional programs using emerging technologies.

Over the past few years, I’ve worked on creating a learning environment that fosters rich interaction between students and me, and gets students interacting with each other. I prefer not to keep our work and interactions inside the “walled garden” of a closed learning management system (LMS), but out on the open Web. Our students will surely be called upon to communicate online to some degree with the people they serve. Having an understanding of interaction outside the safe confines of an LMS is important.

Utilizing the open source content management system WordPress and a suite of plug ins called Buddypress, I create a “social network” for learning that features blogs for all students, a course activity feed, forums, work groups, and integration of other social tools. My class size is usually 25 or so students. Each student gets an account and blog within the site and can customize their environment with widgets, themes and add ons. Small images represent each student – some use a photo, others choose to use avatars.

Stephens Panopto screen

Panopto combines slides, text and video into a rich, media-based Web experience (SLIS image).

Transforming learning while inspiring students

SLIS provides access to some cutting edge tools to deliver class content. I use Panopto to record lectures. Panopto combines slides, text and video into a rich, media-based Web experience. (See screenshot to see it in action.) Feedback from students has been positive. I advocate for the use of video in online teaching as a means to share beyond just text. Teaching summer sessions at my previous position, I often recorded short video “shout outs” to my class from the hiking trail or beside a lake in northern Michigan. Letting them see a bit of my world, of my experience, reinforces the connection I believe is so important to establish. Last fall, I recorded a series of lectures with my trusty Labrador Cooper sleeping nearby within the frame. Other videos I record with my iPhone or Flip for upload to YouTube. These can be easily embedded into the course site and shared.

Other tools allow us to create a sense of connection and community. This is important to me as an online educator. We utilize Blackboard Collaborate to have weekly live video conference sessions. I’ve dubbed them the Commons, a place where each participant adds value to the experience.  One week we might have an open discussion or office hours style meet up, and other sessions might include a guest speaker. Recordings of these interactions are posted to my course sites as soon as we wrap up, for those who cannot attend the live session. It’s not out of the ordinary for a student to stop into the online room just to say hello and make a quick comment.

As a companion to the online meeting space, we use Blackboard Instant Messaging (IM), an application that allows faculty, staff and students to log in and interact in similar fashion to other chat programs. While working each day, I log in and set my status to available. Students and my colleagues at SLIS can send a brief question or comment via IM and I can do the same. The application seamlessly integrates with Collaborate and allows groups to break out into rooms for further collaboration. Each semester, the application automatically populates with my class lists. For students, it’s comforting to know that a professor is just a few keyboard taps away in the online environment.

I also use the micro-blogging site Twitter for sharing with my students and promoting conversation. We utilize Twitter hashtags to associate and share our tweets, and library practitioners can share and participate as well. Students use devices other than a personal computer to interact via Twitter, and on the course site. On the go and from anywhere, my students can share or participate via their smartphone or tablet. Posting a picture, a link or just a brief thought about class content can happen anywhere.

screenshot from a course

In Transformative Learning and New Literacies, students create web-based, self-directed learning programs for library staff (SLIS image).

Interactive learning environments encourage experimentation

The world is changing faster than ever, and the skillsets needed by SJSU students in the School of Library and Information Science are rapidly evolving.  Students need to learn how to incorporate emerging technology into their future roles in libraries and information centers.  As I teach courses in the School’s fully online graduate program, I’m well aware of the need to create an engaging, interactive learning environment for my students that prepares them for tomorrow challenges.

I believe a focus on play and experimentation is needed for 21st century learning success. These newer forms of learning – play and experimentation – can prepare students for the world they will work in after they graduate, and for years to come.

I emphasize this focus on experimentation via the assignments in my online courses. In my class called The Hyperlinked Library and Emerging Technologies, students create media-based reports on recent books related to society and culture. Any media platform or 2.0 tool that can be shared across the web is fair game for play and experimenting for this assignment.

In Transformative Learning and New Literacies, my students create web-based, self-directed learning programs for library staff, replicating a similar environment to our course community. Experience with content management systems and various tools for creating online learning modules put them in the thick of what it will be like to do the same in their future work. Later, they each design an online component to their own personal learning networks and articulate the steps they took to build it, as well as what potential problems or issues it may help them solve as new information professionals.

Communication is key in online teaching

I have a plaque in my home office that quotes Michaelangelo, “I am still learning.” I keep that in mind as I reflect on my own teaching and use of technology. It’s an ongoing process to continue to improve. I learn from my students, my colleagues and from the networks I participate in online. It’s fine to say “I don’t know” about the next new thing and explore it with previous learning in mind. I want this for my students as well. Skills they develop now – exploring a new tool, creating new knowledge, making connections with others – will serve them well in their careers.

I’ve also learned not to get hung up on perfection. A mistake or two in a lecture or stumbling over words in a video does not negate the experience for students. In fact, it helps counteract the “culture of perfect” that sometimes permeates libraries and other environments. “Everything is beta” is a popular way to describe this approach.

Communication is key to successful online teaching as well. Being present on the course site and answering questions directed to me are a given, but I also work at consistent updating. If I’m traveling to speak at a library or conference, I let my students know. If I’m at a conference, I’ll share links and insights. My students have done the same, using Twitter or their class blogs to share their own opinions and takeaways from attending professional conferences. The sharing and communication can be informal, and it strengthens the feeling of community.

The best teachers understand that technology use in coursework is not just for the sake of technology but to extend and enhance the learning process. Recently, Michael Wesch from the University of Kansas responded to an article about his advocacy for participatory technologies in coursework. His eloquent statement resonates with me: “My main point is that participatory teaching methods simply will not work if they do not begin with a deep bond between teacher and student.  Importantly, this bond must be built through mutual respect, care, and an ongoing effort to know and understand one another.”

The sage on the stage in giant lecture halls is giving way to a collaborative, hyperconnected world of newer methods and channels of learning, but the human connection can and should remain. Bring yourself to your online teaching – share, be authentic and connect with students via the heart and the keyboard.

Santa Cruz Sentinel: Students Pick Up Professional Skills at Pebble Beach Pro-Am

SJSU students learning management skills at National Pro-Am

Posted by the Santa Cruz Sentinel Feb. 10, 2012.

By Andrew Matheson

PEBBLE BEACH — Many of the hospitality workers at the AT&T Pebble Beach National Pro-Am golf event are actually young undergraduate students looking to get a start in the food-and-beverage world.

For them, Saturday is the equivalent to the final round of a major championship.

Hordes of spectators will be flocking to the Pebble Beach Golf Links starting Saturday, all wanting a glimpse of not only some of the biggest names in professional golf, but also the celebrities the Pro-Am draws.

It’s what the students in San Jose State‘s Hospitality, Recreation and Tourism Management program have been gearing up for all week. They are gleaning real-world experience from volunteering at the event, and the excess crowds will no doubt mean a spike in business at the luxury boxes and food tents where they are stationed.

“Saturday last year was definitely our busiest day,” said Kathryn Kirby, a 2006 graduate of Aptos High, who is overseeing nine workers and 10 corporate chalets — or hospitality tents — at Pebble Beach this week.

Oh, and there’s also the Tiger Woods factor. He even comes with his own term in the hospitality field — the “Tiger draw.” “This year we’re expecting to be even busier because of the Tiger draw,” Kirby added. “Even I’m excited to see him.” Kirby and fellow Santa Cruz County residents Alexandra Sherrell and Kristina Mueller are students in the SJSU program, and more specifically its Pebble Beach Special Event

Management Team. The 32 students located in the corporate chalets, food concessions or skyboxes are receiving invaluable experience in managing, planning and coordinating an event like the Pro-Am at one of the world’s most famous golf courses.

They do so while working for Pebble Beach management. And the selection process for the program is perhaps just as grueling as today’s round will be for the golfers.

“These are not volunteers. This is not an internship,” said Santa Cruz’s Rich Larson, a professor at SJSU who oversees the program. “They have to be selected first, selected to work in one of those three areas.” Larson said he had some 80 applicants for 28 positions in this year’s class. Four students, including Kirby, were brought back from last year’s program for additional guidance, while the remaining slots are selected based on essays and a panel interview process that involves former students, Larson and five Pebble Beach managers.

Kirby admits to breaking out in hives during her interview.

“It’s intimidating. But the experience you gain here is so much more than if you were in a classroom,” said Sherrell, a 2008 graduate of San Lorenzo Valley High, who is managing two skyboxes as well as a staff of six to eight people along the famous 18th green at Pebble Beach this week. “The work is hard, but it’s also very rewarding.”

Sherrell said her main task — in a nutshell — is to make sure each order going into the skyboxes is correct and that her client is happy. Although the Pebble Beach managers chose the position for her, she said she would have selected it anyway if given the chance.

About 30 students have gone through the program each year since its inception in 2006, and the Pebble Beach company has hired 17 of those students, Larson said. Others have gone on to work at Jet Blue, hotels and in catering.

One is even concessions manager through Aramark at the Oakland Coliseum.

Nutrition Professor Nominates Winning “Maestra Positiva”

Four people with big checks from the milk board.

Steve James of the California Milk Processor Board awards ceremonial checks to Christina Rodriguez and Father Eddie Samaniego, accompanied by Associate Professor Marjorie Freedman (GOT MILK photo).

By Pat Lopes Harris, Media Relations Director

When the California Milk Processor Board, creator of GOT MILK? and its Spanish-language counterpart TOMA LECHE, launched a statewide contest in search of three “Maestros Positivos,” they found just who they were looking for right here in San Jose, with help from an SJSU faculty member. Associate Professor Marjorie Freedman of the Department of Nutrition, Food Science, and Packaging nominated Christina Rodriguez, who serves on a steering committee for an SJSU food justice program Freedman oversees. A registered nurse, Rodriguez provides basic health care and nutrition services through Most Holy Trinity Catholic Church’s Health & Nutrition Ministries. She hosts monthly health fairs at her church to test blood sugar and pressure, donating her time and money to purchase testing equipment. The California Milk Processor Board awarded each of three “Maestros Positivos” $5,000 ($2,500 for each winner and $2,500 for each winner’s charity of choice) for exemplifying positivity in the area of health and nutrition in their respective communities. Freedman joined Rodriguez at a celebratory event Jan. 25 at the church.